United States History: 1492-2008: Grades 9-12

Other South Dakota Social Studies sets

• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Economics: Grades 9-12
• United States Government/American Civics: Grades 9-12
• World Geography: Grades 9-12
• World History: Ancient to Modern: Grades 9-12

The student locates on a map and describes the features of America’s physical geography, including: G9-12.USH.2.A

The student locates on a map all fifty states and spells all their names and capitals correctly. G9-12.USH.2.B

The student locates on a map and names the state in which major cities other than capitals are located, including: G 9-12.USH.2.C

The student locates on a map Washington, D.C. and major U.S. territories. G9-12.USH.2.D

The student locates the following American regions on a map, names the states, and compares their topography, climate, and economy to those of South Dakota: G9-12.USH.2.E

The student locates on a map the major geographic features of South Dakota, including: G9-12.USH.2.F

The student locates on a map the major regions, cities, and historical points in South Dakota, including: G9-12.USH.2.G

The student demonstrates understanding of the modern way of life by comparing the following in history to prior eras. HCE9-12.USH.3

a political body based on natural rights and their equal protection9-12.USH.3.1

ability to believe and act on one’s beliefs without fear of arrest or worse9-12.USH.3.2

ability to daily life without fear of being injured, killed, or having property taken9-12.USH.3.3

ability to possess the tools necessary to protect one’s food, shelter, family, and life  9-12.USH.3.4

ability to print one’s thoughts without fear of arrest or worse9-12.USH.3.5

ability to receive an education paid in part by one’s neighbors9-12.USH.3.6

ability to speak one’s mind without fear of arrest or worse9-12.USH.3.7

ability to vote for those who determine by law what one may or may not do9-12.USH.3.8

acquisition of clothing, food, and shelter 9-12.USH.3.9

communication by Internet, text, phones, mail9-12.USH.3.10

control of one’s ideas and inventions unless willingly shared with another9-12.USH.3.11

criticism or protest against those in power without fear of arrest or worse9-12.USH.3.12

electricity, plumbing, heating, cooling9-12.USH.3.13

family structure9-12.USH.3.14

legal presumption of innocence when accused of a crime 9-12.USH.3.15

literacy and numeracy9-12.USH.3.16

possession of one’s own land for food and shelter 9-12.USH.3.17

religious practices9-12.USH.3.18

risk from disease and injury9-12.USH.3.19

slavery9-12.USH.3.20

the distance of one’s physical travels9-12.USH.3.21

the role of most men in family life and the community (working at home out of doors, defending the family and community)9-12.USH.3.22

the role of most women in family life and the community (working at home indoors, caring for the family and neighbors)9-12.USH.3.23

the rule of law9-12.USH.3.24

travel by plane, car, boat, horse and buggy, walking9-12.USH.3.25

trial by a jury of one’s neighbors9-12.USH.3.26

trial for crimes quickly and publicly9-12.USH.3.27

The student locates on a map and describes the following civilizations: Ancestral Pueblo, Hopewell, Aztec, Maya, and Inca. H9-12.USH.4.A

The student describes the pre-contact Indigenous peoples of America and their lifestyles in the millennia and centuries prior to European discovery. H9-12.USH.4.B

The student names one historical or present Native American tribe from each American region. H9-12.USH.4.C

The student describes the similarities and differences between historical Native American tribes from two different American regions, including their lifestyles, warfare, and art. H9-12.USH.4.D

The student describes the lifestyle, traditional warfare, and culture of a historical or present Native American tribe from South Dakota, including but not limited to the Mandan, Sahnish (Arikara), Cheyenne, Crow, and Hidatsa. H9-12.USH.4.E

The student describes the lifestyle, language, and culture of the Sioux within the Oceti Sakowin Oyate (including select standards from Oceti Sakowin Essential Understandings 1-5). HC9-12.USH.4.F

The student describes the cooperation, conflicts, and their causes among various Native American tribes prior to the exploration of Europeans, including in what is now South Dakota. H 9-12.USH.4.G

The student explains 15th century trade between Europe and Asia, European motivations for exploration, and their various interactions with Native Americans. H 9-12.USH.5.A

The student explains the history of slavery from ancient times through the 15th century slave trade among Africans, Arabs, and Europeans, and compares it to the practice of indentured servitude. H9-12.USH.5.B

The student explains how racism is the belief that some people are superior or inferior to others based on race, racial characteristics, or ancestry, how racism arises from a failure to recognize the equal dignity and value of each human being, and how racism manifests itself through the voluntary acts of individual people, both private words and actions and public speech and actions, such as laws and regulations. H  9-12.USH.5.C

The student describes the travels and discoveries of major explorers in the future United States, including: H9-12.USH.5.D

The student explains the Columbian Exchange of resources, people, and disease, including how smallpox decimated Native Americans and the science of why this happened. HE9-12.USH.5.E

The student explains the variety of cooperative and violent interactions between Europeans, indigenous peoples, and among indigenous tribes. H9-12.USH.5.F

The student tells the story of the founding of Jamestown, including: HC9-12.USH.5.G

The student tells the story of the founding of Plymouth and Massachusetts Bay, including: HC9-12.USH.5.H

The student reads and discusses the meaning of the Mayflower Compact in its entirety. HC9-12.USH.5.I

The student explains how England’s approach to settling its colonies differed from the approach of other countries. H9-12.USH.5.J

The student explains the gradual codification of slavery in the southern colonies beginning in 1655, including the passage of manumission laws restricting the voluntary freeing of slaves by slaveholders. H9-12.USH.5.K

The student explains the meaning and historical significance of the following terms and topics: mercantilism, indentured servitude, Triangle Trade, Middle Passage, Wampanoag, Pilgrims, and Puritans. HE9-12.USH.5.L

The student explains the colonial economies and ways of life among the New England, Middle, and Southern colonies. HE 9-12.USH.6.A

The student explains how the colonial economies may be best characterized as free market or capitalist, meaning that the laws allow individuals to possess more goods or currency than they need to survive; and to invest, produce, distribute, and buy and sell goods and services by making their own agreements with one another. HE9-12.USH.6.B

The student explains how the labor market in the colonial economies was not free in the cases of forced indentured servitude and slavery. HE9-12.USH.6.C

The student explains the status and effects of each of the following in colonial society, and the extents to which these were the exception in history: private property, free enterprise, education, local self-government, and religious freedom. HCE9-12.USH.6.D

The student explains how the “American” colonist was generally defined by certain traits, including being: HCE9-12.USH.6.E

The student explains how England’s relationship toward the colonists amounted to a “salutary neglect” and the ways this relationship benefitted the colonists. HC9-12.USH.6.F

The student explains the influence of historical ideas on the colonists, especially within their colleges and leading families, including: HC9-12.USH.6.G

The student describes the first explorations of present-day South Dakota by Europeans, including the Verendrye expeditions and the travels of Jean Baptiste Truteau, Jacques D’Eglise, and Pierre-Charles Le Sueur. H9-12.USH.6.H

The student describes the culture, community, and economy that emerged among the Native Americans and French fur traders along the Missouri River and its tributaries, including in South Dakota. H9-12.USH.6.I

The student describes the Great Awakening and its effects on American identity and sense of unity. H9-12.USH.6.J

The student states the major terms of the Treaty of Paris and explains the French and Indian War’s effect on American identity and sense of unity. H9-12.USH.6.K

The student explains the meaning and historical significance of the following terms and topics: township, self-government, rule of law, the Enlightenment, natural law, natural rights, social contract, representation, and the Albany Plan. HC9-12.USH.6.L

The student explains why and how Great Britain asserted new authority in the colonies after the French and Indian War and why the colonists contested Britain’s new claims to control as violations of their rights and freedom. HC9-12.USH.7.A

The student explains the ways in which the colonists responded to Great Britain’s new claims of power over them. H 9-12.USH.7.B

The student tells the biography of George Washington, including: H9-12.USH.7.C

The student tells the biography of John Adams, including: H9-12.USH.7.D

The student explains Great Britain’s responses to the Boston Tea Party and the colonists’ argument that these actions were tyrannical. H9-12.USH.7.E

The student tells the stories of the following military events prior to a formal declaration of independence: H 9-12.USH.7.F

The student tells the biography of Benjamin Franklin, including: H9-12.USH.7.G

The student tells the biography of Thomas Jefferson, including: H9-12.USH.7.H

The student explains that patriotism is the love of country, meaning that one holds his or her country up to an objective standard of moral right and wrong, preserving the ways in which the country does good and correcting the ways it sometimes does wrong. C9-12.USH.7.I

The student tells the stories and explains the effects of major military events, figures, and common soldiers from the War of Independence. H9-12.USH.7.J

The student explains the proper ways to respect the American flag and the reasons for this respect. HC9-12.USH.7.K

The student tells the story of how the Americans won the War of Independence, including the battles of Trenton, Saratoga, and Yorktown. H9-12.USH.7.L

The student reads and discusses the meaning of the first, second, and final paragraphs of the Declaration of Independence and selections from the remainder, including the first draft’s sections on slavery. HC 9-12.USH.8.A

The student explains the meaning of “the Laws of Nature and of Nature’s God,” including the founders’ argument that there is a standard of justice in nature that does not change and is true of all peoples in all times, and that an eternal God is responsible for this unchanging truth. C9-12.USH.8.B

The student explains the meaning of “created equal,” including the founders’ argument that each person is equally human and as such has the same dignity and natural rights to life, liberty, and the pursuit of happiness, that each is endowed with these rights by the God that created them, and that the existence of human slavery was understood by most, but not all, of the founders to be a contradiction of the principle of human equality. C9-12.USH.8.C

The student explains the meaning of “natural rights” and “unalienable,” including the founders’ argument that fundamental rights arise out of man’s nature as a human person, that these rights do not come from other people or any government, and that these rights cannot be denied or taken away unless the person has used them to violate the rights of another. C9-12.USH.8.D

The student explains the meaning of “life, liberty, and the pursuit of happiness,” in particular the founders’ argument that each human being has the right by nature to their own life, to their liberty and the general freedom of thought and action, and to seek the happiness appropriate to human liberty as long as it does not violate the rights of others. C 9-12.USH.8.E

The student explains the meaning of “the consent of the governed,” including the founders’ argument that legitimate government derives its just powers from the consent of those that are governed, who in turn have delegated limited powers to government in order to secure their rights. C9-12.USH.8.F

The student explains that the purpose of government as outlined in the Declaration of Independence is to “secure these rights,” meaning those fundamental rights derived from “the Laws of Nature and of Nature’s God.” C9-12.USH.8.G

The student explains the argument of the Declaration of Independence that when government “becomes destructive” of its purpose of securing rights, a people may change or abolish their government and institute new government to best effect their safety and happiness. C9-12.USH.8.H

The student explains why the delegates to the Second Continental Congress voted to declare independence from Great Britain, including the list of grievances and other historical events since 1763. C9-12.USH.8.I

The student explains how America’s founding based on these words of the Declaration of Independence was unprecedented in human history: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.—That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” C9-12.USH.8.J

The student explains what the Land Ordinance of 1785 and the Northwest Ordinance of 1787 accomplished for public education, private land ownership, and the abolition of slavery. HC9-12.USH.9.A

The student explains the crafting of the Articles of Confederation, their weaknesses, their historical effects, and their relationship to the Constitutional Convention. HC9-12.USH.9.B

The student tells the biography of James Madison, including: H9-12.USH.9.C

The student explains the founders’ view of human nature, including the role of ambition and the human person’s limitations, both intellectually and morally, as expressed in Federalist 10 and 51. HC9-12.USH.9.D

The student explains how a majority can tyrannize over the rights of the minority. C9-12.USH.9.E

The student explains how representation prevents tyranny through the following means: C9-12.USH.9.F

The student explains how federalism prevents tyranny by dividing governing power among many levels of governments. C9-12.USH.9.G

The student explains how the enumeration of powers prevents tyranny by limiting what governments can do to a specified written list. C9-12.USH.9.H

The student explains how the separation of powers prevents tyranny from the federal government by dividing legislative, executive, and judicial power into three separate branches. C 9-12.USH.9.I

The student explains the meaning and historical significance of the following terms and topics: factions, democratic republic, justice, legislative power, executive power, judicial power, Federalists, Anti-Federalists, and The Federalist Papers. HC9-12.USH.9.J

The student explains the different roles and responsibilities of each house of Congress, the Presidency, and the Judiciary. C9-12.USH.10.A

The student explains the checks and balances each branch possesses to resist tyranny in the other two branches. C9-12.USH.10.B

The student explains each of the following within the federal government: C9-12.USH.10.C

The student explains the legal meaning of “citizen” in the United States, the grant of birthright citizenship per the Fourteenth Amendment, the legal process for becoming a citizen, and the responsibilities, rights, and privileges of citizenship at the different levels of government. C9-12.USH.10.D

The student explains the importance of a well-informed, virtuous, and industrious citizenry within representative self-government. C9-12.USH.10.E

The student explains how the scope of voting rights at the American founding was the exception in history. HC9-12.USH.10.F

The student explains the different positions on slavery among the founders and their generation, including those who did not hold slaves and worked for its abolition, those who held slaves but wished for its abolition, and those who were in favor of slavery and its continuation. H9-12.USH.10.G

The student names and explains the three clauses of the Constitution pertaining to slavery and Frederick Douglass’s “The Constitution of the United States: Is It Pro-Slavery or AntiSlavery?” HC9-12.USH.10.H

The student explains the ways in which slavery was expanded and restricted in the states during the American founding years of 1763-1789. H9-12.USH.10.I

The student explains the importance of free speech, the free press, and civil dialogue in representative self-government. C9-12.USH.10.J

The student explains the positions in the ratification debate concerning the Constitution. HC 9-12.USH.10.K

The student explains the ways in which the U.S. Constitution was unprecedented in human history, especially in its form of government, institutional innovations, and underlying moral principles. HC 9-12.USH.10.L

The student tells the biography of Alexander Hamilton, including: H9-12.USH.11.A

The student explains how the invention of the cotton gin reinvigorated the practice of slavery and the slave-owning interest, and the extent to which future laws permitted or restricted slavery. H9-12.USH.11.B

The student tells of the major events in George Washington’s presidency, including the precedents that he set for the office and his efforts to remain neutral in the conflict between revolutionary France and Great Britain. H 9-12.USH.11.C

The student reads and discusses the meaning of selections from George Washington’s Farewell Address and explains Washington’s emphasis on the importance of union and his warnings about parties, sectionalism, and unnecessary involvement in foreign affairs. H9-12.USH.11.D

The student tells of the major events in Thomas Jefferson’s presidency, including: H9-12.USH.11.E

The student explains how even though the Supreme Court exercises judicial review, the people and each branch of government have a role in interpreting the meaning of the Constitution and an obligation to follow it. HC9-12.USH.11.F

The student tells of the conflicts between the U.S. government, settlers, and Native Americans between 1789 and 1830. H9-12.USH.11.G

The student tells the stories and explains the effects of major military events, figures, and common soldiers from the War of 1812. H9-12.USH.11.H

The student explains the meaning and historical significance of the following terms and topics: Fugitive Slave Act, cotton gin, Alien and Sedition Acts, Judiciary Act, Marbury v. Madison, judicial review, the Corps of Discovery, and the mischaracterization of South Dakota as the “Great American Desert.” HC9-12.USH.11.I

The student explains the tenets to the Monroe Doctrine. H9-12.USH.12.A

The student explains the main ideas of the Second Great Awakening. H 9-12.USH.12.B

The student tells the biography of Sequoyah. H9-12.USH.12.C

The student tells the biography of Andrew Jackson, including: H9-12.USH.12.D

The student tells the story of founding the Democratic Party in the 1820s and 1830s. H9-12.USH.12.E

The student describes the lives of slaves on southern plantations and at slave auctions, including cultural developments among African Americans in slavery. H9-12.USH.12.F

The student explains the electoral relationship between the number of slave states and the perpetuation of slavery. H9-12.USH.12.G

The student explains the work of the abolitionist movement and leading abolitionists, including Harriet Tubman, William Lloyd Garrison, Frederick Douglass, the efforts of the Underground Railroad, and the effects of Harriet Beecher Stowe’s Uncle Tom’s Cabin. H 9-12.USH.12.H

The student tells the biography of Frederick Douglass, including: H9-12.USH.12.I

The student reads and discusses the meaning of selections from Frederick Douglass’s The Narrative of the Life of Frederick Douglass and “What to the Slave Is the Fourth of July?” H9-12.USH.12.J

The student tells of the major events in Andrew Jackson’s presidency, including: H 9-12.USH.12.K

The student tells the story of the Trail of Tears, particularly the 1838 Cherokee removal following the Treaty of New Echota. H9-12.USH.12.L

The student explains the main ideas and names the major figures of the transcendentalist movement. H9-12.USH.12.M

The student explains the meaning and historical significance of the following terms and topics: McCulloch v. Maryland, Missouri Compromise, Nat Turner Rebellion, Manifest Destiny, Marshall Trilogy, and the annexation of Texas. HC9-12.USH.12.N

The student explains the reasons for and origins of those who immigrated to America before the Civil War, including the extent to which they assimilated, and opposition from the Know Nothing Party. H9-12.USH.13.A

The student tells the story of women’s suffrage efforts in the mid-19th century, including: HC9-12.USH.13.B

The student reads and discusses the meaning of Elizabeth Cady Stanton’s Declaration of Sentiments in its entirety. HC9-12.USH.13.C

The student explains the interactions between settlers, governing bodies, and Native Americans in South Dakota (including select standards from Oceti Sakowin Essential Understandings 2 and 6) prior to the Civil War, including: H 9-12.USH.13.D

The student explains the extent to which treaties made between the U.S. government and Native Americans were followed and broken, including the historical and contemporary effects of the Agreement of 1877. HC9-12.USH.13.E

The student tells of the effects of boarding schools on Native Americans, including the U.S. government’s enactment of compulsory attendance of Native children and enforcement on reservations in South Dakota. H9-12.USH.13.F

The student describes land speculation and settlement in what is now South Dakota in the 1850s and 1860s, including homesteading under the Preemption Act, Homestead Act, Timber Culture Act, and the Morrill Land-Grant Acts. H9-12.USH.13.G

The student explains the differences between various geographic regions, especially the growing divide in culture, lifestyle, and economics between the northern states and the southern states. H9-12.USH.13.H

The student tells the story of the Mexican-American War and the Mexican Cession. H9-12.USH.13.I

The student explains how the Mexican Cession and the California Gold Rush reignited the issue of the expansion of slavery, including the terms of the Compromise of 1850. H 9-12.USH.13.J

The student tells the biography of Abraham Lincoln, including: H9-12.USH.13.K

The student explains Abraham Lincoln’s argument that the Kansas-Nebraska Act and popular sovereignty marked a moral break with the founding because they implied that moral right and wrong were relative to a democratic majority. HC9-12.USH.13.L

The student tells the story of founding the Republican Party in the 1850s. H9-12.USH.13.M

The student explains Abraham Lincoln’s argument that the Dred Scott decision turned the Constitution into a pro-slavery document that would allow slavery to spread anywhere in America, contrary to the original intentions of the founders. HC9-12.USH.13.N

The student reads and discusses the meaning of Abraham Lincoln’s “House Divided” speech in its entirety. H9-12.USH.14.A

The student explains the main arguments in the Lincoln-Douglas debates, especially in debate number seven. H9-12.USH.14.B

The student reads and discusses the meaning of selections from Frederick Douglass’s “The Constitution of the United States: Is It Pro-Slavery or Anti-Slavery?” H9-12.USH.14.C

The student explains the major and minor causes of the Civil War, especially the political tension surrounding the spread of slavery. H9-12.USH.14.D

The student explains the extent to which regular Confederate soldiers were fighting explicitly to preserve the institution of slavery compared to the motivations of Confederate elites. H9-12.USH.14.E

The student tells the stories and explains the effects of major military events, figures, and common soldiers from the Civil War. H9-12.USH.14.F

The student explains how Abraham Lincoln issued and justified the Emancipation Proclamation, including what the order did and did not do, and why. HC9-12.USH.14.G

The student reads and discusses the meaning of Abraham Lincoln’s Gettysburg Address and his second inaugural address in their entirety. HC9-12.USH.14.H

The student tells the story of and explains the reasons why the Union won the Civil War, including the battles of Antietam, Vicksburg, and Gettysburg. H9-12.USH.14.I

The student explains the different effects of the Civil War in the North and the South. H9-12.USH.14.J

The student explains the successes of Reconstruction, including the Reconstruction Amendments and the election of freedmen to government offices, and its failures in renewed discrimination during Reconstruction and especially after the Compromise of 1877. HC9-12.USH.14.K

The student explains the meaning and historical significance of the following terms and topics: popular sovereignty, moral relativism, Homestead Act, black codes, Civil Rights Act of 1866, and Jim Crow laws. HC9-12.USH.14.L

The student explains the economic principles and practices that corresponded with America’s industrial and economic growth after the Civil War, including: HE9-12.USH.15.A

The student explains the reasons for and origins of those who immigrated to America after the Civil War and the extent to which they assimilated, including the cultural and economic contributions of various immigrant groups in South Dakota and national opposition to new immigration such as the Chinese Exclusion Act. H9-12.USH.15.B

The student describes the challenges that accompanied industrialization and immigration. HE 9-12.USH.15.C

The student describes the various responses to poor working conditions and standards of living, including: charity, social gospel, populism, unionization, violence, and socialism and communism. HCE9-12.USH.15.D

The student explains Karl Marx’s main ideas on the following: HCE9-12.USH.15.E

The student describes the style of and identifies pieces from the Hudson River School of art. H9-12.USH.15.F

The student explains the role of the railroad, bonanza farming, the Black Hills gold rush, land policy such as the Homestead Act, drought, and open-range cattle ranching on South Dakota history. H9-12.USH.15.G

The student describes the day-to-day and civil life of pioneers and immigrants in South Dakota during the late 1800s, including their cultural heritage, the Dakota Boom, the Statehood movement, the capitol fight, and General William H. Beadle’s leadership for education. H9-12.USH.15.H

The student explains conflicts among Native Americans, settlers, and governing bodies in the Dakota Territory during the late 19th Century, including: H9-12.USH.15.I

The student explains instances of cooperation among Native Americans (including select standards from Oceti Sakowin Essential Understandings 2 and 6), settlers, and governing bodies in the Dakota Territory during the late 19th Century, including: H9-12.USH.15.J

The student explains instances of duplicity and injustice among Native Americans (including select standards from Oceti Sakowin Essential Understandings 2 and 6), settlers, and governing bodies in the Dakota Territory during the late 19th Century, including: H9-12.USH.15.K

The student identifies the targets of the Ku Klux Klan and lynching, and explains the ways in which different governments did or did not attempt to protect them. H9-12.USH.15.L

The student tells the story of how South Dakota became a state, explains the basic structure and functioning of its government, and explains the symbols of the Great Seal of the State of South Dakota. H9-12.USH.15.M

The student tells of the school’s local political community or a larger neighboring political community, including its founding, history, and the structure and functioning of its current government. H9-12.USH.15.N

The student explains the roles of the Farmer’s Alliance and the Populist Party in South Dakota in the 1880s and 1890s. H9-12.USH.15.O

The student explains the meaning and historical significance of the following terms and topics: Robber Barons, Captains of Industry, Dawes Act, Ku Klux Klan Acts, Governor Arthur Mellette, and the Free Silver Movement. H9-12.USH.15.P

The student identifies the laws in different states that inhibited African Americans from voting, including the Supreme Court’s federal ruling in Plessy v. Ferguson. H9-12.USH.16.A

The student tells the biography of Booker T. Washington, including: H9-12.USH.16.B

The student reads and discusses the meaning of selections from Booker T. Washington’s Atlanta Exposition Address. H9-12.USH.16.C

The student tells the biography of Susan B. Anthony, including: H9-12.USH.16.D

The student explains the arguments and efforts of the suffragist movement and its major figures, including Susan B. Anthony, Alice Paul, Elizabeth Cady Stanton, Lucy Stone, Ida B. Wells, and the work of suffragists in South Dakota, especially Mary Shields Pyle. HC 9-12.USH.16.E

The student tells of the major events in William McKinley’s presidency, including: H9-12.USH.16.F

The student tells the biography of Woodrow Wilson, including: H9-12.USH.16.G

The student reads and discusses the meaning of selections from Woodrow Wilson’s “What Is Progress?” HC9-12.USH.16.H

The student explains the ways in which certain Progressive ideas contrasted with the ideas of the American founding. HC9-12.USH.16.I

The student names and explains the various progressive policies that were implemented in law, including: HCE9-12.USH.16.J

The student tells the biography of Theodore Roosevelt, including: H9-12.USH.16.K

The student explains the ideas and efforts for the betterment of African Americans around 1900, including: H9-12.USH.16.L

The student reads and discusses the meaning of selections from W.E.B. DuBois’s The Souls of Black Folk. H9-12.USH.16.M

The student reads and discusses the meaning of Niagara’s Declaration of Principles in its entirety. H9-12.USH.16.N

The student explains why America declared war on the Central Powers in World War I. H9-12.USH.17.A

The student tells the stories and explains the effects of major military events, figures, and common soldiers from World War I. H9-12.USH.17.B

The student tells the story of the Bolshevik Revolution and the subsequent “red scare” and Palmer Raids in the United States. H9-12.USH.17.C

The student explains why the Allied Powers won World War I and the American role in the victory, including the service of soldiers from South Dakota, the effects of the Sedition Law on South Dakota’s German population, and the response to the law by Senator Richard Pettigrew. H9-12.USH.17.D

The student explains the development of organized crime during Prohibition. H 9-12.USH.17.E

The student explains the practice of lynching and other forms of violence targeting African Americans, including the Tulsa Massacre. H9-12.USH.17.F

The student tells the biography of Calvin Coolidge. H9-12.USH.17.G

The student describes and identifies the Art Deco style of art and architecture. H9-12.USH.17.H

The student explains the origins and main ideas of the Harlem Renaissance as well as the Jazz style of music, including Jazz’s origins and major musicians. H9-12.USH.17.I

The student explains the meaning and historical significance of the following terms and topics: Black Wall Street, unrestricted submarine warfare, sinking of the Lusitania, Zimmerman Telegram, Spanish Flu Pandemic, the Great Migration, the 19th Amendment, and the Indian Citizenship Act. HC9-12.USH.17.J

The student explains the roles of margin buying, the Federal Reserve, fractional reserve banking, and the Smoot-Hawley Tariff on the stock market crash and the Great Depression. HCE9-12.USH.18.A

The student tells the biography of Franklin Delano Roosevelt, including: H9-12.USH.18.B

The student explains the economic ideas of John Maynard Keynes and contrasts them with those of Ludwig von Mises, Friedrich Hayek, and Milton Friedman. HE9-12.USH.18.C

The student reads and discusses the meaning of selections from Franklin Roosevelt’s Commonwealth Club Address. HC9-12.USH.18.D

The student explains the major ideas and effects of the New Deal, including: HCE9-12.USH.18.E

The student explains the role of immigration and foreign workers in the 20th century, including during World War II, and the reform efforts of Cesar Chavez. H9-12.USH.18.F

The student describes the carvings of Mount Rushmore, including the roles of Doane Robinson, Gutzon Borglum, Calvin Coolidge, and Peter Norbeck, and of the Crazy Horse Memorial, including Chief Henry Standing Bear’s letter to Korzak Ziolkowski. H 9-12.USH.18.G

The student explains the causes of World War II and names the major powers in each alliance. H9-12.USH.18.H

The student explains how America aided the British prior to Pearl Harbor and why Japan attacked the United States. H9-12.USH.18.I

The student tells the stories and explains the effects of major military events, figures, common soldiers, and noncombatants on the home front during World War II, especially the service of South Dakota soldiers such as pilots Joe Foss and Don Smith, and the importance of South Dakota agriculture. H9-12.USH.18.J

The student explains the similarities and differences between militarism in Imperial Japan, communism in the Soviet Union, and fascism in Nazi Germany, including their use of violence and mass murder as demonstrated by: H9-12.USH.18.K

The student explains why the Allied Powers won World War II and the American role in the victory, including the battles of Pearl Harbor, Midway, Guadalcanal, Normandy, the Bulge, and Okinawa, as well as the atomic bombings of Hiroshima and Nagasaki. H9-12.USH.18.L

The student explains the meaning and historical significance of the following terms and topics: Dust Bowl, Social Security Act, gulag archipelago, Munich Crisis, Bataan Death March, Japanese American internment, Tuskegee Airmen, Navajo Code Talkers, Lakota Code Talkers, genocide, Yalta and Potsdam conferences, and the Manhattan Project, and E.O. Lawrence. H9-12.USH.18.M

The student explains the ends and means of the Marshall Plan. H9-12.USH.19.A

The student explains the ideas and tactics used by the Soviet Union and the United States in the early decades of the Cold War, including the growth of intelligence agencies. H9-12.USH.19.B

The student tells the biography of Dwight Eisenhower, including: H9-12.USH.19.C

The student explains the efforts to secure civil rights for Native Americans, including the roles of Ben Reifel, Vine Deloria, Jr., and Russell Means. H9-12.USH.19.D

The student explains efforts to secure civil rights for African Americans, including the efforts of: HC9-12.USH.19.E

The student tells the biography of Martin Luther King, Jr., including: HC 9-12.USH.19.F

The student reads and discusses the meaning of Martin Luther King, Jr.’s “I Have a Dream” speech in its entirety. HC9-12.USH.19.G

The student explains the connections Martin Luther King, Jr. makes to the principles of the American founding in his “I Have a Dream” speech. HC9-12.USH.19.H

The student tells of the major events in John F. Kennedy’s presidency, including: H9-12.USH.19.I