8th Grade Standards
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SST-08.C.01 8th Grade (SST) Social StudiesCivics StandardSST-08.C.01 Explain the historical and philosophical foundations of government.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.C.01.1
8th Grade (SST) Civics Domain: SST-08.C.01.1 Evaluate the thoughts of major political philosophers.Guiding Topics: Cicero, Socrates, Plato, Aristotle, Iroquois Confederation, Locke, Hobbes, Montesquieu, Rousseau, Marx, Natural Rights Philosophy, Classical Republicanism Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.01.2
8th Grade (SST) Civics Domain: SST-08.C.01.2 Explain the influence of British and colonial history on early United States.Guiding Topics: Magna Carta, English Bill of Rights, Petition of Right, Mayflower Compact, formation of colonial governments, deterioration of relations with Great Britain Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.01.3
8th Grade (SST) Civics Domain: SST-08.C.01.3 Evaluate the creation and impact of primary sources on political thought in the United States.Guiding Topics: Magna Carta, English Bill of Rights, Petition of Right, Mayflower Compact, Declaration of Independence, Articles of Confederation, Federalist Papers, AntiFederalist Papers, Virginia and New Jersey Plans, the Great Compromise, Constitution, the Bill of Rights Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.028th Grade (SST) Social StudiesCivics StandardSST-08.C.02 Analyze the structures and functions of governments.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.C.02.1
8th Grade (SST) Civics Domain: SST-08.C.02.1 Differentiate/compare forms and origins of governments.Guiding Topics: Democracy, monarchy, oligarchy, tyranny, fascism, communism, theocracy, constitutional republic, parliamentary democracy, presidential democracy, and other forms of governments Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.02.2
8th Grade (SST) Civics Domain: SST-08.C.02.2 Examine the role and purposes of government.Guiding Topics: Purpose of founding governments in River Valley, Asian, Greek, Roman, African, Mesoamerican civilizations and the purpose of current government systems (i.e., to maintain law and order, authority, legitimacy, sovereignty) Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.02.3
8th Grade (SST) Civics Domain: SST-08.C.02.3 Analyze the structure, principles, and interpretation of the Constitution of the United States.Guiding Topics: Preamble, articles, amendments, separation of powers, checks and balances, power of the purse, impeachment, advise and consent, veto power, judicial review, bicameralism, etc. Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.02.4
8th Grade (SST) Civics Domain: SST-08.C.02.4 Explain the relationship among federal, state, tribal, and local governmental powers.Guiding Topics: Necessary and proper clause, the commerce clause,
Tenth Amendment, enumerated powers vs. reserved powers, amendment process, separation of powers, revenue sources, coining money, treaty powers, interstate commerce, treaty rights and tribal sovereignty, etc. Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.02.5
8th Grade (SST) Civics Domain: SST-08.C.02.5 Explain the purposes, organization, powers, and processes of tribal and local governments.Guiding Topics: Elections, revenue sources, tribal sovereignty Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.038th Grade (SST) Social StudiesCivics StandardSST-08.C.03 Describe the rights and liberties of individuals.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.C.03.1
8th Grade (SST) Civics Domain: SST-08.C.03.1 Describe and examine the amendments to the United States Constitution and their application in the United States.Guiding Topics: Bill of Rights, amendments, relevant court cases Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.03.2
8th Grade (SST) Civics Domain: SST-08.C.03.2 Describe the impact of court cases on the rights and liberties of individuals.Guiding Topics: Judicial review, incorporation doctrine Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.048th Grade (SST) Social StudiesCivics StandardSST-08.C.04 Investigate the role and responsibilities of citizenship in society.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.C.04.1
8th Grade (SST)Civics Domain: SST-08.C.04.1 Explain how citizens can influence government.Guiding Topics: Interest groups, the media, political action committees, voluntary and civic associations, professional organizations, individuals, voting, running for office, petitioning the government, initiated measures, referendum, recall, peaceful protests, demonstrations Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.04.2
8th Grade (SST) Civics Domain: SST-08.C.04.2 Describe and evaluate the criteria and process for naturalization in the United States.Guiding Topics: Citizenship test and pledge, historic and present restrictions and requirements for naturalization Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.04.3 8th Grade (SST) Civics Domain: SST-08.C.04.3 Explain how citizens’ personal and civic responsibilities are important to the preservation and improvement of United States constitutional republic.Guiding Topics: Voting rights, running for public office, obeying the law, being informed and attentive to public issues, monitoring political leaders and governmental agencies, assuming leadership when appropriate, paying taxes, registering to vote and voting knowledgeably on candidates and issues, serving as a juror, serving in the armed forces, performing public service Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.04.4
8th Grade (SST) Civics Domain: SST-08.C.04.4 Identify bias and evaluate its role in media sources.Guiding Topics: Broadcast news, print news, websites, social media, speeches, and other primary and secondary sources Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.C.04.5
8th Grade (SST) Civics Domain: SST-08.C.04.5 Demonstrate active participation in civic life.Guiding Topics: Voting, attending political and governmental meetings, contacting public officials, working in campaigns, community organizing, demonstrating or picketing, mock trials, simulated congressional hearings, Socratic seminar, civil discourse, debate, boycotting, joining interest groups or political action committees, etc. Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E 6-8 Social StudiesEconomics Domain Standards
DescriptionAt the middle school level, basic economic principles are best integrated within United States history, world history, and geography. The knowledge of names and definitions is essential for acquiring knowledge; however, high-quality teaching and learning demands more than merely mastering facts and terms. Therefore, in teaching these standards, it is encouraged to use an active economic inquiry approach. Activities and assessments that require students to think, analyze, synthesize, evaluate, compare, contrast, and argue using economic habits of mind should be emphasized.. Calculation Method for DomainsDomains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.E.018th Grade (SST) Social StudiesEconomics StandardSST-08.E.01 Analyze the concept of scarcity when making economic decisions.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.E.01.1
8th Grade (SST) Economics Domain: SST-08.E.01.1 Analyze the basic concepts of economic thinking.Guiding Topics: Needs and wants, supply and demand, opportunity cost and tradeoffs, scarcity and choice, cost-benefit analysis, production possibilities, interpret visual representations of data (e.g., bar graphs, line graphs, pie charts) Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.01.2
8th Grade (SST) Economics Domain: SST-08.E.01.2 Explain the factors of production.Guiding Topics: Land, labor, capital, entrepreneurship Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.028th Grade (SST) Social StudiesEconomics StandardSST-08.E.02 Compare and contrast how varying economic systems impact a nation and its citizens.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.E.02.1
8th Grade (SST) Economics Domain: SST-08.E.02.1 Describe the difference between a command/centrally planned economy and market economy.Guiding Topics: Communism, socialism, capitalism, free market economy, free enterprise system, mixed economy Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.038th Grade (SST) Social StudiesEconomics StandardSST-08.E.03 Analyze how supply and demand impact the allocation of goods and services.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.E.03.1
8th Grade (SST) Economics Domain: SST-08.E.03.1 Explain the law of supply and demand.Guiding Topics: Supply and demand, schedules and curves, equilibrium, elasticity Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.03.2
8th Grade (SST) Economics Domain: SST-08.E.03.2 Compare and contrast perfect and imperfect competition.Guiding Topics: Monopolistic competition, monopolies, oligopolies, trusts, cartel Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.03.3
8th Grade (SST) Economics Domain: SST-08.E.03.3 Analyze the impact of the supply and demand on prices.Guiding Topics: Equilibrium price shortages, surplus Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.048th Grade (SST) Social StudiesEconomics StandardSST-08.E.04 Analyze the various institutions that drive and support the market economy.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.E.04.1
8th Grade (SST) Economics Domain: SST-08.E.04.1 Explain the role of businesses and financial institutions in a market economy.Guiding Topics: Stock market, structure of private banks, structure of the federal reserve system, corporations vs. soleproprietorship Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.04.2
8th Grade (SST) Economics Domain: SST-08.E.04.2 Evaluate the role of government in a market economy.Guiding Topics: Fiscal policy, monetary policy, federal, state, and local taxes, contractionary and expansionary policies, supply-side vs. demand-side economics, government subsidies Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.04.3
8th Grade (SST) Economics Domain: SST-08.E.04.3 Explain the functions and role of money.Guiding Topics: Commodity, representative and fiat money, physical and economic properties of money, measuring the money supply in the United States (M1 and M2) Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.058th Grade (SST) Social StudiesEconomics StandardSST-08.E.05 Evaluate the various macroeconomic measurements available to determine an economy’s size and strength.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.E.05.1
8th Grade (SST) Economics Domain: SST-08.E.05.1 Describe various measurements of macroeconomics.Guiding Topics: Aggregate supply and demand, poverty, labor, unemployment rates, inflation rates, business cycle, exchange rates, gross domestic product Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.068th Grade (SST) Social StudiesEconomics StandardSST-08.E.06 Analyze how globalization has impacted various aspects of economies around the world.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.E.06.1 8th Grade (SST) Economics Domain: SST-08.E.06.1 Describe how trade generates economic development and interdependence.Guiding Topics: Tariffs, trade agreements, voluntary exchange, social and environmental impact, surplus Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.06.2
8th Grade (SST) Economics Domain: SST-08.E.06.2 Analyze the benefits and costs for individuals, producers, and governments in international trade.Guiding Topics: Comparative and absolute advantage, rights of citizens, standards of living Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.078th Grade (SST) Social StudiesEconomics StandardSST-08.E.07 Evaluate the elements of responsible personal finance.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.E.07.1
8th Grade (SST) Economics Domain: SST-08.E.07.1 Evaluate career choices and the effect on the standard of living.Guiding Topics: Paychecks, benefits, career advancement and opportunities Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.07.2
8th Grade (SST) Economics Domain: SST-08.E.07.2 Evaluate the effect of taxes and other factors on income.Guiding Topics: Personal taxes, deductions (federal, state, local) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.07.3
8th Grade (SST) Economics Domain: SST-08.E.07.3 Develop short- and long-term financial goals.Guiding Topics: Budgeting, retirement plans Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.07.4
8th Grade (SST) Economics Domain: SST-08.E.07.4 Analyze the cost and benefits of different types of credit and debt; and the rights and responsibilities of borrowers.Guiding Topics: Loan, compound vs. simple interest, debt Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.E.07.5
8th Grade (SST) Economics Domain: SST-08.E.07.5 Develop strategies to avoid and manage debt effectively.Guiding Topics: Debit vs. credit cards, FICA score, predatory lending Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G6-8 Social StudiesGeography Domain Standards
DescriptionThese geography standards are based on the Five Themes of Geography: Place, Movement, Regions, Location, and Human-Environment Interaction. These standards are written to give students a global perspective, which they can apply to other courses of study. Quality geography education is more than memorizing places on a map. It involves an understanding of various cultures, their motivations, and their connections to the global community. It also includes a deep understanding of how human beings have altered the landscape of the Earth over time, both physically and culturally. Calculation Method for DomainsDomains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.G.018th Grade (SST) Social StudiesGeography StandardSST-08.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.G.01.1
8th Grade (SST) Geography Domain: SST-08.G.01.1 Describe the physical processes that shape the Earth’s surface.Guiding Topics: Plate tectonics, erosion, weathering, soil degradation, pollution Student Learning Targets:Knowledge Targets
Reasoning Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.01.2
8th Grade (SST) Geography Domain: SST-08.G.01.2 Explain the factors that cause different types of climates and ecosystems, and their latitudes/locations.Guiding Topics: Latitude, elevation, landforms, location, human factors Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.01.3
8th Grade (SST) Geography Domain: SST-08.G.01.3 Identify how major ecosystems provide raw materials.Guiding Topics: Precipitation maps, soil fertility, length of growing season Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.01.4
8th Grade (SST) Geography Domain: SST-08.G.01.4 Analyze the physical and human characteristics of a place.Guiding Topics: Physical features, natural barriers, population, demographic characteristics Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.01.5
8th Grade (SST) Geography Domain: SST-08.G.01.5 Describe how combinations of human decisions and natural forces can lead to (or help people avoid) a natural disaster.Guiding Topics: Hurricanes, wildfires, earthquakes, floods, preparation and reaction to natural disasters, deforestation, desertification Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.028th Grade (SST) Social StudiesGeography StandardSST-08.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.G.02.1
8th Grade (SST) Geography Domain: SST-08.G.02.1 Explain how movement of goods, information, and population are affected by technology.Guiding Topics: Rivers, railroads, highways, Internet expansion Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.02.2
8th Grade (SST) Geography Domain: SST-08.G.02.2 Describe patterns of settlement and explain why people settle where they do and how they make their living.Guiding Topics: Population density maps, economic activity maps Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.02.3
8th Grade (SST) Geography Domain: SST-08.G.02.3 Explain the patterns, causes, and consequences of major human migrations.Guiding Topics: Refugee vs. immigrant, mass migrations, push/pull factors Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.038th Grade (SST) Social StudiesGeography StandardSST-08.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.G.03.1
8th Grade (SST) Geography Domain: SST-08.G.03.1 Describe the differences and similarities among cultures around the world.Guiding Topics: Differences and similarities in the following languages, religions, ethnic groups, economic systems, governmental systems, daily life of men and women, social activities, cultural traditions, etc. Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.03.2
8th Grade (SST) Geography Domain: SST-08.G.03.2 Analyze the physical and human characteristics of a region.Guiding Topics: Physical features, natural barriers, population Student Learning Targets:Knowledge Targets
Reasoning Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.03.3
8th Grade (SST) Geography Domain: SST-08.G.03.3 Interpret how culture and experience influence people’s perception of places and regions.Guiding Topics: Mental image of a place, past experiences, personal biases Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.03.4
8th Grade (SST) Geography Domain: SST-08.G.03.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives.Guiding Topics: Control of resources, imperialism, economic factors, religious differences, power imbalances, distribution of wealth Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.048th Grade (SST) Social StudiesGeography StandardSST-08.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.G.04.1
8th Grade (SST) Geography Domain: SST-08.G.04.1 Explain and use a variety of geographic tools to study the world on global, regional, and local scales and draw conclusions.Guiding Topics: Apply knowledge to create a sketch map, an outline map of geographic information, and tables of information Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.04.2
8th Grade (SST) Geography Domain: SST-08.G.04.2 Apply the skills of geographic inquiry to analyze a geographic problem or issue.Guiding Topics: Asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.058th Grade (SST) Social StudiesGeography StandardSST-08.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.Benchmarks
Guiding PracticeThe guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.G.05.1
8th Grade (SST) Geography Domain: SST-08.G.05.1 Explain how people have modified the environment and used technology to make places more suitable for humans.Guiding Topics: Asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.G.05.2
8th Grade (SST) Geography Domain: SST-08.G.05.2 Analyze how human changes to the environment in one region or place can affect another.Guiding Topics: Deforestation, carbon emissions, water rights Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.ND
6-8 Social StudiesNorth Dakota History Domain
DescriptionIn North Dakota studies, the student will examine the people and events that have formed and transformed the landscape and cultures of the place and peoples that have become North Dakota. The student will examine important political and ideological movements, as well as economic, cultural, and political accomplishments of state, national, and world significance. The study of North Dakota should lead students to link North Dakota’s history to local, national, and global contexts. The four standards of North Dakota studies are broken down into benchmarks for a deeper understanding of the standard. The committee has included suggested guiding topics for each standard that can assist in teaching the content. These standards are intended to be used for both the middle level North Dakota studies course and a high school elective course. They may also be embedded in other courses of study. These standards have been written with North Dakota Century Code’s requirement that this course is to have “...an emphasis on the geography, history, and agriculture of this state.” These standards will be used to further North Dakota students’ understanding of their state and its role in the United States and world.Standards
Calculation Method for DomainsDomains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.ND.01
8th Grade (SST) Social Studies
North Dakota History
SST-08.ND.01 Examine the physical and human geography of North Dakota and how it has changed.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.ND.01.1
8th Grade (SST) North Dakota History SST-08.ND.01.1 Identify the three landscape regions of North Dakota and describe the major features of the regions and the forces that formed them.Guiding Topics: Red River Valley, Drift Prairie, Missouri Plateau, Lake Agassiz, Wisconsin Glacier, soil types, major waterways Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.ND.01.2
8th Grade (SST) North Dakota History SST-08.ND.01.2 Explain the human settlement patterns in North Dakota.Guiding Topics: Paleo-Indian Groups, Native American tribes prior to Euro-American settlement, Euro-American settlement patterns, growth and loss of population, soil erosion, population changes due to oil development Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.ND.01.3
8th Grade (SST) North Dakota History SST-08.ND.01.3 Interpret current thematic maps to identify where people live and work and how land is used.Guiding Topics: Historical maps, land usage maps, soil type maps, water usage maps, settlement maps, population density maps, diaries, speeches, pictures, charts, graphs, diagrams, time lines Student Learning Targets:Knowledge Targets
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Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.ND.02
8th Grade (SST) Social Studies
North Dakota History
SST-08.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.ND.02.1
8th Grade (SST) North Dakota History SST-08.ND.02.1 Describe the structure, role, and formation of tribal governments, both present and past, in North Dakota.Guiding Topics: Selkirk Colony, tribal governance, Three Affiliated Tribes alliance, creation of modern tribal governments and tribal sovereignty Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.02.2
8th Grade (SST) North Dakota History SST-08.ND.02.2 Describe the formation, structure, and modern role of the territorial, state, county, and local government of North Dakota.Guiding Topics: Territorial government, changing territorial borders, separation from South Dakota, Constitutional Convention, North Dakota Constitution and amendments, North Dakota Century Code, statehood, structure of county and local governments Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.02.3
8th Grade (SST) North Dakota History SST-08.ND.02.3 Explain the impact of political organizations and individual citizens on the political systems and institutions of North Dakota.Guiding Topics: Populist movement, Farmers’ Alliance, Progressive Movement, creation of initiative, referendum, and recall, Nonpartisan League (NPL), ballot measures, petitions Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.03
8th Grade (SST) Social Studies
North Dakota History
SST-08.ND.03 Evaluate the major industries and economic activities in North Dakota..Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.ND.03.1
8th Grade (SST) North Dakota History SST-08.ND.03.1 Describe the early economic activities of our state prior to 1900 and how they developed into North Dakota's modern economy.Guiding Topics: Native American fur trade, bison hunts, corn trade, Dakota trade empire, farming and ranching, railroad, coal, brick, military, urban growth Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.03.2
8th Grade (SST) North Dakota History SST-08.ND.03.2 Identify the current economic activities in the state of North Dakota and evaluate their positive and negative impact.Guiding Topics: Energy, farming cooperatives, state mill, state bank, oil/natural gas industry, coal industry, reclamation policies, agricultural changes and development, manufacturing, renewable energy resources, connection to global markets Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.04
8th Grade (SST) Social Studies
North Dakota History
SST-08.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.ND.04.1
8th Grade (SST) North Dakota History SST-08.ND.04.1 Identify the Native American groups in North Dakota before European contact and describe their culture.Guiding Topics: Paleo-Indian groups, Sioux (Lakota, Dakota, Nakota), Three Affiliated Tribes (Mandan, Hidatsa, Arikara (Sahnish), Chippewa Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.04.2
8th Grade (SST) North Dakota History SST-08.ND.04.2 Analyze European exploration and early settlement of North Dakota and its impact on Native American groups.Guiding Topics: Sakakawea, Lewis and Clark, Louisiana Purchases, early fur traders and settlers, smallpox epidemics, La Vérendrye, early explorers, Arikara War Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.04.3
8th Grade (SST) North Dakota History SST-08.ND.04.3 Describe the major factors that brought settlers to North Dakota.Guiding Topics: Homestead Act, Timber Culture Act, preemption, immigration, development of the railroad Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.04.4
8th Grade (SST) North Dakota History SST-08.ND.04.4 Analyze the effect of government policy, both historical and modern, toward Native American groups in North Dakota.Guiding Topics: Reservation system, Dawes Act, Treaty of Fort Laramie, Native American boarding schools and policy, Civil Rights movement, Bureau of Indian Affairs, Indian Civil Rights Act, Indian Reorganization Act, termination policy Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.04.5
8th Grade (SST) North Dakota History SST-08.ND.04.5 Evaluate the growth and struggles of the modernization of North Dakota and the role the state has played in modern America.Guiding Topics: Dust Bowl, Great Depression, World Wars, Cold War, nuclear weapons, floods, Garrison Diversion, Rough Rider Award Winners Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.ND.04.6
8th Grade (SST) North Dakota History SST-08.ND.04.6 Use various primary and secondary resources to acquire, analyze, and evaluate information.Guiding Topics: Journals and maps of Lewis and Clark Expedition, Homestead Act, Treaty of Ft. Laramie, township and range, North Dakota Constitution, township plat book, North Dakota Native American Essential Understandings Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US
6-8 Social StudiesUnited States History Domain
DescriptionWorld history is about connections between people. Students need to understand how civilizations and cultures arose, developed, and interacted through conflict and peaceful exchange.
World history content is separated into four eras. The six standards for world history are the same for each era and are applicable to all eras of study. Benchmarks provide guidance on how to apply the standards to each era. The guiding topics column includes key topics fundamental to that era of study. It is the belief of the development committee that the guiding topics, while not required, illustrate multiple ways for students to successfully achieve the standards. United States History Eras
Anchor Standards
Calculation Method for DomainsDomains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.US_a
8th Grade (SST) Social Studies
United States History
SST-08.US_a Anchor Standards
Anchor Standards
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.US_a.01
8th Grade (SST) Social Studies
United States History Anchor Standards
SST-08.US_a.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_a.02
8th Grade (SST) Social Studies
United States History Anchor Standards
SST-08.US_a.02 Examine the impact of multiple perspectives on social, political, and cultural development.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_a.03
8th Grade (SST) Social Studies
United States History Anchor Standards
SST-08.US_a.03 Explain the relationship of events focusing on the link(s) between cause and effect.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_a.04
8th Grade (SST) Social Studies
United States History Anchor Standards
SST-08.US_a.04 Compare how historical elements change over time.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_a.05
8th Grade (SST) Social Studies
United States History Anchor Standards
SST-08.US_a.05 Analyze the significant contributions of people and policy, and the influence on an era.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_a.06
8th Grade (SST) Social Studies
United States History Anchor Standards
SST-08.US_a.06 Connect the past to the present using current events.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e1.b
8th Grade (SST) Social Studies
United States History Era 1:
SST-08.US_e1.b (1754-1814) Creation and Foundation of United States Government.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.US_e1.b1
8th Grade (SST) Social Studies
United States History (1754-1814) Era 1: Creation and Foundation of United States Government.
SST-08.US_e1.b1 Explain the social, political, and cultural causes and immediate consequences of the American Revolution.Guiding Topics: French-Indian War, British Parliamentary Acts, Boston Massacre, Boston Tea Party, 1st and 2nd Continental Congresses, Declaration of Independence, Treaty of Paris Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e1.b2
8th Grade (SST) Social Studies
United States History (1754-1814) Era 1: Creation and Foundation of United States Government.
SST-08.US_e1.b2 Explain the development of early United States government.Guiding Topics: Articles of Confederation, United States Constitution, Federalist Papers, Anti-Federalist viewpoint, Bill of Rights Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e1.b3
8th Grade (SST) Social Studies
United States History (1754-1814) Era 1: Creation and Foundation of United States Government.
SST-08.US_e1.b3 Explain the development of United States society after the American Revolution.Guiding Topics: Development of early political parties (Jefferson vs. Hamilton) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e1.b4
8th Grade (SST) Social Studies
United States History (1754-1814) Era 1: Creation and Foundation of United States Government.
SST-08.US_e1.b4 Explain the importance of foreign and domestic decisions of the early United States government, its leaders, and political parties.Guiding Topics: Precedence in the presidency, Louisiana Purchase, Monroe Doctrine, pertinent Supreme Court cases and laws, treaties, emergence of third parties, Alien and Sedition Acts, War of 1812. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e2.b
8th Grade (SST) Social Studies
United States History Era 2:
SST-08.US_e2.b (1814-1877) Growth and Division in the Union
Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.US_e2.b1
8th Grade (SST) Social Studies
United States History (1814-1877) Era 2: Growth and Division in the Union.
SST-08.US_e2.b1 Analyze the impacts of social, religious, and/or cultural movements.Guiding Topics: Women’s suffrage movement, Second Great Awakening, abolition, temperance Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e2.b2
8th Grade (SST) Social Studies
United States History (1814-1877) Era 2: Growth and Division in the Union.
SST-08.US_e2.b2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy.Guiding Topics: Economic and social impacts of slavery, 3/5 Compromise, Missouri Compromise, tariffs, sectionalism, Compromise of 1850 Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e2.b3
8th Grade (SST) Social Studies
United States History (1814-1877) Era 2: Growth and Division in the Union.
SST-08.US_e2.b3 Explain how westward expansion affected the social, economic, and political landscape of the United States.Guiding Topics: Manifest Destiny, Mexican-American War, Texas Independence, Gadsen Purchase, Treaty of Guadalupe Hidalgo, gold rush, popular sovereignty Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e2.b4
8th Grade (SST) Social Studies
United States History (1814-1877) Era 2: Growth and Division in the Union.
SST-08.US_e2.b4 Explain the changing Native American federal policy and the impact on tribal sovereignty.Guiding Topics: Indian Removal Act, Plains Indian Wars, Dawes Act Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e2.b5
8th Grade (SST) Social Studies
United States History (1814-1877) Era 2: Growth and Division in the Union.
SST-08.US_e2.b5 Explain the social, economic, and political causes and effects of the Civil War.Guiding Topics: Election of 1860, slavery, secession, Emancipation Proclamation, assassination of Abraham Lincoln Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e2.b6
8th Grade (SST) Social Studies
United States History (1814-1877) Era 2: Growth and Division in the Union.
SST-08.US_e2.b6 Explain the social, economic, and political effects of Reconstruction.Guiding Topics: 13th - 15th Amendments, reconstruction plans, Jim Crow laws, migration from the south, Compromise of 1877 Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e3.b
8th Grade (SST) Social Studies
United States History Era 3: (1877-1941)
SST-08.US_e3.b (1877-1941)
Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.US_e3.b1
8th Grade (SST) Social Studies
United States History (1877-1941)
SST-08.US_e3.b1 Explain the causes and consequences of the Industrial Revolution on American society.Guiding Topics: Gilded Age, populist movements, labor strikes, Progressive Era economic, social, and moral reforms, development of Federal Indian policy Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e3.b2
8th Grade (SST) Social Studies
United States History (1877-1941)
SST-08.US_e3.b2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.Guiding Topics: Industrialization, labor rights, mechanization, urbanization, inventions and innovations, public education, immigration Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e3.b3
8th Grade (SST) Social Studies
United States History (1877-1941)
SST-08.US_e3.b3 Explain the impact of the United States’ transformation into an imperialist power.Guiding Topics: Spanish-American War, expansion into Asia and the Pacific Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e3.b4
8th Grade (SST) Social Studies
United States History (1877-1941)
SST-08.US_e3.b4 Explain the causes and effects of the United States’ entrance into World War I.Guiding Topics: Neutrality, Zimmerman Note, Lusitania, Treaty of Versailles, use of propaganda Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e3.b5
8th Grade (SST) Social Studies
United States History (1877-1941)
SST-08.US_e3.b5 Explain the political, social and economic changes of the 1920s.Guiding Topics: Stock market, consumer culture, isolationism, nativism, Red Scare, Roaring 1920s Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-08.US_e3.b6
8th Grade (SST) Social Studies
United States History (1877-1941)
SST-08.US_e3.b6 Explain the political, social and economic events of the 1930s.Guiding Topics: Great Depression, Dust Bowl, New Deal Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate 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).
2 Developing... demonstrate 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).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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