Wednesday, December 1, 2021, 11:55 AM
Site: Learnbps
Course: BPSS (SST) Social Studies Standards (S-SST)
Glossary: 8th Grade Social Studies (Archived)
S

SST-08.4

BPSS-SST logoStandard 4:

Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

Narrative for the Government and Citizenship

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-08.4.01

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.01 Explain the connections between the rights and responsibilities of citizenship (e.g. voting and staying informed on issues; being tried by a jury and serving on juries; having rights and respecting the rights of others.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology such as: Magna Carta, Citizen, Bill of Rights, Colonist, Social Contract, Civil Disobedience, Trial by Jury, Parliament.
  • I can explain the purpose of the Bill of Rights from a citizen’s perspective.
  • I can explain the rights and limitations of each American citizen. (What rights do minors have? What rights are not granted to minors?)
  • I can give examples of behaviors of responsible citizens.  

 Reasoning Targets

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

 Skills (Performance) Targets

  • I can use media to stay informed.

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/or current 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:

  • explain the purpose of the Bill of Rights from a citizen’s perspective.
  • explain the rights and limitations of each American citizen.
    • What rights do minors have?
    • What rights are not granted to minors?
  • give examples of behaviors of responsible citizens.
  • use media to stay informed
-
  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:
    • Magna Carta, Citizen, Bill of Rights, Colonist, Social Contract, Civil Disobedience, Trial by Jury, Parliament
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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

SST-08.4.02

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.02 Explain factors (e.g., lack of economic power, lack of central government, no court systems) that contributed to the demise of the Articles of Confederation and explain how they led to the creation of the US Constitution.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology, such as:I can explain the impact a weak government can have on a country’s citizens.
    • Articles of Confederation, Currency, Draft, Republic, Northwest Ordinance, Land Ordinance of 1785, Townships, Sections, Shay’s Rebellion, Ratification, Constitutional Convention, Virginia Plan, New Jersey Plan, Great Compromise, Federalist, Anti-Federalist, State’s Rights, Unicameral, Bicameral, Equal vs. Proportional Representation.
  • I can explain Roger Sherman’s Great Compromise.

Reasoning Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
  • I can compare and contrast the ideas formed by Constitutional Convention delegates.

Product Targets

  • I can create a concept map identifying the major problems of the Articles of Confederation.

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/or current 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:

  • explain the impact a weak government can have on a country’s citizens.
  • compare and contrast the ideas formed by Constitutional Convention delegates.
  • explain Roger Sherman’s Great Compromise.
  • create a concept map identifying the major problems of the Articles of Confederation.
-
  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:
    • Articles of Confederation, Currency, Draft, Republic, Northwest Ordinance, Land Ordinance of 1785, Townships, Sections, Shay’s Rebellion, Ratification, Constitutional Convention, Virginia Plan, New Jersey Plan, Great Compromise, Federalist, Anti-Federalist, State’s Rights, Unicameral, Bicameral, Equal vs. Proportional Representation

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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

SST-08.4.03

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.03 Explain how the U.S. Constitution and Amendments influence society (e.g. voting rights, equal protection, due process).

Student Learning Targets:

Knowledge Targets

  • I can identify the amendments in the Bill of Rights.
  • I can recognize or recall specific terminology, such as:
    • Constitution, Amendment, Preamble, Articles, Ratification, Democracy, Republic, Federal System
    • Petition, Assemble, Quartering, Warrant, Probable Cause, Double Jeopardy, Due Process, Appeal, Right, Tranquility, Bail, Suffrage

Reasoning Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
  • I can analyze the goals of the Preamble (Why is each of the six goals important?).
  • I can analyze current events, speeches, and/or scenarios and determine which rights apply.
Rubric - Resources

Student Learning Targets:

Knowledge Targets

  • I can identify the amendments in the Bill of Rights.
  • I can recognize or recall specific terminology, such as:
    • Constitution, Amendment, Preamble, Articles, Ratification, Democracy, Republic, Federal System
    • Petition, Assemble, Quartering, Warrant, Probable Cause, Double Jeopardy, Due Process, Appeal, Right, Tranquility, Bail, Suffrage

Reasoning Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
  • I can analyze the goals of the Preamble (Why is each of the six goals important?).
  • I can analyze current events, speeches, and/or scenarios and determine which rights apply.

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/or current 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 the amendments in the Bill of Rights.
  • analyze the goals of the Preamble (Why is each of the six goals important?)
  • analyze current events, speeches, and/or scenarios and determine which rights apply.
-
  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:
    • Constitution, Amendment, Preamble, Articles, Ratification, Democracy, Republic, Federal System
    • Petition, Assemble, Quartering, Warrant, Probable Cause, Double Jeopardy, Due Process, Appeal, Right, Tranquility, Bail, Suffrage

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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

SST-08.4.04

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.04 Explain the political party process at the local, state, and national level (e.g., the structure and functions of political parties, electoral college, how campaigns are run and who participates in them, the role of the media in the election process, various kinds of elections).

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology, such as:I can explain how the electoral college works.
    • Election, Electoral Process, Primaries, Caucus, Incumbent, Term, Lobby
  • I can explain the purpose of the national conventions.
  • I can identify national political leaders in present or upcoming general elections.

Reasoning Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
  • I can compare and contrast the current major political parties and their platforms (Republican, Democrat, Third Parties).

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/or current 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:

  • explain how the electoral college works.
  • compare and contrast the current major political parties and their platforms (Republican, Democrat, Third Parties).
-
  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:
    • Election, Electoral Process, Primaries, Caucus, Incumbent, Term, Lobby
  • explains the purpose of the national conventions.
  • identifies national political leaders in present or upcoming general elections.

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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

SST-08.4.05

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.05 Describe the relationship (e.g., power, responsibility, influence) among the executive, judicial, and legislative branches of the government at the local, state (i.e., North Dakota), and national level.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology, such as:
    • Legislative Branch, Executive Branch, Judicial Branch, Checks and Balances, Articles, Bill Process, Crossover, Veto, Pocket Veto, Majority, Minority, Order of Succession, Impeachment.
  • I can recognize or recall specific phrases, such as:I can list the three branches of government and explain the responsibilities of each.
    • makes laws, enforces laws, interprets laws.
  • I can define checks and balances.
  • I can explain several examples of checks and balances in government.

Reasoning 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 independently and consistently by connecting to historical and/or current 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:

  • Explain several examples of checks and balances in government.
-
  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:

  • lists the three branches of government and explains the responsibilities of each.
  • defines checks and balances.
  • recognizes or recalls specific terminology, such as:
    • Legislative Branch, Executive Branch, Judicial Branch, Checks and Balances, Articles, Bill Process, Crossover, Veto, Pocket Veto, Majority, Minority, Order of Succession, Impeachment
  • recognizes or recalls specific phrases, such as:
    • makes laws,  enforces laws, interprets laws

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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

SST-08.4.06

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.06 Compare the functions and structure of local, state, tribal, and federal governments within North Dakota.

Student Learning Targets:

Knowledge Targets

  •  I can name the three branches of state government.
  •  I can identify the functions of the state officials.
  •  I can identify the three plans of city government.
  •  I can define the  "one person-one vote" principle.
  •  I can define reapportionment.

Reasoning Targets

  • I can explain the importance of the “one person-one vote” principle.
  • I can describe the three branches of government.
  • I can explain the importance of reapportionment. 
  • I can describe the level of courts within the state’s judicial branch and their jurisdictions.

Proficiency Scale

Score   ND-SST: 8.4.6 Compare the functions and structure of local, state, tribal, and federal governments within North Dakota 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 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 describe the three branches of government.
  • can discuss the “one person-one vote” principle
  • can explain the importance of reapportionment.
  • can identify the functions of the state officials.
  • can describe the level of courts within the state’s judicial branch and their jurisdictions.
  • can identify the three plans of city government.
-
  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:
    • the three branches of government
    • “one person-one vote” principle
    • reapportionment
    • county, city, special, and tribal governments
    • less than three of the plans of city government
  • performs basic processes, such as:
    • listing the courts in the ND court system
    • identifying some of the state official’s functions
    • listing the level of courts in the ND court system
-
  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-08.5

BPSS-SST logoStandard 5:

Concepts of Geography

Students understand and apply concepts of geography.

Narrative for the Concepts of Geography

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-08.5.01

8th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-08.5.01 Describe the location and characteristics of the three regions of North Dakota including the Red River Valley, the Drift Prairie, and the Missouri Plateau.

Student Learning Targets:

Knowledge Targets

  • I can identify the three regions of North Dakota.

Reasoning Targets

  • I can compare and contrast the three regions of North Dakota.
  • I can describe how each of the three regions were formed. 
  • I can describe the locations and characteristics of the three regions of North Dakota including the Red River Valley, the Drift Prairie, and the Missouri Plateau.

     

Product Targets

  • I can create a map of North Dakota detailing the three geographic regions.

Proficiency Scale

Score   ND-SST: 8.5.1 Describe the locations and characteristics of the three regions of North Dakota including the Red River Valley, the Drift Prairie, and the Missouri Plateau 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 describe the locations and characteristics of the three regions of North Dakota, (e.g. geographical components, farming, resources).
-
  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:
    • Red River Valley, Drift Prairie, and Missouri Plateau
  • performs basic processes, such as:
    • identifies two regions of ND
-
  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-08.5.02

8th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-08.5.02 Describe the characteristics, distribution, and effects of human migration within the United States during different time periods (e.g. Westward expansion, post Civil War, Industrialization, Urbanization).

Student Learning Targets:

Knowledge Targets

  • I can correctly label relative locations on a map.
  • I can recognize or recall specific terminology based upon each unit of study (e.g., Colonial Era - Proclamation of 1763, New England Colonies, etc.).
  • I can recognize or recall specific phrases based upon each unit of study (e.g., Manifest Destiny - "Go West, Young Man").

Reasoning Targets

  • I can analyze and interpret how the geography of the nation has impacted American history.

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:

  • analyze and interpret how the geography of the nation has impacted American history.

  • correctly labels relative locations on a map without choices.

-
  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:

  • correctly labels relative locations on a map with choices.
  • recognizes or recalls specific terminology based upon each unit of study (e.g., Colonial Era - Proclamation of 1763, New England Colonies, etc.).
  • recognize or recall specific phrases based upon each unit of study (e.g., Manifest Destiny - "Go West, Young Man").
-
  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