History Standards
History (ND) |
SST-HS.ND.01High School (SST) Social StudiesNorth Dakota HistorySST-HS.ND.01 Examine the physical and human geography of North Dakota and how it has changed.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.ND.01.1 High School (SST) North Dakota History SST-HS.ND.01.1 Identify the three landscape regions of North Dakota and describe the major features of the regions and the forces that formed them.Guiding Topics: Red River Valley, Drift Prairie, Missouri Plateau, Lake Agassiz, Wisconsin Glacier, soil types, major waterways Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.ND.01.2 High School (SST) North Dakota History SST-HS.ND.01.2 Explain the human settlement patterns in North Dakota.Guiding Topics: Paleo-Indian Groups, Native American tribes prior to Euro-American settlement, Euro-American settlement patterns, growth and loss of population, soil erosion, population changes due to oil development Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.ND.01.3 High School (SST) North Dakota History SST-HS.ND.01.3 Interpret current thematic maps to identify where people live and work and how land is used.Guiding Topics: Historical maps, land usage maps, soil type maps, water usage maps, settlement maps, population density maps, diaries, speeches, pictures, charts, graphs, diagrams, time lines Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.ND.02High School (SST) Social StudiesNorth Dakota HistorySST-HS.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.ND.02.1 High School (SST) North Dakota History SST-HS.ND.02.1 Describe the structure, role, and formation of tribal governments, both present and past, in North Dakota.Guiding Topics: Selkirk Colony, tribal governance, Three Affiliated Tribes alliance, creation of modern tribal governments and tribal sovereignty Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.ND.02.2 High School (SST) North Dakota History SST-HS.ND.02.2 Describe the formation, structure, and modern role of the territorial, state, county, and local government of North Dakota.Guiding Topics: Territorial government, changing territorial borders, separation from South Dakota, Constitutional Convention, North Dakota Constitution and amendments, North Dakota Century Code, statehood, structure of county and local governments Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.02.3 High School (SST) North Dakota History SST-HS.ND.02.3 Explain the impact of political organizations and individual citizens on the political systems and institutions of North Dakota.Guiding Topics: Populist movement, Farmers’ Alliance, Progressive Movement, creation of initiative, referendum, and recall, Nonpartisan League (NPL), ballot measures, petitions Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.03High School (SST) Social StudiesNorth Dakota HistorySST-HS.ND.03 Evaluate the major industries and economic activities in North Dakota..Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.ND.03.1 High School (SST) North Dakota History SST-HS.ND.03.1 Describe the early economic activities of our state prior to 1900 and how they developed into North Dakota's modern economy.Guiding Topics: Native American fur trade, bison hunts, corn trade, Dakota trade empire, farming and ranching, railroad, coal, brick, military, urban growth Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.03.2 High School (SST) North Dakota History SST-HS.ND.03.2 Identify the current economic activities in the state of North Dakota and evaluate their positive and negative impact.Guiding Topics: Energy, farming cooperatives, state mill, state bank, oil/natural gas industry, coal industry, reclamation policies, agricultural changes and development, manufacturing, renewable energy resources, connection to global markets Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.04High School (SST) Social StudiesNorth Dakota HistorySST-HS.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-HS.ND.04.1 High School (SST) North Dakota History SST-HS.ND.04.1 Identify the Native American groups in North Dakota before European contact and describe their culture.Guiding Topics: Paleo-Indian groups, Sioux (Lakota, Dakota, Nakota), Three Affiliated Tribes (Mandan, Hidatsa, Arikara (Sahnish), Chippewa Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.04.2 High School (SST) North Dakota History SST-HS.ND.04.2 Analyze European exploration and early settlement of North Dakota and its impact on Native American groups.Guiding Topics: Sakakawea, Lewis and Clark, Louisiana Purchases, early fur traders and settlers, smallpox epidemics, La Vérendrye, early explorers, Arikara War Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.04.3 High School (SST) North Dakota History SST-HS.ND.04.3 Describe the major factors that brought settlers to North Dakota.Guiding Topics: Homestead Act, Timber Culture Act, preemption, immigration, development of the railroad Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.04.4 High School (SST) North Dakota History SST-HS.ND.04.4 Analyze the effect of government policy, both historical and modern, toward Native American groups in North Dakota.Guiding Topics: Reservation system, Dawes Act, Treaty of Fort Laramie, Native American boarding schools and policy, Civil Rights movement, Bureau of Indian Affairs, Indian Civil Rights Act, Indian Reorganization Act, termination policy Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.04.5 High School (SST) North Dakota History SST-HS.ND.04.5 Evaluate the growth and struggles of the modernization of North Dakota and the role the state has played in modern America.Guiding Topics: Dust Bowl, Great Depression, World Wars, Cold War, nuclear weapons, floods, Garrison Diversion, Rough Rider Award Winners Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.ND.04.6 High School (SST) North Dakota History SST-HS.ND.04.6 Use various primary and secondary resources to acquire, analyze, and evaluate information.Guiding Topics: Journals and maps of Lewis and Clark Expedition, Homestead Act, Treaty of Ft. Laramie, township and range, North Dakota Constitution, township plat book, North Dakota Native American Essential Understandings Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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