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PRIORITIZED 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

SST-08.6

BPSS-SST logoStandard 6:

Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

Narrative for the Human Development and Behavior

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.

STANDARD 1: SKILLS AND RESOURCES

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

 

STANDARD 2: HISTORY

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-08.2.02

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.02 Explain how political parties developed to resolve issues (e.g., payment of debt, establishment of a national bank, strict or loose interpretation of the Constitution, support for England or France) in the early years of the United States.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

SST-08.2.03

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.03 Explain how political leaders (e.g., Andrew Jackson, William Henry Harrison, Martin Van Buren, John Tyler) dictated national policy (e.g., States’ rights, closure of National Bank, Indian Removal Act).

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

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. -
  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). -
  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

Vocabulary

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