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Standard 2: History

SST-04.2

BPSS-SST logoStandard 2:

Important Historical Events

Students understand important historical events.

 Narrative for the Important Historical Events

Fourth grade students apply their growing academic skills and knowledge to an exploration of North Dakota and its relationships with regional, national, and world communities. Students are beginning to develop a more refined concept of time and can begin to deal with cause-and-effect relationships and decision-making processes, such as identifying problems and considering alternative solutions and their subsequent consequences.  Students trace the historical periods, places, people, events, and movements that have led to the development of North Dakota as a state.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-04.2.01

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.01 Identify the symbols (i.e., bird, flower, flag, tree) that represent North Dakota.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-04.2.02

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.02 Use chronological terms (i.e., decade, century, generation).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-04.2.03

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.03 Identify similarities and differences between past events and current events in North Dakota (e.g., in the lives of people from different cultures past and present).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-04.2.04

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.04  Use chronological order and sequence to describe the cause-and-effect relationships of historical events and periods in North Dakota (e.g., how the railroads led to settlements in the state).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-04.2.05

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.05 Identify the contributions of prominent individuals (e.g., Teddy Roosevelt, La Verendrye, Rough Rider Award winners) to North Dakota Exploration

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-04.2.06

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.06 Describe the daily lives (e.g., roles, shelter, significance of buffalo) of the first inhabitants of North Dakota.

Student Learning Targets:

Reasoning Targets

  • I can explain the roles of the first Native American Indians of North Dakota.
  • I can compare and contrast the three types of Native American homes: tipi, earthlodge, and wigwam.

Skills (Performance) Targets

  • I can investigate the importance and uses of the buffalo to the first inhabitants of North Dakota.

Proficiency Rubric

Score   Description Sample Activity
4.0 In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material. -
  3.5 In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.  
3.0 The student describes the daily lives of the first inhabitants of North Dakota.  The student chooses one group of inhabitants to describe.  The student names three facts about the group.    There are no major omissions or errors.   -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student describes the daily lives of the first inhabitants of North Dakota.  The student chooses one group of inhabitants to describe.  The student lists two facts from this group.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.   -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student describes the daily lives of the first inhabitants of North Dakota.  The student chooses one group of inhabitants to describe.  The student lists one facts from this group.   -
  0.5 The student shows partial knowledge of the 1.0 content.  

Resources

Websites

Discovery Education

Elementary Social Studies 

Parents Helping Students 

Helping Your Child With Social Studies

Social Studies Alive Resources

4th Grade Social Studies

 

Vocabulary

  • tipi
  • earthlodge
  • wigwam
  • inhabitants

 

SST-04.2.07

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.07 Explain the significance of fur trading in North Dakota (e.g., Hudson Bay, Charbonneau, American Fur Company, LaVerendry).

Student Learning Targets:

Knowledge Targets

  • I can explain how bartering occured during the fur trade.

Reasoning Targets

  • I can classify furs according to their value. 

Proficiency Rubric

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student is able to explain the purpose of bartering and why it was important in fur trading. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student can explain what bartering is and which furs would have more value in fur trading. -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student can explain what bartering is. -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Discovery Education

Elementary Social Studies 

Parents Helping Students 

Helping Your Child With Social Studies

Social Studies Alive Resources

4th Grade Social Studies

 

Vocabulary

  • barter
  • trade
  • fur
  • value

SST-04.2.08

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.08 Explain the significance of the Lewis and Clark expeditions (e.g., Corps of Discovery, Sacagawea) in North Dakota history.

Student Learning Targets:

Reasoning Targets

  • I can explain the significance of the Lewis and Clark Expedition in North Dakota History.

Proficiency Rubric

Score   Description Sample Activity
4.0

In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material.

 -
  3.5 In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.  
3.0 The student explains the significance of the Lewis and Clark expedition to North Dakota's history.  The student names three or more significant facts from the checklist.  There are no major omissions or errors.   -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student explains the significance of the Lewis and Clark expedition to North Dakota's history.  The student names two significant facts from the checklist.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.   -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student explains the significance of the Lewis and Clark expedition to North Dakota's history.  Students can name one significant fact from the checklist.   -
  0.5 The student shows partial knowledge of the 1.0 content. 

Resources

Websites

Discovery Education 

Elementary Social Studies  

Parents Helping Students 

Helping Your Child With Social Studies

Social Studies Alive Resources

4th Grade Social Studies

 

Vocabulary

  • Lewis and Clark
  • expedition
  • Sacagawea

 

SST-04.2.09

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.09 Explain reasons for settlement in North Dakota (e.g. railroads, Bonanza farms, Homestead Act).

Student Learning Targets:

Product Targets

  • I can become an immigrant, a Bonanza farmer, a railroad worker, or a homesteader and write a diary entry including the setting, time period, location, and daily life experience.

Proficiency Rubric

Score   Description Sample Activity
4.0

In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material.

 -
  3.5 In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.  
3.0 The student explains the reasons for settlement in North Dakota.  The student lists at least four reasons for settlement.  No major errors or omissions. -Possible product:  The student creates a brochure persuading people to come into North Dakota while listing reasons for settlement.  
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student explains the reasons for settlement in North Dakota.  The student lists at least two reasons for settlement.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.   -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 The student shows partial knowledge of the 1.0 content. 

Resources

Websites

Discovery Education 

Elementary Social Studies  

Parents Helping Students 

Helping Your Child With Social Studies

Social Studies Alive Resources 

4th Grade Social Studies

 

Vocabulary

  • immigrant
  • Bonanza farmer
  • homesteader
  • settlement

SST-04.2.10

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.10 Explain the significance of agriculture in North Dakota history (e.g., immigration, railroads).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SST-04.2.11

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.11 Describe the effects of changes in industry, agriculture, and technology in North Dakota (e.g., energy production, transportation, farming methods).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary