Standard 1:

Skills and Resources

Students apply Social Studies skills and resources.

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.

• 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. 

• 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 

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.

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.

“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.

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").

“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.

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.

Standard 2:

Important Historical Events

Students understand important historical events.

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)

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.

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.

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)

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.

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).

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

The student:

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.

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.

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

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

The student:

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

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.

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

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.

“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.

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.

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.

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.

“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.

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.

“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.

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.

“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.

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

“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.

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

Standard 3:

Economic Concepts

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