Homeschooling in South Dakota (SD): Requirements, Law & Standards

SD ·

Statute requires instruction 'for an equivalent period of time as in the public schools' in language arts and mathematics, but no specific number of days or hours is set by the state.

South Dakota has among the least-restrictive homeschool ('alternative instruction') laws in the U.S. Under SDCL 13-27-3 (as amended by SB-177, effective 2021), a parent/guardian files a one-time notification with the SD Department of Education and provides alternative instruction in language arts and mathematics. The 2021 amendment eliminated the prior requirement that homeschooled children take a nationally standardized achievement test in grades 2, 4, 8, and 11 — there is now NO testing/assessment requirement for homeschoolers. No teacher certification is required; one instructor may teach up to 22 children. Compulsory attendance ages are 6-18.

One-time notification ('Alternative Instruction Notification') filed with the SD Department of Education (online system or paper form) when a family begins homeschooling. No annual renewal. An updated notification must be filed within 30 days if the child moves/open-enrolls to another district while still homeschooling or transitions out of alternative instruction. No school-board approval is required (changed by SB-177 in 2021). The instructor need not be certified, and no person may instruct more than 22 children (SDCL 13-27-3).

No recordkeeping is legally mandated. State and homeschool organizations recommend keeping attendance, curriculum lists, work samples, and (for high school) transcripts for college/employment purposes.

Language arts (reading, writing, spelling, grammar)
Mathematics


Math	South Dakota State Standards for Mathematics
ELA	South Dakota English Language Arts & Literacy Standards
Science	South Dakota Science Standards (NGSS-based)
Social Studies	South Dakota Social Studies Standards (2023)

· South Dakota State Standards for Mathematics · 159


K	K.CC.1	Count to 100 by ones and by tens.
K	K.CC.7	Compare two numbers between 1 and 10 presented as written numerals.
K	K.G.1	Describe objects in the environment using names of shapes, and describe their relative positions.
K	K.G.6	Compose simple shapes to form larger shapes.
K	K.MD.1	Describe measurable attributes of a single object or objects, such as length, weight, or size.
K	K.MD.4	Identify a penny and understand that the value is one. Count pennies within 20.
K	K.NBT.1	Compose and decompose numbers from 11 to 19 into ten ones and some further ones.
K	K.OA.1	Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, etc.
K	K.OA.5	Fluently add and subtract within 5.
1	1.G.1	Distinguish between defining attributes versus non-defining attributes of shapes.
1	1.G.3	Partition circles and rectangles into two and four equal shares; describe the shares using halves, fourths.
1	1.MD.1	Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1	1.MD.4	Organize, represent, and interpret data with up to three categories; ask and answer questions about the total.
1	1.NBT.1	Count, read, write, and represent numerals in the range of 0-120.
1	1.NBT.6	Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences).
1	1.OA.1	Use addition and subtraction within 20 to solve word problems involving adding to, taking from, etc.
1	1.OA.8	Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
2	2.G.1	Recognize, identify, and draw shapes having specified attributes, such as a given number of angles or faces.
2	2.G.3	Partition circles and rectangles into two, three, or four equal shares; describe the shares using words.
2	2.MD.1	Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks.
2	2.MD.10	Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
2	2.NBT.1	Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
2	2.NBT.9	Explain why addition and subtraction strategies work, using place value and the properties of operations.
2	2.OA.1	Use addition and subtraction within 100 to solve one- and two-step word problems.
2	2.OA.4	Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and 5 columns.
3	3.G.1	Understand that shapes in different categories may share attributes that can define a larger category.
3	3.G.2	Partition shapes into parts with equal areas; express the area of each part as a unit fraction of the whole.
3	3.MD.1	Tell and write time to the nearest minute and measure time intervals in minutes using analog and digital clocks.
3	3.MD.9	Determine the value of a collection of money using dollar sign and decimal point appropriately.
3	3.NBT.1	Use place value understanding to round whole numbers to the nearest 10 or 100.
3	3.NBT.3	Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value.
3	3.NF.1	Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts.
3	3.NF.3	Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
3	3.OA.1	Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of 7.
3	3.OA.9	Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them.
4	4.G.1	Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines.
4	4.G.3	Recognize and draw lines of symmetry for two-dimensional figures.
4	4.MD.1	Know relative sizes of measurement units within one system (km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec).
4	4.MD.7	Recognize angle measure as additive; solve addition and subtraction problems to find unknown angles.
4	4.NBT.1	Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents to its right.
4	4.NBT.6	Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.
4	4.NF.1	Explain why a fraction a/b is equivalent to (n x a)/(n x b) using visual fraction models.
4	4.NF.7	Compare two decimals to hundredths by reasoning about their size.
4	4.OA.1	Use and interpret multiplicative equations.
4	4.OA.5	Generate a number or shape pattern that follows a given rule; identify apparent features of the pattern.
5	5.G.1	Use a pair of perpendicular number lines (axes) to define a coordinate system.
5	5.G.4	Classify two-dimensional figures in a hierarchy based on properties.
5	5.MD.1	Convert customary and metric measurement units within a given measurement system.
5	5.MD.5	Relate volume to the operations of multiplication and addition and solve real world and mathematical problems.
5	5.NBT.1	Recognize that a digit in one place represents 10 times as much as it represents in the place to its right.
5	5.NBT.7	Use the four operations with decimals to hundredths using concrete models or drawings and strategies.
5	5.NF.1	Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions.
5	5.NF.7	Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
5	5.OA.1	Use and explain parentheses in numerical expressions, and evaluate expressions with these symbols.
5	5.OA.3	Generate two numerical patterns using two given rules; form ordered pairs from corresponding terms.
6	6.EE.1	Write and evaluate numerical expressions involving whole-number exponents.
6	6.EE.9	Use variables to represent two quantities in a real-world problem that change in relationship to one another.
6	6.G.1	Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing/decomposing.
6	6.G.4	Represent three-dimensional figures using nets made up of rectangles and triangles; use nets to find surface area.
6	6.NS.1	Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions.
6	6.NS.8	Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.
6	6.RP.1	Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
6	6.RP.3	Use ratio and rate reasoning to solve real-world and mathematical problems.
6	6.SP.1	Recognize a statistical question as one that anticipates variability in the data related to the question.
6	6.SP.5	Summarize numerical data sets in relation to their context.
7	7.EE.1	Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions.
7	7.EE.4	Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations/inequalities.
7	7.G.1	Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas.
7	7.G.6	Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects.
7	7.NS.1	Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers.
7	7.NS.3	Solve real-world and mathematical problems involving the four operations with rational numbers.
7	7.RP.1	Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities.
7	7.RP.3	Use proportional relationships to solve multistep ratio and percent problems.
7	7.SP.1	Understand that statistics can be used to gain information about a population by examining a sample.
7	7.SP.8	Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
8	8.EE.1	Know and apply the properties of integer exponents to generate equivalent numerical expressions.
8	8.EE.8	Analyze and solve pairs of simultaneous linear equations.
8	8.F.1	Understand that a function is a rule that assigns to each input exactly one output.
8	8.F.5	Describe qualitatively the functional relationship between two quantities by analyzing a graph.
8	8.G.1	Verify experimentally the properties of rotations, reflections, and translations.
8	8.G.9	Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve problems.
8	8.NS.1	Know that numbers that are not rational are called irrational; understand informally that every number has a decimal expansion.
8	8.NS.2	Use rational approximations of irrational numbers to compare the size of irrational numbers; locate them on a number line.
8	8.SP.1	Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association.
8	8.SP.4	Construct and interpret a two-way table summarizing data on two categorical variables.
4th Year	A.APR.5	Know and apply the Binomial Theorem for the expansion of (x+y)^n in powers of x and y for a positive integer n.
4th Year	A.APR.7	Discover that rational expressions form a system analogous to the rational numbers, closed under operations.
4th Year	A.REI.13	(+) Solve linear, quadratic, polynomial, and rational inequalities in two variables algebraically and graphically.
4th Year	A.REI.8	(+) Represent a system of linear equations as a single matrix equation in a vector variable.
4th Year	A.SSE.4	(+) Derive the formula for the sum of a finite geometric series and use the formula to solve problems.
4th Year	A.SSE.5	(+) Use summation notation to describe the sums in a series.
4th Year	C.PC.1	(+) Define polar coordinates and the relationship between polar coordinates and Cartesian coordinates.
4th Year	C.PC.2	(+) Use polar equations to model and solve problems using graphs and algebraic properties.
4th Year	C.PE.1	(+) Given equations for a parametric function, plot the graph and make conclusions about the geometric situation.
4th Year	C.PE.3	(+) Evaluate limits of functions and apply properties of limits, including one-sided limits and limits at infinity.
4th Year	F.BF.1	(+) Write a function that describes a relationship between two quantities.
4th Year	F.BF.6	(+) Use reciprocal properties to develop definitions for cotangent, cosecant, and secant.
4th Year	F.IF.7	(+) Graph functions expressed symbolically and show key features of the graph.
4th Year	F.TF.10	(+) Use fundamental trigonometric identities.
4th Year	F.TF.3	(+) Use special triangles to determine geometrically the values of sine, cosine, tangent for pi/3, pi/4 and pi/6.
4th Year	G.GPE.3	(+) Analyze conic sections using equations and graphs.
4th Year	G.SRT.10	(+) Prove the Laws of Sines and Cosines and use them to solve problems involving right and non-right triangles.
4th Year	G.SRT.9	(+) Derive the formula A=1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex.
4th Year	N.CN.3	(+) Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
4th Year	N.CN.9	(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
4th Year	N.VM.1	(+) Recognize vector quantities as having both magnitude and direction; represent them by directed line segments.
4th Year	N.VM.12	(+) Work with 2x2 matrices as transformations of the plane, and interpret the absolute value of the determinant.
4th Year	S.CP.9	(+) Use permutations and combinations to compute probabilities of compound events and solve problems.
4th Year	S.MD.1	(+) Assign a numerical value to each event in a sample space; graph the corresponding probability distribution.
4th Year	S.MD.7	(+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing).
Algebra I	A.APR.1	Understand that polynomials form a system closed under the operations of addition, subtraction, and multiplication.
Algebra II	A.APR.2	Know and apply the Remainder Theorem.
Algebra II	A.APR.6	Rewrite simple rational expressions in different forms using inspection, synthetic division, long division, or box method.
Algebra I	A.CED.1	Create equations and inequalities in one variable arising from linear, quadratic, and exponential situations.
Algebra II	A.CED.1	Create equations and inequalities in one variable and use them to solve problems.
Algebra I	A.CED.4	(i) Rewrite formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
Algebra II	A.CED.4	(ii) Rewrite formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
Algebra I	A.REI.1	Explain each step in solving an equation as following from the equality of numbers asserted at the previous step.
Algebra II	A.REI.11	(ii) Explain why the x-coordinates of the points where graphs of y=f(x) and y=g(x) intersect are solutions.
Algebra I	A.REI.12	Graph a linear inequality in two variables; graph the solution set to a system of linear inequalities.
Algebra II	A.REI.2	Solve rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
Algebra I	A.SSE.1	(i) Interpret expressions that represent a quantity in terms of its context.
Algebra II	A.SSE.1	(ii) Interpret expressions that represent a quantity in terms of its context.
Algebra II	A.SSE.2	(ii) Recognize and use the structure of an expression to identify ways to rewrite it.
Algebra I	A.SSE.3	Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity.
Algebra I	F.BF.1	Write a function (linear, quadratic, and exponential) that describes a relationship between two quantities.
Algebra II	F.BF.1	Write a function that describes a relationship between two quantities.
Algebra I	F.BF.3	(i) Identify the effect on the graph of replacing f(x) with f(x)+k, k f(x), f(kx), and f(x+k).
Algebra II	F.BF.5	(+) Understand the inverse relationship between exponents and logarithms and use it to solve problems.
Algebra I	F.IF.1	Understand that a function maps each element of the domain to exactly one element of the range.
Algebra II	F.IF.4	(ii) For functions that model a relationship, interpret key features of graphs and tables in terms of quantities.
Algebra I	F.IF.9	(i) Compare properties of two functions (linear, quadratic and exponential) each represented in a different way.
Algebra II	F.IF.9	(ii) Compare properties of two functions each represented in a different way (algebraically, graphically, etc.).
Algebra I	F.LE.1	Distinguish between situations that can be modeled with linear functions and with exponential functions.
Algebra II	F.LE.4	For exponential models, express as a logarithm the solution to ab^(ct)=d where a, c, and d are numbers.
Algebra I	F.LE.5	Interpret the parameters in a linear or exponential function in terms of a context.
Algebra II	F.TF.1	Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
Algebra II	F.TF.8	Prove the Pythagorean identity sin^2(A)+cos^2(A)=1 and use it to calculate trigonometric ratios.
Geometry	G.CO.1	State and apply precise definitions of angle, circle, perpendicular, parallel, ray, line segment, and distance.
Geometry	G.CO.13	Construct an equilateral triangle, a square, and a regular hexagon.
Geometry	G.GMD.1	Give an informal argument for the formulas for the volume of a cylinder, pyramid, sphere, and cone.
Geometry	G.GMD.4	Identify two-dimensional cross-sections of three-dimensional objects, and identify 3D objects generated by rotating 2D objects.
Geometry	G.GPE.1	Derive the equation of a circle of given center and radius using the Pythagorean Theorem.
Geometry	G.GPE.7	Use coordinates to compute perimeters of polygons and areas of triangles and rectangles.
Geometry	G.MG.1	Use geometric shapes, their measures, and their properties to describe objects.
Geometry	G.MG.3	Apply geometric concepts to solve design problems.
Geometry	G.SRT.1	Verify experimentally and apply the properties of dilations as determined by a center and a scale factor.
Geometry	G.SRT.8	Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
Algebra II	N.CN.1	Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi.
Algebra II	N.CN.7	Solve quadratic equations with real coefficients that have complex solutions.
Algebra I	N.RN.1	Explain how the definition of rational exponents follows from extending the properties of integer exponents.
Algebra I	N.RN.3	Explain why the sum or product of two rational numbers is rational; sum of rational and irrational is irrational, etc.
Geometry	S.CP.1	Describe events as subsets of a sample space using characteristics of outcomes, or as unions, intersections, or complements.
Geometry	S.CP.8	Apply the general Multiplication Rule, P(A and B), and interpret the result.
Algebra II	S.IC.1	Understand statistics as a process for making inferences about population parameters based on a random sample.
Algebra II	S.IC.6	Evaluate reports based on data.
Algebra I	S.ID.1	Represent data with plots on the real number line (dot plots, histograms, and box plots).
Algebra II	S.ID.4	Use the mean and standard deviation of a data set to fit it to a normal distribution and estimate population percentages.
Algebra I	S.ID.9	Distinguish between correlation and causation.

· South Dakota English Language Arts & Literacy Standards · 132


K	K.L.1	Demonstrate command of the conventions of standard English grammar and usage when speaking.
K	K.L.2	Demonstrate command of the conventions of standard English when writing (print letters, capitalize first word and I, end punctuation, spell phonetically).
K	K.L.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
K	K.RF.1	Demonstrate foundational understanding of print concepts and features of print.
K	K.RF.2	Demonstrate awareness of phonological skills (blend/segment at word and syllable level; rhymes; phonemic awareness).
K	K.RF.3	Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
K	K.RF.4	Read grade-appropriate texts with sufficient accuracy and fluency to support comprehension.
K	K.RI.2	Identify the main topic and retell key details of a text with prompting and support.
K	K.RI.6	Identify the author's purpose for writing a text with prompting and support.
K	K.RL.1	Ask and answer questions about story elements in a text read aloud with prompting and support.
K	K.RL.10	By the end of the year read and comprehend a variety of literary texts.
K	K.RL.3	Describe characters, settings, and major events in a story with prompting and support.
K	K.SL.1	Participate in collaborative conversations with peers and adults about kindergarten topics and texts in small and large groups.
K	K.SL.6	Speak audibly and express thoughts, feelings, and ideas clearly.
K	K.W.1	Compose opinion pieces that tell the reader their opinion on a topic and state a reason using drawing, dictating and writing.
K	K.W.2	Compose informative texts that name the topic and a fact using drawing, dictating and writing.
1	1.L.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1	1.RF.2	Demonstrate proficiency of identifying, blending, and segmenting phonemes (sounds) in spoken words.
1	1.RF.3	Decode and encode using grade-level phonics and word analysis skills.
1	1.RF.4	Read with sufficient accuracy and fluency to support comprehension.
1	1.RI.5	Recognize various text features and their relationship to each other or the whole.
1	1.RL.2	Retell stories, including key ideas and details, and demonstrate understanding of their central message or lesson.
1	1.RL.9	Describe what a theme is and identify common themes in stories (e.g., honesty, bravery).
1	1.SL.4	Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1	1.W.3	Write narratives that recount two or more appropriately sequenced events, including details, signal words, and a concluding statement.
2	2.L.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
2	2.RF.3	Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
2	2.RI.2	Identify the main topic of a multi-paragraph text and use key details from the paragraphs to support the main topic.
2	2.RL.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key ideas and details in a text.
2	2.RL.3	Analyze how characters in a story respond to major events and challenges.
2	2.RL.5	Evaluate the structure of texts, including sentences, paragraphs, and larger portions, and how they connect to the overall meaning.
2	2.SL.4	Tell a story or recount an experience with relevant facts and descriptive details, speaking audibly in coherent sentences.
2	2.W.1	Write opinion pieces that introduce an opinion, supply reasons and details, use linking words, and provide a concluding sentence or paragraph.
3	3.L.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3	3.L.4	Determine or clarify the meaning and origin of unknown and multiple-meaning words and phrases based on grade 3 reading and content.
3	3.RF.3	Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
3	3.RI.5	Identify the overall text structure or events, ideas, concepts, or information in a text (description, chronology, comparison, cause/effect, problem/solution).
3	3.RL.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3	3.RL.2	Retell stories, determine the central message and theme and explain how it is revealed through key details in the text.
3	3.RL.6	Identify the point of view in a text and distinguish the student's perspective from that of the narrator or characters.
3	3.SL.1	Engage effectively in a range of collaborative discussions on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
3	3.W.1	Write opinion pieces on topics or texts, supporting a point of view with reasons.
3	3.W.7	Conduct short research projects that build knowledge about a topic.
4	4.L.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
4	4.RF.3	Demonstrate proficiency in grade-level phonics and word analysis skills in decoding and encoding words.
4	4.RF.4	Read with sufficient accuracy and fluency to support comprehension.
4	4.RI.6	Compare and contrast a primary and secondary account of the same event or topic; describe the similarities/differences in point of view.
4	4.RL.1	Explain what a text says explicitly and draw inferences by referring to details and examples in the text.
4	4.RL.2	Determine a theme of a story, drama, or poem and explain how it is supported by details in the text; summarize the text.
4	4.SL.4	Present on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant details.
4	4.W.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4	4.W.9	Cite evidence from literary or informational texts to support written analysis, reflection, and research.
5	5.L.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5	5.L.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
5	5.L.5	Demonstrate understanding of figurative language, word relationships, and subtle differences in word meanings.
5	5.RF.3	Demonstrate mastery of grade-level phonics and word analysis skills in decoding and encoding words.
5	5.RI.2	Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text using supporting details.
5	5.RL.1	Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5	5.RL.5	Explain how a series of chapters, scenes, or stanzas fits together to develop the plot and provide the overall structure of a literary text.
5	5.SL.4	Present on a topic, text, or opinion, sequencing ideas logically and using facts and relevant details to support main ideas.
5	5.W.1	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
6	6.L.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.
6	6.RI.6	Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
6	6.RL.1	Cite relevant textual evidence to support analysis of what the text says explicitly as well as logical inferences drawn from the text.
6	6.RL.10	By the end of the year, independently read and comprehend literary texts representing a variety of genres, cultures, and perspectives appropriate for at least grade 6.
6	6.RL.3	Explain how the plot of a story or drama progresses and analyze how characters respond or change as the story moves toward resolution.
6	6.SL.2	Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
6	6.W.1	Write arguments to support claims with clear reasons and relevant evidence.
6	6.W.7	Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
7	7.L.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content.
7	7.RI.5	Analyze the structure an author uses to organize a text, including how specific sentences, paragraphs, and larger components contribute to the whole and to the development of the ideas.
7	7.RI.8	Trace and evaluate the argument and specific claims in a text, assessing whether reasoning is sound and evidence is relevant and sufficient.
7	7.RL.1	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7	7.RL.6	Analyze how an author develops and contrasts the different points of view of characters or narrators in texts through dialogue, action, and description.
7	7.SL.3	Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
7	7.W.1	Write arguments to support claims with clear reasons and relevant evidence.
8	8.L.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.
8	8.RI.5	Analyze the structural elements of a text, including the role of specific sentences, paragraphs, and text features in developing and refining a key concept.
8	8.RI.8	Delineate (break down) and evaluate the argument and specific claims in a text, assessing reasoning and evidence and recognizing when irrelevant evidence is introduced.
8	8.RL.1	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
8	8.RL.9	Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works.
8	8.SL.2	Analyze the purpose of information presented in diverse media and formats and evaluate the motives (social, commercial, political) behind its presentation.
8	8.W.1	Write arguments to support claims with clear reasons and relevant evidence.
8	8.W.7	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional focused questions.
6-8	6-8.RH.1	Cite specific textual evidence to support analysis of primary and secondary sources.
6-8	6-8.RH.6	Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
6-8	6-8.RH.8	Distinguish among fact, opinion, bias, and reasoned judgment in a text.
6-8	6-8.RST.1	Cite specific textual evidence to support analysis of science and technical texts.
6-8	6-8.RST.10	By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
6-8	6-8.RST.3	Read and precisely follow a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
6-8	6-8.WHST.1	Write arguments focused on discipline-specific content.
6-8	6-8.WHST.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
9-10	9-10.L.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
9-10	9-10.L.4	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content.
9-10	9-10.RH.1	Accurately cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10	9-10.RH.3	Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
9-10	9-10.RH.6	Compare the point of view of two or more authors for how they treat the same or similar topics; evaluate the texts for bias.
9-10	9-10.RI.6	Determine an author's point of view or purpose in a text; analyze how the author uses rhetoric and evaluate a text for bias and/or fallacies.
9-10	9-10.RL.1	Cite strong, relevant and thorough textual evidence to support analysis of what the text says explicitly and inferentially.
9-10	9-10.RL.3	Analyze how complex characters and events develop over the course of a text, interact with others, and advance the plot or develop the theme.
9-10	9-10.RL.5	Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
9-10	9-10.RST.1	Accurately cite specific textual evidence to support analysis of science and technical texts, attending to accurate and relevant details of explanations or descriptions.
9-10	9-10.RST.4	Determine the meaning of symbols, equations, graphical and tabular representations, and domain-specific words and phrases as used in a specific scientific or technical context relevant to grades 9-10.
9-10	9-10.SL.1	Initiate and participate effectively in a range of collaborative discussions on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
9-10	9-10.SL.3	Evaluate a speaker's point of view, reasoning, intended audience, and use of evidence and rhetoric, identifying any faulty reasoning or distorted evidence.
9-10	9-10.W.1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
9-10	9-10.W.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
9-10	9-10.WHST.1	Write arguments focused on discipline-specific content.
9-10	9-10.WHST.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content.
9-10	9-10.WHST.9	Draw relevant evidence from literary or informational texts to support analysis, reflection, narrative and creative texts, and research, applying one or more grade 9-10 reading standards.
11-12	11-12.L.1	Demonstrate command of standard English grammar and usage when writing or speaking; consult references as needed.
11-12	11-12.L.5	Demonstrate understanding of semantics, analyzing figurative language, word relationships, and connotative meanings of words with similar denotations.
11-12	11-12.RH.1	Accurately cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
11-12	11-12.RH.6	Evaluate differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence; evaluate a text for bias, misinformation, or propaganda.
11-12	11-12.RH.9	Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
11-12	11-12.RI.6	Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective; evaluate a text for bias, misinformation, propaganda, counter arguments, and/or fallacies.
11-12	11-12.RI.7	Integrate and evaluate multiple sources of information presented in different media or formats in order to address a question or solve a problem.
11-12	11-12.RI.8	Delineate and evaluate the reasoning in seminal U.S. and British/global texts, including the validity, relevancy, and sufficiency of founding principles, legal reasoning, and arguments.
11-12	11-12.RL.1	Accurately cite strong, relevant, and thorough textual evidence to support analysis of what the text says explicitly and inferentially, including determining where the text is open for interpretation.
11-12	11-12.RL.2	Determine two or more themes or central ideas of a text; analyze and evaluate their development, including how they interact and build on one another within a complex account.
11-12	11-12.RL.9	Analyze a variety of foundational works of American, British or World literature; evaluate how an author draws on, alludes to, or transforms source material.
11-12	11-12.RST.1	Accurately cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
11-12	11-12.RST.8	Evaluate the hypotheses, data, analyses, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
11-12	11-12.RST.9	Synthesize information from a range of sources into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
11-12	11-12.SL.1	Initiate and participate effectively in a range of collaborative discussions on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
11-12	11-12.SL.4	Present content appropriate to the audience, task, and purpose while respecting intellectual property; demonstrate organization, development, substance, and style.
11-12	11-12.W.1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12	11-12.W.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content.
11-12	11-12.W.7	Conduct short as well as more sustained, focused research; use appropriate methodology to demonstrate a thorough understanding of the subject under investigation.
11-12	11-12.WHST.1	Write arguments focused on discipline-specific content.
11-12	11-12.WHST.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content.
11-12	11-12.WHST.7	Conduct short as well as more sustained research; narrow or broaden the inquiry when appropriate; demonstrate understanding of the subject under investigation using multiple sources.

· South Dakota Science Standards (NGSS-based) · 120


K	K-ESS2-1	Plan and carry out observations of local weather conditions to describe patterns over time.
K	K-ESS2-2	Engage in argument from evidence for how plants and animals (including humans) can change the environment to meet their needs.
K	K-ESS3-1	Use a model to represent the characteristics of and the relationship between various plants and animals in the places they live.
K	K-ESS3-2	Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
K	K-ESS3-3	Communicate solutions that will reduce the impact of humans on the land, water, air, and living things in the local environment.
K	K-LS1-1	Describe patterns of what plants and animals (including humans) need to survive.
K	K-PS2-1	Plan and carry out an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K	K-PS2-2	Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
K	K-PS3-1	Make observations to determine the effect of sunlight on Earth's surface.
K	K-PS3-2	Design and build a structure that will reduce the warming effect of sunlight on an area.
1	1-ESS1-1	Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1	1-ESS1-2	Make observations and compare the amount of daylight at different times of the year.
1	1-LS1-1	Construct an explanation and design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
1	1-LS1-2	Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1	1-LS3-1	Construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1	1-PS4-1	Plan and carry out an investigation to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1	1-PS4-2	Construct an evidence-based account for how objects can be seen only when illuminated.
1	1-PS4-3	Plan and carry out an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
1	1-PS4-4	Design and build a device that uses light or sound to solve the problem of communicating over a distance.
2	2-ESS1-1	Use information from several sources to construct an explanation that Earth events like volcanic eruptions, earthquakes, weather, and erosion can occur quickly or slowly.
2	2-ESS2-1	Compare multiple solutions to develop a model designed to slow or prevent wind or water from changing the shape of the land.
2	2-ESS2-2	Obtain and evaluate information about the shapes and kinds of land and bodies of water in your local areas.
2	2-ESS2-3	Obtain information to identify where water is found on Earth and that it can be solid, liquid, or gas.
2	2-ETS1-1	Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
2	2-ETS1-3	Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
2	2-LS2-1	Plan and carry out an investigation to determine if plants need sunlight and water to grow.
2	2-LS2-2	Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
2	2-LS4-1	Make observations of plants and animals to compare the diversity of life in different habitats.
2	2-PS1-1	Plan and carry out an investigation to describe and classify different kinds of materials by their observable properties.
2	2-PS1-2	Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
2	2-PS1-3	Construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
2	2-PS1-4	Construct an evidence-based argument using reasoning and evidence that some changes caused by heating or cooling can be reversed and some cannot.
3	3-ESS2-1	Represent data in tables and graphical displays to describe weather conditions during a particular season.
3	3-ESS2-2	Obtain and combine information to describe climates in different regions of the world.
3	3-ESS3-1	Make an evidence-based claim about the validity of a design solution that reduces the impacts of a weather-related hazard.
3	3-LS1-1	Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
3	3-LS2-1	Construct an argument that some animals form groups that help members survive.
3	3-LS3-1	Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.
3	3-LS3-2	Use evidence and reasoning to support the explanation that traits can be influenced by the environment.
3	3-LS4-1	Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
3	3-LS4-3	Construct an argument with evidence how some organisms thrive, some struggle to survive, and some cannot survive in a particular habitat.
3	3-PS2-1	Plan and carry out an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3	3-PS2-2	Make observations and/or measurements of an object's motion to provide evidence for how a pattern can be used to predict future motion.
3	3-PS2-3	Ask questions about cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other.
3	3-PS2-4	Define a simple design problem that can be solved by applying scientific ideas about magnets.
4	4-ESS1-1	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
4	4-ESS2-1	Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
4	4-ESS2-2	Analyze and interpret data from maps to describe patterns of Earth's features.
4	4-ESS3-1	Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4	4-ESS3-2	Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
4	4-LS1-1	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4	4-LS1-2	Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
4	4-PS3-1	Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4	4-PS3-2	Make observations to provide evidence for how energy can be transferred from place to place by sound, light, heat, and electric currents.
4	4-PS3-3	Ask questions and predict outcomes about the changes in energy that occur when objects collide.
4	4-PS3-4	Design, test, and refine a device that converts energy from one form to another.
4	4-PS4-1	Develop a model of waves to describe patterns in terms of amplitude and wavelength and to show that waves can cause objects to move.
4	4-PS4-2	Develop a model to describe how light reflecting from objects and entering the eye allows objects to be seen.
5	5-ESS1-1	Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
5	5-ESS1-2	Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars.
5	5-ESS2-1	Develop a model to describe the interaction of geosphere, biosphere, hydrosphere, and atmosphere.
5	5-ESS2-2	Describe and graph the amounts and percentages of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
5	5-ESS3-1	Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
5	5-ETS1-2	Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
5	5-ETS1-3	Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
5	5-LS1-1	Engage in an evidence-based argument that plants get the materials they need for growth chiefly from air and water.
5	5-LS2-1	Develop a model to describe the movement of matter and energy among producers, consumers, decomposers, and the environment.
5	5-PS1-1	Develop a model to describe that matter is made of particles too small to be seen.
5	5-PS1-2	Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
5	5-PS1-3	Make observations and measurements to identify materials based on their properties.
5	5-PS1-4	Plan and carry out an investigation to determine if the mixing of two or more substances results in new substances.
5	5-PS2-1	Support an evidence-based argument that the gravitational force exerted on objects is directed down toward the center of Earth.
5	5-PS3-1	Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
6-8	MS-ESS1-1	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
6-8	MS-ESS1-3	Analyze and interpret data to determine scale properties of objects in the solar system.
6-8	MS-ESS2-1	Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
6-8	MS-ESS2-4	Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
6-8	MS-ESS3-2	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
6-8	MS-ESS3-3	Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
6-8	MS-ETS1-1	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, considering relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
6-8	MS-ETS1-2	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
6-8	MS-ETS1-4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
6-8	MS-LS1-1	Plan and carry out an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
6-8	MS-LS1-2	Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
6-8	MS-LS1-6	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
6-8	MS-LS2-1	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
6-8	MS-LS2-3	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
6-8	MS-LS3-1	Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
6-8	MS-LS4-1	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth.
6-8	MS-PS1-1	Develop models to describe the atomic composition of simple molecules and extended structures.
6-8	MS-PS1-2	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
6-8	MS-PS1-4	Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
6-8	MS-PS1-5	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
6-8	MS-PS2-2	Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
6-8	MS-PS3-1	Construct and analyze graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
6-8	MS-PS4-1	Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
6-8	MS-PS4-2	Develop and use a model to describe how waves are reflected, absorbed, or transmitted through various materials.
9-12	HS-ESS1-1	Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.
9-12	HS-ESS1-2	Construct an explanation of the Big Bang Theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
9-12	HS-ESS2-1	Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
9-12	HS-ESS3-1	Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
9-12	HS-ESS3-5	Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
9-12	HS-ESS3-6	Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
9-12	HS-ETS1-1	Analyze a major global challenge to specify qualitative and quantitative criteria for constraints for solutions that account for societal needs and wants.
9-12	HS-ETS1-2	Design a solution to complex real-world problems by breaking it down into smaller, more manageable problems that can be solved through engineering.
9-12	HS-ETS1-3	Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
9-12	HS-LS1-1	Construct an evidence-based explanation for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells, tissues, and organs.
9-12	HS-LS1-5	Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
9-12	HS-LS1-7	Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new compounds are formed, and a net transfer of energy results.
9-12	HS-LS2-3	Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
9-12	HS-LS3-1	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
9-12	HS-LS4-1	Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
9-12	HS-LS4-4	Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
9-12	HS-PS1-1	Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
9-12	HS-PS1-2	Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
9-12	HS-PS1-7	Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
9-12	HS-PS1-8	Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
9-12	HS-PS2-1	Analyze data to support the claim that Newton's Second Law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
9-12	HS-PS3-1	Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
9-12	HS-PS4-1	Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

· South Dakota Social Studies Standards (2023) · 145


K	K.SS.1	The student learns the skills (maps/globes, sequencing, calendars, rules/laws, respect, work vocabulary, Pledge of Allegiance) to complete tasks by the end of kindergarten.
K	K.SS.2	The student locates North America, the Atlantic and Pacific Oceans, the United States, South Dakota and neighboring states, Alaska, Hawaii, and the school on a map.
K	K.SS.3	The student tells stories about figures from American history through 2008, including childhoods, adult lives, and examples of their character.
K	K.SS.4	The student identifies and explains the meaning of different symbols of America (e.g., the U.S. flag, Statue of Liberty).
1	1.SS.1	Building on prior grades, the student learns the skills to complete tasks with relative ease by the end of 1st grade.
1	1.SS.10	The student demonstrates understanding of the Declaration of Independence based on the arguments of leading founders.
1	1.SS.11	The student demonstrates knowledge of the War of Independence.
1	1.SS.2	The student demonstrates knowledge of American and South Dakota geography.
1	1.SS.3	The student demonstrates understanding of the modern way of life by comparing aspects of history to prior eras.
1	1.SS.4	The student demonstrates knowledge of ancient civilizations in Asia, the Middle East, northern Africa, and the eastern Mediterranean Sea.
1	1.SS.5	The student demonstrates knowledge of the Roman Republic and the Roman Empire.
1	1.SS.6	The student demonstrates knowledge of pre-Columbian indigenous peoples of North America.
1	1.SS.7	The student demonstrates knowledge of European exploration and settlement of what would become the United States.
1	1.SS.8	The student demonstrates knowledge of European exploration and settlement of what would become the United States (continued).
1	1.SS.9	The student demonstrates knowledge of events leading to the American Revolution.
2	2.SS.1	Building on prior grades, the student learns the skills to complete tasks with relative ease by the end of 2nd grade.
2	2.SS.10	The student demonstrates knowledge of events leading up to the Civil War.
2	2.SS.11	The student demonstrates knowledge of the American Civil War and Reconstruction.
2	2.SS.12	The student demonstrates knowledge of the Gilded Age and the beginning of the 20th Century.
2	2.SS.2	The student demonstrates knowledge of American geography and map regions.
2	2.SS.3	The student demonstrates knowledge of the fall of Rome and the Middle Ages.
2	2.SS.4	The student demonstrates knowledge of the Late Middle Ages and the Renaissance.
2	2.SS.5	The student demonstrates knowledge of the United States Constitution.
2	2.SS.6	The student demonstrates knowledge of American citizenship and civic participation.
2	2.SS.7	The student demonstrates knowledge of the early United States under the Constitution.
2	2.SS.8	The student demonstrates knowledge of American history between the War of 1812 and the presidency of Andrew Jackson.
2	2.SS.9	The student demonstrates knowledge of westward expansion's effects on relationships with Native Americans and the electoral divide over slavery.
3	3.SS.1	Building on prior grades, the student learns the skills to complete tasks with relative ease by the end of 3rd grade.
3	3.SS.2	The student demonstrates knowledge of American and South Dakota geography.
3	3.SS.3	The student demonstrates knowledge of ancient civilizations in Asia, the Middle East, and Northern Africa.
3	3.SS.4	The student demonstrates knowledge of Ancient Greece and the Roman Republic.
3	3.SS.5	The student demonstrates knowledge of Native Americans and the voyages of Christopher Columbus.
3	3.SS.6	The student demonstrates knowledge of European exploration and settlement of what would become the United States.
3	3.SS.7	The student demonstrates knowledge of colonial America.
4	4.SS.1	Building on prior grades, the student learns the skills to complete tasks with relative ease by the end of 4th grade.
4	4.SS.10	The student demonstrates knowledge of American citizenship and civic participation.
4	4.SS.11	The student demonstrates knowledge and understanding of American history from the presidency of George Washington through the War of 1812.
4	4.SS.2	The student demonstrates knowledge of American and South Dakota geography.
4	4.SS.3	The student demonstrates knowledge of the Roman Empire.
4	4.SS.4	The student demonstrates knowledge of the Early Middle Ages.
4	4.SS.5	The student demonstrates knowledge of the High and Late Middle Ages.
4	4.SS.6	The student demonstrates knowledge of events leading to the American Revolution.
4	4.SS.7	The student demonstrates understanding of the Declaration of Independence based on the arguments of leading founders.
4	4.SS.8	The student demonstrates knowledge of the War of Independence.
4	4.SS.9	The student demonstrates knowledge of the United States Constitution.
5	5.SS.1	Building on prior grades, the student learns the skills to complete tasks with relative ease by the end of 5th grade.
5	5.SS.10	The student demonstrates knowledge of events around the beginning of the 20th Century.
5	5.SS.2	The student demonstrates knowledge of European geography.
5	5.SS.3	The student demonstrates knowledge of the Renaissance and the Age of Exploration.
5	5.SS.4	The student demonstrates knowledge of the Reformation.
5	5.SS.5	The student demonstrates knowledge of American history between the War of 1812 and the presidency of Andrew Jackson.
5	5.SS.6	The student demonstrates knowledge of westward expansion's effects on relationships with Native Americans and the electoral divide over slavery.
5	5.SS.7	The student demonstrates knowledge of events leading up to the Civil War.
5	5.SS.8	The student demonstrates knowledge of the American Civil War and Reconstruction.
5	5.SS.9	The student demonstrates knowledge of the Gilded Age.
6	6.SS.1	Building on prior grades, the student learns the skills to complete tasks with relative ease by the end of 6th grade.
6	6.SS.2	Building on prior grades, the student learns the skills (continued) to complete tasks with relative ease by the end of 6th grade.
6	6.SS.3	The student demonstrates knowledge of world geography.
6	6.SS.4	The student demonstrates knowledge and understanding of influential ideas from ancient Asia, the Middle East, northern Africa, and the eastern Mediterranean Sea.
6	6.SS.5	The student demonstrates knowledge and understanding of influential ideas from the Roman Republic and the Roman Empire.
6	6.SS.6	The student demonstrates knowledge and understanding of influential ideas from the Middle Ages.
6	6.SS.7	The student demonstrates knowledge and understanding of influential ideas from the Late Middle Ages and the Reformation.
6	6.SS.8	The student demonstrates knowledge and understanding of influential ideas from the Scientific Revolution, the Enlightenment, and the French Revolution.
7	7.SS.1	Building on prior grades, the student learns the skills to complete tasks with relative ease by the end of 7th grade.
7	7.SS.10	The student demonstrates knowledge and understanding of American history from the presidency of George Washington through the War of 1812.
7	7.SS.11	The student demonstrates knowledge and understanding of American history between the War of 1812 and the Mexican-American War.
7	7.SS.12	The student demonstrates knowledge and understanding of the growing sectional divide in the United States, especially regarding the practice of slavery.
7	7.SS.13	The student demonstrates knowledge and understanding of the American Civil War and Reconstruction.
7	7.SS.2	The student demonstrates knowledge of American and South Dakota geography.
7	7.SS.3	The student demonstrates understanding of Native American peoples in North America before the arrival of Europeans and Africans.
7	7.SS.4	The student demonstrates knowledge and understanding of the settlement of North America by Europeans, especially the British.
7	7.SS.5	The student demonstrates knowledge and understanding of colonial America.
7	7.SS.6	The student demonstrates knowledge and understanding of the American Revolution.
7	7.SS.7	The student demonstrates understanding of the Declaration of Independence and the arguments of leading founders.
7	7.SS.8	The student demonstrates understanding of the principles of the United States Constitution.
7	7.SS.9	The student demonstrates understanding of the structure and function of the United States Constitution.
8	8.SS.1	Building on prior grades, the student learns the skills to complete tasks with relative ease by the end of 8th grade.
8	8.SS.2	The student demonstrates knowledge and understanding of the Gilded Age.
8	8.SS.3	The student demonstrates knowledge and understanding of American history at the turn of the 20th Century.
8	8.SS.4	The student demonstrates knowledge and understanding of World War I and the Roaring Twenties.
8	8.SS.5	The student demonstrates knowledge and understanding of the Great Depression and World War II.
8	8.SS.6	The student demonstrates knowledge of post-war America and the Civil Rights Movement.
8	8.SS.7	The student demonstrates knowledge and understanding of America surrounding the Vietnam War and the cultural revolution.
8	8.SS.8	The student demonstrates knowledge and understanding of America at the turn of the 21st Century.
U.S. Government/Civics (9-12)	9-12.C.1	Building upon prior skills, the student learns the skills to complete tasks with relative ease by the end of high school.
U.S. Government/Civics (9-12)	9-12.C.10	The student demonstrates knowledge and understanding of the relationship between America's principles and civil rights.
U.S. Government/Civics (9-12)	9-12.C.11	The student demonstrates knowledge and understanding of 20th Century Progressivism.
U.S. Government/Civics (9-12)	9-12.C.12	The student demonstrates knowledge and understanding of governing institutions in the United States.
U.S. Government/Civics (9-12)	9-12.C.13	The student demonstrates knowledge and understanding of domestic policy in the United States.
U.S. Government/Civics (9-12)	9-12.C.14	The student demonstrates knowledge and understanding of foreign policy in the United States.
U.S. Government/Civics (9-12)	9-12.C.15	The student demonstrates knowledge and understanding of citizenship in America.
U.S. Government/Civics (9-12)	9-12.C.16	The student demonstrates knowledge and understanding of politics in America.
U.S. Government/Civics (9-12)	9-12.C.17	The student demonstrates knowledge and understanding of South Dakota and Native American government and politics.
U.S. Government/Civics (9-12)	9-12.C.18	The student demonstrates knowledge and understanding of the American experiment in self-government compared to other historical and present-day regimes.
U.S. Government/Civics (9-12)	9-12.C.2	The student demonstrates understanding of the modern way of life by comparing aspects of history to prior eras.
U.S. Government/Civics (9-12)	9-12.C.3	The student demonstrates knowledge and understanding of the principles and examples from world history that influenced the American founding.
U.S. Government/Civics (9-12)	9-12.C.4	The student demonstrates knowledge and understanding of the Declaration of Independence and the principles on which America was founded.
U.S. Government/Civics (9-12)	9-12.C.5	The student demonstrates knowledge and understanding of the principles of the U.S. Constitution.
U.S. Government/Civics (9-12)	9-12.C.6	The student demonstrates knowledge and understanding of the structure and function of government under the U.S. Constitution.
U.S. Government/Civics (9-12)	9-12.C.7	The student demonstrates knowledge and understanding of the Bill of Rights.
U.S. Government/Civics (9-12)	9-12.C.8	The student demonstrates knowledge and understanding of the relationship between America's principles and the institution of slavery.
U.S. Government/Civics (9-12)	9-12.C.9	The student demonstrates knowledge and understanding of the relationship between America's principles, slavery, and the Civil War.
Economics (9-12)	9-12.E.1	Building upon prior skills, the student learns the skills to complete tasks with relative ease by the end of high school.
Economics (9-12)	9-12.E.10	The student demonstrates knowledge and understanding of the historical relationship between government policy and the economic decisions of individuals and businesses.
Economics (9-12)	9-12.E.2	The student demonstrates knowledge and understanding of the fundamental realities involved in economic decisions.
Economics (9-12)	9-12.E.3	The student demonstrates knowledge and understanding of the principles of supply and demand.
Economics (9-12)	9-12.E.4	The student demonstrates knowledge and understanding of the main kinds of economic systems, both in history and in the present-day.
Economics (9-12)	9-12.E.5	The student demonstrates knowledge and understanding of major market structures within the United States economy.
Economics (9-12)	9-12.E.6	The student demonstrates knowledge and understanding of the business cycle and key macroeconomic measurements.
Economics (9-12)	9-12.E.7	The student demonstrates knowledge and understanding of the relationship between government policy and the economic decisions of individuals and businesses.
Economics (9-12)	9-12.E.8	The student demonstrates knowledge and understanding of money and financial institutions.
Economics (9-12)	9-12.E.9	The student demonstrates knowledge and understanding of trade and commerce.
U.S. History (9-12)	9-12.USH.1	Building upon prior skills, the student learns the skills to complete tasks with relative ease by the end of high school.
U.S. History (9-12)	9-12.USH.10	The student demonstrates understanding of the structure and function of the United States Constitution.
U.S. History (9-12)	9-12.USH.11	The student demonstrates knowledge and understanding of American history from the presidency of George Washington through the War of 1812.
U.S. History (9-12)	9-12.USH.12	The student demonstrates knowledge and understanding of American history between the War of 1812 and the Mexican-American War.
U.S. History (9-12)	9-12.USH.13	The student demonstrates knowledge and understanding of the growing sectional divide in the United States, especially regarding the practice of slavery.
U.S. History (9-12)	9-12.USH.14	The student demonstrates knowledge and understanding of the American Civil War and Reconstruction.
U.S. History (9-12)	9-12.USH.15	The student demonstrates knowledge and understanding of the Gilded Age.
U.S. History (9-12)	9-12.USH.16	The student demonstrates knowledge and understanding of American history at the turn of the 20th Century.
U.S. History (9-12)	9-12.USH.17	The student demonstrates knowledge and understanding of World War I and the Roaring Twenties.
U.S. History (9-12)	9-12.USH.18	The student demonstrates knowledge and understanding of the Great Depression and World War II.
U.S. History (9-12)	9-12.USH.19	The student demonstrates knowledge of post-war America and the Civil Rights Movement.
U.S. History (9-12)	9-12.USH.2	The student demonstrates knowledge of American and South Dakotan geography.
U.S. History (9-12)	9-12.USH.20	The student demonstrates knowledge and understanding of America surrounding the Vietnam War and the cultural revolution.
U.S. History (9-12)	9-12.USH.21	The student demonstrates knowledge and understanding of America at the turn of the 21st Century.
U.S. History (9-12)	9-12.USH.3	The student demonstrates understanding of the modern way of life by comparing aspects of history to prior eras.
U.S. History (9-12)	9-12.USH.4	The student demonstrates understanding of Native American peoples in North America before the arrival of Europeans and Africans.
U.S. History (9-12)	9-12.USH.5	The student demonstrates knowledge and understanding of the settlement of North America by Europeans, especially the British.
U.S. History (9-12)	9-12.USH.6	The student demonstrates knowledge and understanding of colonial America.
U.S. History (9-12)	9-12.USH.7	The student demonstrates knowledge and understanding of the American Revolution.
U.S. History (9-12)	9-12.USH.8	The student demonstrates understanding of the Declaration of Independence and the arguments of leading founders.
U.S. History (9-12)	9-12.USH.9	The student demonstrates understanding of the principles of the United States Constitution.
World Geography (9-12)	9-12.WG.1	Students will demonstrate knowledge of applying geospatial resources and tools to interpret and analyze geographic information.
World Geography (9-12)	9-12.WG.2	The student can use the six essential elements of geography (spatial terms, places and regions, physical systems, human systems, environment and society, uses of geography) to describe world regions.
World Geography (9-12)	9-12.WG.3	Students will recognize and explain the differences and similarities within and between cultures and people groups in the world's places and regions.
World History (9-12)	9-12.WH.1	Building upon prior skills, the student learns the skills (narrative, informative, persuasive essays from class notes) to complete tasks by the end of high school.
World History (9-12)	9-12.WH.2	The student demonstrates knowledge and understanding of ancient civilizations in Asia, the Middle East, northern Africa, and the eastern Mediterranean Sea.
World History (9-12)	9-12.WH.3	The student demonstrates knowledge and understanding of the Roman Republic and the Roman Empire.
World History (9-12)	9-12.WH.4	The student demonstrates knowledge and understanding of the Middle Ages.
World History (9-12)	9-12.WH.5	The student demonstrates knowledge and understanding of the Late Middle Ages, the Renaissance, and the Reformation.
World History (9-12)	9-12.WH.6	The student demonstrates knowledge and understanding of the Age of Exploration, the Scientific Revolution, the Enlightenment, and the Industrial Revolution.
World History (9-12)	9-12.WH.7	The student demonstrates knowledge and understanding of the French Revolution and the 19th Century.
World History (9-12)	9-12.WH.8	The student demonstrates knowledge and understanding of the world wars and the interwar years.
World History (9-12)	9-12.WH.9	The student demonstrates knowledge and understanding of the world since World War II.

Is homeschooling legal in South Dakota?

Yes. South Dakota has among the least-restrictive homeschool ('alternative instruction') laws in the U.S.

Do I have to notify anyone to homeschool in South Dakota?

Is standardized testing required for homeschoolers in South Dakota?

No annual test is mandated for homeschoolers in South Dakota. The state test (South Dakota Smarter Balanced Assessment (SBAC) for ELA and Math, plus the South Dakota Science Assessment (NGSS-aligned) for science) is not required for home-educated students.

What subjects are required for homeschooling in South Dakota?

South Dakota requires instruction in: Language arts (reading, writing, spelling, grammar); Mathematics.

Does South Dakota have its own learning standards?

Math: South Dakota State Standards for Mathematics. ELA: South Dakota English Language Arts & Literacy Standards. Science: South Dakota Science Standards (NGSS-based). Social studies: South Dakota Social Studies Standards (2023).

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