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.
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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.
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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.
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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).
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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).
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).
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
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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).
