8th Grade Social Studies (Archived)


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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


SST-08.2.10

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.10 Analyze the rationale for western expansion and how it affected minorities (e.g. reservations, Indian Removal Act, treaties, Chinese Exclusion Act, Dawes Act, Manifest Destiny, Homestead 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-08.2.11

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.

Student Learning Targets:

Knowledge Targets

  • I can define the Laramie Treaty and the Dawes Plan.
  • I can define a Bonanza Farm and tell the role these farms had on early farming.
  • I can describe who Marquis De Mores and his wife Medora are and explain the role they played in the cattle industry in ND.
  • I can identify the settlement patterns of the major ethnic groups and describe the cultures of each.

Reasoning Targets

  • I can explain why the reservation system was created and the treaty process that enabled the system to work or not.
  • I can describe Sitting Bull’s importance to Dakota history.
  • I can explain the forced assimilation of Native Americans.
  • I can discuss the importance of the Homestead, Preemption, and Timber Culture Acts for ND.
  • I can identify technological advances and types of transportation and their impact on the economy.
  • I can discuss events that led up to the statehood of ND.
  • I can describe the impact that drought had on the economy and people of ND in the 1930s.

Conflict on the Plains

Proficiency Scale

Score   ND-SST: 8.2.11 Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Sakakawea, Lewis & Clark, early fur traders and settlers) in North Dakota and tribal history. Learning Activities
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 can 

  • argue whether or not the reservation system was successful. In their argument, students include supporting details from the readings, discussions, and classroom materials.
-
  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 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.
-
  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

  • 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.
-
  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).

Homesteading Proficiency Scale

Score   ND-SST: 8.2.11 Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Sakakawea, Lewis & Clark, early fur traders and settlers) in North Dakota and tribal history. 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 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.
-
  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 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.
-
  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

 

Bonanza Farms

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

  • 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.
-
  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

  • 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
-
  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

 

Statehood and Development

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

  • 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.
-
  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

 

-
  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-08.3

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.
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  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
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  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

 



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