Sunday, November 28, 2021, 6:21 AM
Site: Learnbps
Course: BPSS (SST) Social Studies Standards (S-SST)
Glossary: 8th Grade Social Studies (Archived)

SST-08.1

BPSS-SST logoStandard 1:

Skills and Resources

Students apply Social Studies skills and resources.

Narrative for the Skills and Resources

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

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

SST-08.1.01

8th Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-08.1.01 Interpret current North Dakota thematic maps (e.g., soils, climate, vegetation, water, climate) to identify where people live and work, and how land is used.

Student Learning Targets:

Knowledge Targets

  • I can recall vocabulary related to North Dakota geography. 

Reasoning Targets

  • I can analyze current ND thematic maps. 

Skills (Performance) Targets

  • I can use thematic maps to identify where people live and work and how land is used in ND.

Product Targets

  • I can construct a map of ND with North Dakota's major cities and geographical features.

Proficiency Scale

Score   Description: ND-SST: 8.1.1 Interpret current North Dakota thematic maps (e.g., soils, climate, vegetation) to identify where people live and work, and how land is used Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 "The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.The student:
  • can analyze current ND thematic maps (e.g., soils, climate, vegetation, population, energy).
  • can use thematic maps to identify where people live and work and how land is used in ND.
  • can construct a map of ND with North Dakota's major cities and geographical features. 
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student:
  • recognizes or recalls specific terminology, such as:
    • some major components of thematic maps
    • vocabulary related to North Dakota geography. 
  • performs basic processes, such as:
    • label ND's major cities and geographical features 
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

  • Provided by individual teachers

 

SST-08.1.02

8th Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-08.1.02 Use various primary and secondary resources (e.g. historical maps, diaries, speeches, pictures, charts, graphs, diagrams, timelines specific to North Dakota) to analyze, and interpret information.

8th Grade US History Student Learning Targets:

Knowledge Targets

  • I can identify the differences between primary and secondary resources in US History.
  • I can gather appropriate primary and secondary resources for the assigned task in each unit of study.
  • I can follow directions when utilizing primary and secondary resources.
  • I can recognize or recall specific terminology based upon each unit of study (e.g., Magna Carta, Declaration of Independence, Bill of Rights).
  • I can recognize or recall specific phrases based upon each unit of study (e.g., "Four Score and Seven Years Ago").

Reasoning Targets

  • I can analyze and interpret primary and secondary resources that influence each unit of study.

Skills Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
  • I can utilize several types of primary and secondary resources that will support making inferences to each unit of study.

8th Grade US History Proficiency Scale

Score   Description: ND-SST: 8.1.2 Use various primary and secondary resources (e.g., historical maps, diaries, speeches, pictures, charts, graphs, diagrams, time lines specific to ND) to analyze and interpret information Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

 The student:

  • demonstrates extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can:

  • analyze and interpret primary and secondary resources that influence each unit of study.
  • utilize several types of primary and secondary resources that will support making inferences to each unit of study.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can:

  • identify the differences between primary and secondary resources in US History.
  • gather appropriate primary and secondary resources for the assigned task in each unit of study.
  • follow directions when utilizing primary and secondary resources.
  • recognize or recall specific terminology based upon each unit of study (e.g., Magna Carta, Declaration of Independence, Bill of Rights).
  • recognize or recall specific phrases based upon each unit of study (e.g., "Four Score and Seven Years Ago").
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

8th Grade US History Resources

Websites

Vocabulary

  • List

8th Grade ND Studies Learning Targets:

Knowledge Targets

  • I can identify the difference between primary and secondary resources in North Dakota Studies.
  • I can recognize or recall specific terminology, such as: primary and secondary source.

Reasoning Targets

  • I can analyze historical maps and evaluate their importance in different time periods.
  • I can analyze political cartoons and synthesize the author’s point of view.

Skills Targets

  • I can use secondary resources to analyze and interpret information.
  • I can use primary resources to analyze and interpret information.

Product Targets

  • I can design a media project that effectively interprets primary and secondary resources.

ND Studies Proficiency Scale

Score   Description: ND-SST: 8.1.2 Use various primary and secondary resources (e.g., historical maps, diaries, speeches, pictures, charts, graphs, diagrams, time lines specific to ND) to analyze and interpret information. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • can identify the differences between primary and secondary resources in North Dakota Studies.
  • can use primary sources to analyze and interpret information in North Dakota Studies.
  • can use secondary resources to analyze and interpret information in North Dakota Studies.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student:

  • recognizes or recalls specific terminology, such as: primary and secondary source.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

ND Studies Resources

Websites

Vocabulary

  • Provided by individual teachers

 

SST-08.2

BPSS-SST logoStandard 2:

Important Historical Events

Students understand important historical events.

Narrative for the Important Historical Events

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

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

SST-08.2.01

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.01 Analyze the transformation of the nation (e.g., Imperialism, industrialization, immigration, political/social reformers, urbanization, mechanization of agriculture, changing business environment).

Major Topics

  • Reconstruction (1865-1877)
  • Colonization (1763-1783)
  • Revolution (1776-1783)
  • Jefferson to Jackson (1800-1837)
  • First Industrial Revolution (1800-1860)

Student Learning Targets:

Knowledge Targets

  • I can identify and explain how changes (economic, social, political) that took place in the country during the respective time period affected the course of history.
  • I can recall changes (economic, social, political) that took place in the country during the respective time period.
  • I can recognize or recall specific terminology in the respective time period.

Reasoning Targets

  • I can summarize reasons for changes (economic, social, political) during the respective time period.

Skills (Performance) Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

The student:

  • demonstrates extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student can:

  • identify and explain how changes (economic, social, political) that took place in the country during the respective time period affected the course of history.
  • summarize reasons for changes (economic, social, political) during the respective time period.
-
  2.5

No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content. 

  • identify and explain changes in two of three areas (economic, social, political)
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recalls changes (economic, social, political) that took place in the country during the respective time period.
  • recognizes or recalls specific terminology in the respective time period.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

  • www.historychannel.com
  • www.biography.com
  • www.pbs.org
  • "America: Story of Us"
  • "The Men Who Built America"
  • "How the States Got Their Shapes"
  • "SchoolHouse Rock"

Vocabulary

  • List

 

SST-08.2.04

 

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.04 Explain how the concept of Manifest Destiny impacted national policy (e.g., War with Mexico, Gadsden Purchase, imperialism, Gold Rush, foreign policy).

Student Learning Targets:

Knowledge Targets

  • I can explain the concept of Manifest Destiny and its impact on westward expansion (e.g. Louisiana Purchase, Missouri Compromise, Texas, Gadsden Purchase, California, and Florida).
  • I can explain how the U.S. added to its territory through treaties and purchases.
  • I can identify the purposes of the Indian Removal Act and its consequences.
  • I can recognize or recall specific terminology, such as: annex, cede, forty-niners, Texas Rangers, Vaqueros, empresarios, prospect, missionaries, gold rush, prairie schooners, Conestoga wagons, placer mining; trails west (e.g. Oregon, Santa Fe, California, Old Spanish, Mormon)
  • I can recognize or recall specific people/places, such as: People/Places (e.g. Sam Houston, Santa Anna, John Sutter, Donner Party, Levi Strauss, Marcus Whitman, James K. Polk, Stephen F. Austin, John C. Fremont, Zebulon Pike
  • I can list the reasons (economic, political, and social) people would move west.

Reasoning Targets

  • I can defend reasons for moving west in spite of the major challenges facing settlers.

Skills (Performance) Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.

Product Targets

  • I can create a map showing the land deals related to manifest destiny.

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

The student:

demonstrates extended knowledge and understanding independently and consistently by connecting to historical and current situations.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student can:

  • explain the concept of Manifest Destiny and its impact on westward expansion (e.g. Louisiana Purchase, Missouri Compromise, Texas, Gadsden Purchase, California, and Florida).
  • explain how the U.S. added to its territory through treaties and purchases.
  • identify the purposes of the Indian Removal Act and its consequences.
  • describe reasons (economic, social, political) for moving west in spite of the major challenges facing settlers.
  • create a map showing the land deals related to manifest destiny.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:
    • annex, cede, forty-niners, Texas Rangers, Vaqueros, empresarios, prospect, missionaries, gold rush, prairie schooners, Conestoga wagons, placer mining
    • trails west (e.g. Oregon, Santa Fe, California, Old Spanish, Mormon)
  • recognizes or recalls specific people/places, such as:
    • People/Places (e.g. Sam Houston, Santa Anna, John Sutter, Donner Party, Levi Strauss, Marcus Whitman, James K. Polk, Stephen F. Austin, John C. Fremont, Zebulon Pike.
  • lists the reasons (economic, political, and social) people would move west.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • www.historychannel.com
  • www.biography.com
  • Oregon Trail software program/apps
  • "America: Story of Us"
  • "Men Who Built America"
  • "How the States Got Their Shapes"
  • "Into the West" (TNT movie series)
  • John Lee Hancock's "The Alamo"
  • Ken Burns' "The Journey of the Corps of Discovery"
  • "Bury My Heart at Wounded Knee"

Vocabulary

  • List

 

SST-08.2.06

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.06 Explain the causes (e.g., states’ rights, slavery, differences in Northern and Southern economies) of the Civil War.

Four Major Causes:

  1. Slavery and the Compromises/Legal Issues (MO Compromise, Compromise of 1850, KS-NE Act, Dred Scott Decision) 
  2. Political Parties
  3. Geographic/Sectional Differences
  4. State’s Right

Student Learning Targets:

Knowledge Targets

  • I can identify the reason for the creation of the Republican party.
  • I can list the sectional differences between the North and the South.
  • I can recognizes or recalls specific terminology, such as: Abolitionists, Secession, Demography, Popular Sovereignty, States’ Rights, Sectionalism, Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act, Dred Scott Decision

Reasoning Targets

  • I can analyze how the issue of slavery, through the major compromises and legal decisions, led to the Civil War. 
  • I can explain the sectional differences in the North and the South and how they led to the Civil War. (Demographics, Geography, Economics)
  • I can evaluate how the states’ rights debate impacted Kansas’ statehood and the secession of Southern States.

Skills (Performance) Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
  • I can justify the reason for the creation of the Republican party. 
  • I can evaluate how that the Republican’s victory in Election of 1860 led to the Civil War.

Proficiency Scale

Score   US History:  8.2.6 Explain the causes (e.g., states’ rights, slavery, differences in Northern and Southern economies) of the Civil War. Sample Activity
4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

The student:

demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current situations.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student can:

  • justify the reason for the creation of the Republican party.
  • evaluate how that the Republican’s victory in Election of 1860 led to the Civil War.
  • explain the sectional differences in the North and the South and how they led to the Civil War. (Demographics, Geography, Economics)
  • evaluate how the states’ rights debate impacted Kansas’ statehood and the secession of Southern States.
  • analyze how the issue of slavery, through the major compromises and legal decisions, led to the Civil War
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:
    • Abolitionists, Underground Railroad, Secession, Demography, Popular Sovereignty, States’ Rights, Sectionalism, Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act, Dred Scott Decision
  • identifies the reason for the creation of the Republican party.
  • lists the sectional differences between the North and the South.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

  • List

 

SST-08.2.07

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.07 Explain the course and consequences of the Civil War (e.g., contributions of key individuals, key battles, The Emancipation Proclamation).

Five Big Ideas:

  1. Leadership and Strategies   
  2. Gettysburg Address
  3. Emancipation Proclamation
  4. States’ Rights vs. Upholding the Constitution
  5. Cost of Civil War

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology, such as:
    • Confederate, Union, Ironclad, Red Cross, Copperheads, Habeas Corpus, Contrabands, Cotton Diplomacy, Total War, Anaconda Plan, Border States
    • Battles of the Civil War
      • Chandellorsville, Gettysburg, Vicksburg, 1st Bull Run, 2nd Bull Run, Antietam, Shiloh, Merrimack v. Monitor, Fort Sumter, Appomattox, Sherman's March to the Sea, Wilderness Campaign, 7 days Battle

Reasoning Targets

  • “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • I can explain the 3-part strategy set out by the Union to win the war. (What battles supported their plan?)
  • I can explain Lincoln’s decisions and actions to end slavery.
  • I can list the major battles of the Civil War and determine their significance.
  • I can compare and contrast the Civil War strategies between McClellan and Sherman.
  • I can compare and contrast the north and the south during the war.
  • I can describe the high cost of the Civil War in terms of people, family, and money. (Total War)
  • I can distinguish the Civil War's influential people, such as:
    • Lincoln, Davis, Grant, Lee, McClellan, Sherman, Jackson, Pickett, Scott, Farragut, Clara Barton

Skills (Performance) Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

The student:

  • demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current situations.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can:

  • explain the 3-part strategy set out by the Union to win the war. (What battles supported their plan?)
  • explain Lincoln’s decisions and actions to end slavery.
  • list the major battles of the Civil War and determine their significance.
  • distinguish the Civil War's influential people, such as:
    • Lincoln, Davis, Grant, Lee, McClellan, Sherman, Jackson, Pickett, Scott, Farragut, Clara Barton
  • compare and contrast the Civil War strategies between McClellan and Sherman.
  • compare and contrast the north and the south during the war.
  • describe the high cost of the Civil War in terms of people, family, and money. (Total War)

- Students will list the three main goals for the Union at the beginning of the Civil War.

-Students will complete a chart summarizing the main battles.

-Students will complete a chart comparing the north and south in terms of population, industrial advancements, environment, resources, and military leadership.

-Students will empathize and describe the effect of Total War on their life.

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

There are no major errors or omissions regarding the simpler details and processes as the student:

  • recognizes or recalls specific terminology, such as:
    • Confederate, Union, Ironclad, Red Cross, Copperheads, Habeas Corpus, Contrabands, Cotton Diplomacy, Total War, Anaconda Plan, Border States
    • Battles of the Civil War
      • Chancellorsville, Gettysburg, Vicksburg, 1st Bull Run, 2nd Bull Run, Antietam, Shiloh, Merrimack v. Monitor, Fort Sumter, Appomattox, Sherman's March to the Sea, Wilderness Campaign, 7 Days Battle

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

  • www.historychannel.com
  • www.biography.com
  • "Glory" (Edited Copy)
  • "Lincoln"

Vocabulary

SST-08.2.11

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.11 Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Roughrider Recipients) in North Dakota and tribal history.

Student Learning Targets:

Knowledge Targets

  • I can define the Laramie Treaty and the Dawes Plan.
  • I can define a Bonanza Farm and tell the role these farms had on early farming.
  • I can describe who Marquis De Mores and his wife Medora are and explain the role they played in the cattle industry in ND.
  • I can identify the settlement patterns of the major ethnic groups and describe the cultures of each.

Reasoning Targets

  • I can explain why the reservation system was created and the treaty process that enabled the system to work or not.
  • I can describe Sitting Bull’s importance to Dakota history.
  • I can explain the forced assimilation of Native Americans.
  • I can discuss the importance of the Homestead, Preemption, and Timber Culture Acts for ND.
  • I can identify technological advances and types of transportation and their impact on the economy.
  • I can discuss events that led up to the statehood of ND.
  • I can describe the impact that drought had on the economy and people of ND in the 1930s.

Conflict on the Plains

Proficiency Scale

Score   ND-SST: 8.2.11 Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Sakakawea, Lewis & Clark, early fur traders and settlers) in North Dakota and tribal history. Learning Activities
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

The student can 

  • argue whether or not the reservation system was successful. In their argument, students include supporting details from the readings, discussions, and classroom materials.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • explain the Laramie Treaty and the Dawes Plan and analyze how it affected the American Indians.
  • describe Sitting Bull’s importance to Dakota history.
  • explain the forced assimilation of Native Americans.
  • explain the Ghost Dance.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

  • recall why the reservations system was created.
  • recognize the primary purpose of the Dawes Act.
  • identify the start of the Dakota Conflict of 1862.
  • identify vocabulary related to conflict on the Plains: tribunal, treaty, sovereignty, reservation, assimilate.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Homesteading Proficiency Scale

Score   ND-SST: 8.2.11 Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Sakakawea, Lewis & Clark, early fur traders and settlers) in North Dakota and tribal history. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • identify the importance of the Homestead, Preemption, and Timber Culture Acts for ND.
  • identify the settlement patterns of the major ethnic groups and define the cultures of each.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

  • define the Homestead, Preemption, and Timber Culture Acts for ND.
  • identify some of the settlement patterns of the major ethnic groups and describe the cultures of each.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

  • Provided by individual teacher

 

Bonanza Farms

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • define a Bonanza Farm and explain the role these farms had on early farming.
  • describe who Marquis De Mores and his wife Medora are and explain the role they played in the cattle industry in ND.
  • identify some technological advances and types of transportation and their impact on the economy.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

  • describe who Marquis De Mores and his wife Medora are and recall the role they played in the cattle industry in ND.
  • identify technological advances and types of transportation and their impact on the economy
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

  • Provided by individual teacher

 

Statehood and Development

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • can discuss major events that led up to the statehood of ND.
  • can list hardships the drought had on the economy and people of ND in the 1930s.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

 

-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

  • Provided by individual teacher

 

SST-08.3

BPSS-SST logoStandard 3:

Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

Narrative for the Economic Concepts

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

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