8th Grade Social Studies (Archived)


BPSS-SST Logo

Book Module Icon BPS District Social Studies Standards Book

SST-08 "I can ... statements"

Prioritized Benchmarks

Kindergarten Social Studies
1st Grade Social Studies
2nd Grade Social Studies
3rd Grade Social Studies
4th Grade Social Studies
5th Grade Social Studies
6th Grade Social Studies
7th Grade Social Studies
8th Grade Social Studies
High School Social Studies
Standard 3: Economics

SST-08.3

BPSS-SST logoStandard 3:

Economic Concepts

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

Narrative for the Economic Concepts

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-08.3.01

8th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-08.3.01 Explain the purpose and effects of trade barriers (e.g., imposed trade barriers such as tariffs enacted before the Civil War, natural trade barriers such as mountains).

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


SST-08.3.02

8th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-08.3.02 Describe how technological advances (e.g. cotton gin, steel plow, McCormick Reaper, steamboat, steam locomotives) and industrialization impacted regions of the U.S. prior to the Civil War.

Student Learning Targets:

Knowledge Targets

  • I can list the improvements made in technology prior to the Civil War and explain their role in America.
  • I can explain how the power of the steam engine led the North to becoming more industrialized than the south.

Reasoning Targets

  • I can describe how the cotton gin led to an increased reliance on the industry of slavery in the south.
  • I can compare and contrast these inventions (cotton gin, reaper, steel plow, steamboat, and steam locomotives) with modern ones and can evaluate their impact today.

Skills (Performance) Targets

  • I can identify on a map the regions of the United States that were the most affected by each invention in relationship to industrialization.
  • I can

Product Targets

  • I can create a timeline that lists each of the technological advances along with its inventor in sequence from earliest to most recent.
  • I can produce a media project that highlights the technological advances and their impact on the regions of the United States prior to the Civil War.

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


SST-08.3.03

8th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-08.3.03 Evaluate how economic opportunities (e.g. manufacturing, agricultural, business) impact North Dakota and regions (e.g. Midwest, Northeast).

Student Learning Targets:

Knowledge Targets

  • I can describe how these opportunities impacted different regions in America.
  • I can .

Reasoning Targets

  • I can analyze the economic opportunities that arose prior to the Civil War.
  • I can compare and contrast the significance of manufacturing jobs and agriculture in different regions.

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


SST-08.3.04

8th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-08.3.04 Describe factors (e.g. climate, population, tax laws, natural resources) governing economic decision making in North Dakota and other regions (e.g. Midwest, Southeast).

Student Learning Targets:

Knowledge Targets

  • I can recall that climate, population, and natural resources affect economic decisions made in North Dakota as well as other regions. 
  • I can define economics.

Reasoning Targets

  • I can describe how various factors affect economic decision making.
  • I can describe the importance of the non-renewable and renewable energy industries in North Dakota.
  • I can describe the importance of the agricultural industry to North Dakota.

Skills (Performance) Targets

  • I can show how climate and natural resources affect industry in North Dakota.

Proficiency Scale

Score   ND-SST: 8.3.4 Describe factors (e.g., climate, population, tax laws, natural resources) governing economic decision making 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 importance of the non-renewable and renewable energy industries and their environmental impacts in North Dakota.
  • can describe the importance of the agricultural industry to North Dakota.
-
  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:

  • identifies products produced in the different industries in North Dakota
  • performs basic processes, such as:
    • identifying the non-renewable and renewable energy industries
    • defining renewable energy
-
  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