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 2: History

Page:  1  2  (Next)
  ALL

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


SST-08.2.04

 

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).

Student Learning Targets:

Knowledge Targets

  • I 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).
  • I can explain how the U.S. added to its territory through treaties and purchases.
  • I can identify the purposes of the Indian Removal Act and its consequences.
  • I can recognize or recall 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)
  • I can recognize or recall 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
  • I can list the reasons (economic, political, and social) people would move west.

Reasoning Targets

  • I can defend reasons for moving west in spite of the major challenges facing settlers.

Skills (Performance) Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.

Product Targets

  • I can create a map showing the land deals related to manifest destiny.

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 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 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.
-
  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:
    • 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.

-
  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

  • www.historychannel.com
  • www.biography.com
  • Oregon Trail software program/apps
  • "America: Story of Us"
  • "Men Who Built America"
  • "How the States Got Their Shapes"
  • "Into the West" (TNT movie series)
  • John Lee Hancock's "The Alamo"
  • Ken Burns' "The Journey of the Corps of Discovery"
  • "Bury My Heart at Wounded Knee"

Vocabulary

  • List

 


SST-08.2.05

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.05 Explain how reform efforts led to major changes in society (e.g., abolitionists, women’s movement, temperance, education).

Student Learning Targets:

Knowledge Targets

  • I can define “reform effort.”
  • I can identify different reform efforts that led to major changes in society (e.g., abolitionists, Civil Rights movement, women’s movement, temperance, education).

Reasoning Targets

  • I can evaluate the importance of the different reform efforts on our country. 

Skills (Performance) Targets

  • I can appraise the different reform efforts and explain the efforts made that led to major changes in society.  

Product Targets

  • I can construct a presentation on the importance of a reform effort.

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. The student:

can evaluate the importance of the different reform efforts on our country.

can appraise the different reform efforts and explain the efforts made that led to major changes in society.

can construct a presentation on the importance of a reform effort.

-Women's Rights Movement

-Civil Rights Movement

  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 “reform effort.”

can identify different reform efforts that led to major changes in society (e.g., abolitionists, Civil Rights movement, women’s movement, temperance, education).

-Define important terms and vocabulary
  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-08.2.06

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

Student Learning Targets:

Knowledge Targets

  • I can identify the reason for the creation of the Republican party.
  • I can list the sectional differences between the North and the South.
  • I can recognizes or recalls specific terminology, such as: Abolitionists, Secession, Demography, Popular Sovereignty, States’ Rights, Sectionalism, Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act, Dred Scott Decision

Reasoning Targets

  • I can analyze how the issue of slavery, through the major compromises and legal decisions, led to the Civil War. 
  • I can explain the sectional differences in the North and the South and how they led to the Civil War. (Demographics, Geography, Economics)
  • I can evaluate how the states’ rights debate impacted Kansas’ statehood and the secession of Southern States.

Skills (Performance) Targets

  • I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
  • I can justify the reason for the creation of the Republican party. 
  • I can evaluate how that the Republican’s victory in Election of 1860 led to the Civil War.

Proficiency Scale

Score   US History:  8.2.6 Explain the causes (e.g., states’ rights, slavery, differences in Northern and Southern economies) of the Civil War. 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 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:

  • 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
-
  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:
    • 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.
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).

Resources

Websites

Vocabulary

  • List

 


SST-08.2.07

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

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall 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
      • Chandellorsville, 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

Reasoning Targets

  • “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

  • I can explain the 3-part strategy set out by the Union to win the war. (What battles supported their plan?)
  • I can explain Lincoln’s decisions and actions to end slavery.
  • I can list the major battles of the Civil War and determine their significance.
  • I can compare and contrast the Civil War strategies between McClellan and Sherman.
  • I can compare and contrast the north and the south during the war.
  • I can describe the high cost of the Civil War in terms of people, family, and money. (Total War)
  • I can distinguish the Civil War's influential people, such as:
    • Lincoln, Davis, Grant, Lee, McClellan, Sherman, Jackson, Pickett, Scott, Farragut, Clara Barton

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:

  • 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.

  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).

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.

-
  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

  • www.historychannel.com
  • www.biography.com
  • "Glory" (Edited Copy)
  • "Lincoln"

Vocabulary


SST-08.2.08

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.08 Trace the social, economic, political, and cultural factors of Reconstruction (e.g., Jim Crow Laws, election of 1876, black codes, rise of Ku Klux Klan).

Student Learning Targets:

Knowledge Targets

  • I can list and define different social, economic, political, and cultural factors of Reconstruction (e.g., Jim Crow Laws, election of 1876, black codes, rise of Ku Klux Klan).

Reasoning Targets

  • I can evaluate the social, economic, political, and cultural factors of Reconstruction (e.g., Jim Crow Laws, election of 1876, black codes, rise of Ku Klux Klan). 

Skills (Performance) Targets

  • I can appraise the different social, economic, political, and cultural factors of Reconstruction (e.g., Jim Crow Laws, election of 1876, black codes, rise of Ku Klux Klan). 

Product Targets

  • I can construct a presentation on the importance of a social, economic, political, and cultural factors of Reconstruction (e.g., Jim Crow Laws, election of 1876, black codes, rise of Ku Klux Klan) and the effect the factor had on our country and still has today.

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. The student:

 can evaluate the social, economic, political, and cultural factors of Reconstruction.

 can appraise the different social, economic, political, and cultural factors of Reconstruction.

 can construct a presentation on the importance of a social, economic, political, and cultural factors of Reconstruction and the effect the factor had on our country and still has  today. 
- Explain the different social, economic, political, and cultural facts of Reconstruction in an essay or presentation. 
  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 list and define different social, economic, political, and cultural factors of Reconstruction.

- Define important terms and events: Jim Crow Laws, election of 1876, black codes, Ku Klux Klan
  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-08.2.09

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.09 Analyze the impact of immigration on the United States (e.g., labor pools, ghettos).

Student Learning Targets:

Knowledge Targets

  • I can define immigration, labor pools, ghettos, etc. 

Reasoning Targets

  • I can analyze the impact of immigration on the United States (e.g., labor pools, ghettos).

Skills (Performance) Targets

  • I can argue the impact of immigration on the United States in the past and today. 

Product Targets

  • I can create a map showing immigration patterns, impact on society and/or the economy, and education of immigrants.

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. The student:

 can analyze the impact of immigration on the United States (e.g., labor pools, ghettos).

 can argue the impact of immigration on the United States in the past and today.

 can create a map showing immigration patterns, impact on society and/or the economy, and education of immigrants.

- After viewing Viva La Causa, analyze the changes in society and the economy brought on by the strikers. 
  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 immigration, labor pools, ghettos, etc. 

-Define important terms: Viva La Causa, strike, labor unions. 
  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



Page:  1  2  (Next)
  ALL