American Studies Semester One
District Assessment Connection for Common Core Standards
American Studies (V07) – Semester 1 – Instruction and Assessment Connection for
State and District Core Learning Standards - U.S. History
READING STANDARDS FOR LITERATUARE (RL)
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Key Ideas and Details |
Test Questions |
| RL11-12.01. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
109, 112, 123, 124, 153 |
| Craft and Structure |
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| RL11-12.04. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) |
20, 21, 22, 23, 24, 85, 86, 87, 91, 92, 98, 99, 113, 130, 152, 155, 156, 157, 158, 159 |
| RL11-12.05. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. |
25, 84, 88, 89, 127, 128, 129 |
| Integration of Knowledge and Ideas. |
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| RL11-12.09. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. |
107, 108, 111, 114, 125, 160 |
| Range of Reading and Level of Text Complexity. |
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| RL11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently. |
100, 101, 102, 110, 126, 148, 149, 154 |
READING STANDARDS FOR INFORMATIONAL TEXT (RI)
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Key Ideas and Details |
Test Questions |
| RI11-12.01. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
2, 3, 4, 7, 13, 14, 73 |
| RI11-12.03. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
1, 5, 6, 10, 12, 15 |
| Craft and Structure |
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| RI11-12.04. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
11, 44, 64, 65, 66 |
| 11-12RI06. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. |
8, 9, 16, 17, 18, 19 |
| Range of Reading and Level of Text Complexity. |
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| 11-12RI10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. |
60, 62, 63, 67 |
Grade 11-12 – Common Core State Standards for Writing
WRITING STANDARDS FOR LITERATUARE (RL)|
Production and Distribution of Writing |
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| 11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. |
26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 76, 77, 78, 79, 80, 81, 82, 83 |
American Studies (V07) – Semester 1 – Instruction and Assessment Connection for
State and District Core Learning Standards - U.S. History
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Indicator 1: Analyze U.S. historical eras to determine connections and cause/effect relationships in reference to chronology. |
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Standard |
Test Questions |
| SSH1-01. Students are able to explain the cause-effect relationships and legacy that distinguish significant historical periods from Reconstruction to the present. |
72, 74, 75, 93, 131, 132, 133, 134, 135, 136, 137, 138, 140, 143, 144, 145, 146, 147, 151 |
| SSH1-02. Students are able to relate previously learned information of these time periods to the context of succeeding time periods. |
36, 37, 38, 39, 40, 41, 42, 43, 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 61, 68, 69, 70, 71 |
American Studies (V07) – Semester 1 – Instruction and Assessment Connection for
State and District Core Learning Standards - U.S. History
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Indicator 2: Evaluate the influence/impact of various cultures, philosophies, and religions on the development of the U.S. |
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Standard |
Test Questions |
| SSH2-01. Students are able to describe the causes and effects of interactions between the U.S. government and Native American cultures. |
96, 97, 103, 104 |
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SSH2-02. Students are able to describe the causes and effects of cultural, economic, religious, political, and social reform movements on the development of the U.S. |
115, 116, 117, 118, 119, 120, 121, 122, 139, 141, 142, 150 |
| SSH2-03. Students are able to identify the influences of local groups on settlement patterns of South Dakota and the Great Plains Region. |
94, 95, 105, 106 |
