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

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Vocabulary

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