8th Grade Standards


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SST-08.C

BPSS-SST-logo

 6-8 Social Studies

 Civics Domain

BPS-s SST Civics logo

Standards

  • SST-08.C.01 Explain the historical and philosophical foundations of government.
  • SST-08.C.02 Analyze the structures and functions of governments.
  • SST-08.C.03 Describe the rights and liberties of individuals.
  • SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

Description

These standards band grades 6-12 in civics & government. It should be noted that some topics will overlap while others will exclusively appear in either middle or high school. Throughout the grade band, a basic knowledge of the foundation, role, and impact of government is emphasized. Students will begin examining the changes in government over time and the continual balance between individual rights and the common good. The goal is that students will learn the skills necessary to understand the role of government in their daily lives and be able to engage in government at all levels. These standards help students become thoughtful citizens who are informed, engaged, and committed to the ideas and values of a democratic republic. The knowledge of names and definitions is essential in/for acquiring knowledge; however, high-quality teaching and learning demands more than merely mastering facts and terms. Therefore, in teaching these standards, an inquiry approach is encouraged. Activities and assessments that require students to think, analyze, synthesize, evaluate, compare, contrast, and argue using a civic engagement lens should be emphasized.

Calculation Method for Domains

Domains 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.C.01

BPS-s SST Civics logo
8th Grade (SST) Social Studies
Civics Standard

SST-08.C.01 Explain the historical and philosophical foundations of government.


Benchmarks

  • SST-08.C.01.1 Evaluate the thoughts of major political philosophers.
  • SST-08.C.01.2 Explain the influence of British and colonial history on early America.
  • SST-08.C.01.3 Evaluate the creation and impact of primary sources on political thought in the United States.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.C.01 Explain the historical and philosophical foundations of government.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.01.2

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.01 Explain the historical and philosophical foundations of government.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.01.3

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.01 Explain the historical and philosophical foundations of government.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02

BPS-s SST Civics logo
8th Grade (SST) Social Studies
Civics Standard

SST-08.C.02 Analyze the structures and functions of governments.


Benchmarks

  • SST-08.C.02.1 Analyze the structures and functions of governments.
  • SST-08.C.02.2 Examine the role and purposes of government.
  • SST-08.C.02.3 Analyze the structure, principles, and interpretation of the Constitution of the United States.
  • SST-08.C.02.4 Explain the relationship among federal, state, tribal, and local governmental powers.
  • SST-08.C.02.5 Explain the purposes, organization, powers, and processes of tribal and local governments.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02.2

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02.3

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02.4

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

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.
Suggested Supreme Court Cases: Marbury v. Madison, Gibbons v. Ogden, McCulloch v. Maryland, Brown v. Board of Education, etc.


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.02.5

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.02 Analyze the structures and functions of governments.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.03

BPS-s SST Civics logo
8th Grade (SST) Social Studies
Civics Standard

SST-08.C.03 Describe the rights and liberties of individuals.


Benchmarks

  • SST-08.C.03.1 Describe and examine the amendments to the US Constitution and their application in the United States.
  • SST-08.C.03.2 Describe the impact of court cases on rights and liberties of individuals.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.C.03 Describe the rights and liberties of individuals.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.03.2

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.03 Describe the rights and liberties of individuals.

SST-08.C.03.2 Describe the impact of court cases on the rights and liberties of individuals.

Guiding Topics: Judicial review, incorporation doctrine
Suggested Supreme Court Cases: Schenck v. United States, Tinker v. Des Moines Independent Community School District, Texas v. Johnson, New York Times Co. v. United States, Village of Skokie v. National Socialist Party, Engel v. Vitale, Lemon v. Kurtzman, and other significant court cases


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04

BPS-s SST Civics logo
8th Grade (SST) Social Studies
Civics Standard

SST-08.C.04 Investigate the role and responsibilities of citizenship in society.


Benchmarks

  • SST-08.C.04.1 Explain how citizens can influence government.
  • SST-08.C.04.2 Describe and evaluate the criteria and process for naturalization in the United States.
  • SST-08.C.04.3 Explain how citizens’ personal and civic responsibilities are important to the preservation and improvement of United States constitutional republic.
  • SST-08.C.04.4 Identify bias and evaluate its role in media sources.
  • SST-08.C.04.5 Demonstrate active participation in civic life.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04.2

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04.3

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04.4

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.C.04.5

  8th Grade (SST) Civics Domain:
   Benchmark for Standard: SST-08.C.04 Investigate the role and responsibilities of citizenship in society.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E

BPSS-SST-logo

 6-8 Social Studies

 Economics Domain

BPS-s SST Economics logo

Standards

  • SST-08.E.01 Analyze the concept of scarcity when making economic decisions.
  • SST-08.E.02 Compare and contrast how varying economic systems impact a nation and its citizens.
  • SST-08.E.03 Analyze how supply and demand impact the allocation of goods and services.
  • SST-08.E.04 Analyze the various institutions that drive and support the market economy.
  • SST-08.E.05 Evaluate the various macroeconomic measurements available to determine an economy’s size and strength.
  • SST-08.E.06 Analyze how globalization has impacted various aspects of economies around the world.
  • SST-08.E.07 Evaluate the elements of responsible personal finance.

Description

At 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 Domains

Domains 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.01

BPS-s SST Economics logo
8th Grade (SST) Social Studies
Economics Standard

SST-08.E.01 Analyze the concept of scarcity when making economic decisions.


Benchmarks

  • SST-08.E.01.1 Analyze the basic concepts of economic thinking.
  • SST-08.E.01.2 Describe the difference between a command/centrally planned economy and market economy.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.E.01 Analyze the concept of scarcity when making economic decisions.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.01.2

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.01 Analyze the concept of scarcity when making economic decisions.

SST-08.E.01.2 Explain the factors of production.

Guiding Topics: Land, labor, capital, entrepreneurship


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.02

BPS-s SST Economics logo
8th Grade (SST) Social Studies
Economics Standard

SST-08.E.02 Compare and contrast how varying economic systems impact a nation and its citizens.


Benchmarks

  • SST-08.E.01.1 Describe the difference between a command/centrally planned economy and market economy.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.E.02 Compare and contrast how varying economic systems impact a nation and its citizens.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.03

BPS-s SST Economics logo
8th Grade (SST) Social Studies
Economics Standard

SST-08.E.03 Analyze how supply and demand impact the allocation of goods and services.


Benchmarks

  • SST-08.E.03.1 Explain the law of supply and demand.
  • SST-08.E.03.2 Compare and contrast perfect and imperfect competition.
  • SST-08.E.03.3 Analyze the impact of the supply and demand on prices.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.E.03 Analyze how supply and demand impact the allocation of goods and services.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.03.2

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.03 Analyze how supply and demand impact the allocation of goods and services.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.03.3

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.03 Analyze how supply and demand impact the allocation of goods and services.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.04

BPS-s SST Economics logo
8th Grade (SST) Social Studies
Economics Standard

SST-08.E.04 Analyze the various institutions that drive and support the market economy.


Benchmarks

  • SST-08.E.04.1 Explain the role of businesses and financial institutions in a market economy.
  • SST-08.E.04.2 Evaluate the role of government in a market economy.
  • SST-08.E.04.3 Explain the functions and role of money.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.E.04 Analyze the various institutions that drive and support the market economy.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.04.2

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.04 Analyze the various institutions that drive and support the market economy.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.04.3

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.04 Analyze the various institutions that drive and support the market economy.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.05

BPS-s SST Economics logo
8th Grade (SST) Social Studies
Economics Standard

SST-08.E.05 Evaluate the various macroeconomic measurements available to determine an economy’s size and strength.


Benchmarks

  • SST-08.E.05.1 Describe various measurements of macroeconomics.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.E.05 Evaluate the various macroeconomic measurements available to determine an economy’s size and strength.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.06

BPS-s SST Economics logo
8th Grade (SST) Social Studies
Economics Standard

SST-08.E.06 Analyze how globalization has impacted various aspects of economies around the world.


Benchmarks

  • SST-08.E.06.1 Describe how trade generates economic development and interdependence.
  • SST-08.E.06.2 Analyze the benefits and costs for individuals, producers, and governments in international trade.

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 Standards

Standards 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:
  Benchmark for Standard: SST-08.E.06 Analyze how globalization has impacted various aspects of economies around the world.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.06.2

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.06 Analyze how globalization has impacted various aspects of economies around the world.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.07

BPS-s SST Economics logo
8th Grade (SST) Social Studies
Economics Standard

SST-08.E.07 Evaluate the elements of responsible personal finance.


Benchmarks

  • SST-08.E.07.1 Evaluate career choices and the effect on the standard of living.
  • SST-08.E.07.2 Evaluate the effect of taxes and other factors on income.
  • SST-08.E.07.3 Develop short- and long-term financial goals.
  • SST-08.E.07.4 Analyze the cost and benefits of different types of credit and debt; and the rights and responsibilities of borrowers.
  • SST-08.E.07.5 Develop strategies to avoid and manage debt effectively.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.E.07 Evaluate the elements of responsible personal finance.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.07.2

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.07 Evaluate the elements of responsible personal finance.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.07.3

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.07 Evaluate the elements of responsible personal finance.

SST-08.E.07.3 Develop short- and long-term financial goals.

Guiding Topics: Budgeting, retirement plans


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.07.4

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.07 Evaluate the elements of responsible personal finance.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.E.07.5

  8th Grade (SST) Economics Domain:
   Benchmark for Standard: SST-08.E.07 Evaluate the elements of responsible personal finance.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G

BPSS-SST-logo

 6-8 Social Studies

 Geography Domain

BPS-s SST Geography logo

Standards

  • SST-08.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.
  • SST-08.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.
  • SST-08.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.
  • SST-08.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.
  • SST-08.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.

Description

These 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 Domains

Domains 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.01

BPS-s SST Geography logo
8th Grade (SST) Social Studies
Geography Standard

SST-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

  • SST-08.G.01.1 Describe the physical processes that shape the Earth’s surface.
  • SST-08.G.01.2 Explain the factors that cause different types of climates and ecosystems, and their latitudes/locations.
  • SST-08.G.01.3 Identify how major ecosystems provide raw materials.
  • SST-08.G.01.4 Analyze the physical and human characteristics of a place.
  • 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 Practice

The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard.

Calculation Method for Standards

Standards 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:
   Benchmark for Standard: SST-08.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.01.2

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.01.3

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.01.4

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.01.5

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.02

BPS-s SST Geography logo
8th Grade (SST) Social Studies
Geography Standard

SST-08.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.


Benchmarks

  • SST-08.G.02.1 Explain how movement of goods, information, and population are affected by technology.
  • SST-08.G.02.2 Describe patterns of settlement and explain why people settle where they do and how they make their living.
  • SST-08.G.02.3 Explain the patterns, causes, and consequences of major human migrations.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.02.2

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.02.3

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.03

BPS-s SST Geography logo
8th Grade (SST) Social Studies
Geography Standard

SST-08.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.


Benchmarks

  • SST-08.G.03.1 Describe the differences and similarities among cultures around the world.
  • SST-08.G.03.2 Analyze the physical and human characteristics of a region.
  • SST-08.G.03.3 Interpret how culture and experience influence people’s perception of places and regions.
  • SST-08.G.03.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.03.2

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.03.3

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.03.4

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.04

BPS-s SST Geography logo
8th Grade (SST) Social Studies
Geography Standard

SST-08.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.


Benchmarks

  • 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.
  • SST-08.G.04.2 Apply the skills of geographic inquiry to analyze a geographic problem or issue.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.

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
Tools to use: maps, globes, and web-based geography technology, map projections, thematic graphs & maps, GIS/GPS


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.04.2

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.05

BPS-s SST Geography logo
8th Grade (SST) Social Studies
Geography Standard

SST-08.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.


Benchmarks

  • SST-08.G.05.1 Explain how people have modified the environment and used technology to make places more suitable for humans.
  • SST-08.G.05.2 Analyze how human changes to the environment in one region or place can affect another.

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 Standards

Standards 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:
   Benchmark for Standard: SST-08.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.G.05.2

  8th Grade (SST) Geography Domain:
   Benchmark for Standard: SST-08.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND

BPSS-SST-logo

 6-8 Social Studies

 North Dakota History Domain

BPS-s SST ND History logo



Description

In 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

  • SST-08.ND.01 Examine the physical and human geography of North Dakota and how it has changed.
  • SST-08.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.
  • SST-08.ND.03 Evaluate the major industries and economic activities in North Dakota.
  • SST-08.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

Calculation Method for Domains

Domains 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

BPS-s SST ND History logo
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

  • 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.
  • SST-08.ND.01.2 Explain the human settlement patterns in North Dakota.
  • SST-08.ND.01.3 Interpret current thematic maps to identify where people live and work and how land is used.

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 Standards

Standards 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 
   Benchmark for Standard: SST-08.ND.01 Examine the physical and human geography of North Dakota and how it has changed.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.01.2

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.01 Examine the physical and human geography of North Dakota and how it has changed.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.01.3

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.01 Examine the physical and human geography of North Dakota and how it has changed.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.02

BPS-s SST ND History logo
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

  • SST-08.ND.02.1 Describe the structure, role, and formation of tribal governments, both present and past, in North Dakota.
  • SST-08.ND.02.2 Describe the formation, structure, and modern role of the territorial, state, county, and local government of North Dakota.
  • SST-08.ND.02.3 Explain the impact of political organizations and individual citizens on the political systems and institutions of North Dakota.

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 Standards

Standards 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 
   Benchmark for Standard: SST-08.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.02.2

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.02.3

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.02 Explain the development and functions of North Dakota’s state and local governments, tribal governments and the role of citizens.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.03

BPS-s SST ND History logo
8th Grade (SST) Social Studies
North Dakota History

SST-08.ND.03 Evaluate the major industries and economic activities in North Dakota..


Benchmarks

  • 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.
  • SST-08.ND.03.2 Identify the current economic activities in the state of North Dakota and evaluate their positive and negative impact.

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 Standards

Standards 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 
   Benchmark for Standard: SST-08.ND.03 Evaluate the major industries and economic activities in North Dakota.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.03.2

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.03 Evaluate the major industries and economic activities in North Dakota.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.04

BPS-s SST ND History logo
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

  • SST-08.ND.04.1 Identify the Native American groups in North Dakota before European contact and describe their culture.
  • SST-08.ND.04.2 Analyze European exploration and early settlement of North Dakota and its impact on Native American group.
  • SST-08.ND.04.3 Describe the major factors that brought settlers to North Dakota.
  • SST-08.ND.04.4 Analyze the effect of government policy, both historical and modern, toward Native American groups in North Dakota.
  • 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.
  • SST-08.ND.04.6 Use various primary and secondary resources to acquire, analyze, and evaluate information.

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 Standards

Standards 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 
   Benchmark for Standard: SST-08.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.04.2

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.04.3

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.04.4

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.04.5

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.ND.04.6

  8th Grade (SST) North Dakota History 
   Benchmark for Standard: SST-08.ND.04 Analyze the historical and current events and their impact on the development of North Dakota.

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US

BPSS-SST-logo

 6-8 Social Studies

 United States History Domain

BPS-s SST US History logo

Description

World 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

  • SST-MS.US_e1 Era 1: Creation and Foundation of United States Government (1754-1814)
  • SST-MS.US_e2 Era 2: Growth and Division in the Union (1814-1877)
  • SST-MS.US_e3 Era 3: (1877-1941)

Standards

  • SST-MS.US.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.
  • SST-MS.US.02 Examine the impact of multiple perspectives on social, political, and cultural development.
  • SST-MS.US.03 Explain the relationship of events focusing on the link(s) between cause and effect.
  • SST-MS.US.04 Compare how historical elements change over time.
  • SST-MS.US.05 Analyze the significant contributions of people and policy, and the influence on an era.
  • SST-MS.US.06 Connect the past to the present using current events.

Calculation Method for Domains

Domains 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_e1.01

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 1: Creation and Foundation of United States Government (1754-1814)

SST-08.US_e1.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.


Benchmarks

  • SST-08.US_e1.01.1 Explain the social, political, and cultural causes and immediate consequences of the American Revolution.
  • SST-08.US_e1.01.2 Explain the development of early United States government.
  • SST-08.US_e1.01.3 Explain the development of United States society after the American Revolution.
  • SST-08.US_e1.01.4 Explain the importance of foreign and domestic decisions of the early United States government, its leaders, and political parties.

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 Standards

Standards 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_e1.01.1

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e1.01.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.01.2

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e1.01.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.01.3

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e1.01.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.01.4

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e1.01.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.02

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 1: Creation and Foundation of United States Government (1754-1814)

SST-08.US_e1.02 Examine the impact of multiple perspectives on social, political, and cultural development.


Benchmarks

  • SST-08.US_e1.02.1 Explain the social, political, and cultural causes and immediate consequences of the American Revolution.
  • SST-08.US_e1.02.2 Explain the development of early United States government.
  • SST-08.US_e1.02.3 Explain the development of United States society after the American Revolution.
  • SST-08.US_e1.02.4 Explain the importance of foreign and domestic decisions of the early United States government, its leaders, and political parties.

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 Standards

Standards 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_e1.02.1

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e1.02.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.02.2

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e1.02.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.02.3

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.02 Examine the impact of multiple perspectives on social, political, and cultural development. .

SST-08.US_e1.02.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.02.4

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e1.02.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.03

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 1: Creation and Foundation of United States Government (1754-1814)

SST-08.US_e1.03 Explain the relationship of events focusing on the link(s) between cause and effect.


Benchmarks

  • SST-08.US_e1.03.1 Explain the social, political, and cultural causes and immediate consequences of the American Revolution.
  • SST-08.US_e1.03.2 Explain the development of early United States government.
  • SST-08.US_e1.03.3 Explain the development of United States society after the American Revolution.
  • SST-08.US_e1.03.4 Explain the importance of foreign and domestic decisions of the early United States government, its leaders, and political parties.

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 Standards

Standards 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_e1.03.1

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e1.03.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.03.2

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e1.03.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.03.3

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e1.03.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.03.4

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e1.03.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.04

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 1: Creation and Foundation of United States Government (1754-1814)

SST-08.US_e1.04 Compare how historical elements change over time.


Benchmarks

  • SST-08.US_e1.04.1 Explain the social, political, and cultural causes and immediate consequences of the American Revolution.
  • SST-08.US_e1.04.2 Explain the development of early United States government.
  • SST-08.US_e1.04.3 Explain the development of United States society after the American Revolution.
  • SST-08.US_e1.04.4 Explain the importance of foreign and domestic decisions of the early United States government, its leaders, and political parties.

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 Standards

Standards 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_e1.04.1

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.04 Compare how historical elements change over time.

SST-08.US_e1.04.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.04.2

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.04 Compare how historical elements change over time.

SST-08.US_e1.04.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.04.3

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.04 Compare how historical elements change over time.

SST-08.US_e1.04.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.04.4

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.04 Compare how historical elements change over time.

SST-08.US_e1.04.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.05

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 1: Creation and Foundation of United States Government (1754-1814)

SST-08.US_e1.05 Analyze the significant contributions of people and policy, and the influence on an era.


Benchmarks

  • SST-08.US_e1.05.1 Explain the social, political, and cultural causes and immediate consequences of the American Revolution.
  • SST-08.US_e1.05.2 Explain the development of early United States government.
  • SST-08.US_e1.05.3 Explain the development of United States society after the American Revolution.
  • SST-08.US_e1.05.4 Explain the importance of foreign and domestic decisions of the early United States government, its leaders, and political parties.

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 Standards

Standards 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_e1.05.1

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e1.05.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.05.2

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e1.05.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.05.3

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e1.05.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.05.4

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e1.05.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.06

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 1: Creation and Foundation of United States Government (1754-1814)

SST-08.US_e1.06 Connect the past to the present using current events.


Benchmarks

  • SST-08.US_e1.06.1 Explain the social, political, and cultural causes and immediate consequences of the American Revolution.
  • SST-08.US_e1.06.2 Explain the development of early United States government.
  • SST-08.US_e1.06.3 Explain the development of United States society after the American Revolution.
  • SST-08.US_e1.06.4 Explain the importance of foreign and domestic decisions of the early United States government, its leaders, and political parties.

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 Standards

Standards 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_e1.06.1

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.06 Connect the past to the present using current events.

SST-08.US_e1.06.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.06.2

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.06 Connect the past to the present using current events.

SST-08.US_e1.06.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.06.3

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.06 Connect the past to the present using current events.

SST-08.US_e1.06.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e1.06.4

  8th Grade (SST) United States History Era 1: Creation and Foundation of United States Government (1754-1814)
   Benchmark for Standard: SST-08.US_e1.06 Connect the past to the present using current events.

SST-08.US_e1.06.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.01

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 2: Growth and Division in the Union (1814-1877)

SST-08.US_e2.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.


Benchmarks

  • SST-08.US_e2.01.1 Analyze the impacts of social, religious, and/or cultural movements.
  • SST-08.US_e2.01.2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy.
  • SST-08.US_e2.01.3 Explain how westward expansion affected the social, economic, and political landscape of the United States.
  • SST-08.US_e2.01.4 Explain the changing Native American federal policy and the impact on tribal sovereignty.
  • SST-08.US_e2.01.5 Explain the social, economic, and political causes and effects of the Civil War.
  • SST-08.US_e2.01.6 Explain the social, economic, and political effects of Reconstruction.

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 Standards

Standards 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_e2.01.1

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e2.01.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.01.2

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e2.01.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.01.3

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e2.01.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.01.4

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e2.01.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.01.5

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e2.01.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.01.6

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e2.01.6 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.02

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 2: Growth and Division in the Union (1814-1877)

SST-08.US_e2.02 Examine the impact of multiple perspectives on social, political, and cultural development.


Benchmarks

  • SST-08.US_e2.02.1 Analyze the impacts of social, religious, and/or cultural movements.
  • SST-08.US_e2.02.2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy.
  • SST-08.US_e2.02.3 Explain how westward expansion affected the social, economic, and political landscape of the United States.
  • SST-08.US_e2.02.4 Explain the changing Native American federal policy and the impact on tribal sovereignty.
  • SST-08.US_e2.02.5 Explain the social, economic, and political causes and effects of the Civil War.
  • SST-08.US_e2.02.6 Explain the social, economic, and political effects of Reconstruction.

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 Standards

Standards 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_e2.02.1

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e2.02.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.02.2

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e2.02.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.02.3

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e2.02.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.02.4

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e2.02.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.02.5

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e2.02.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.02.6

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e2.02.6 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.03

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 2: Growth and Division in the Union (1814-1877)

SST-08.US_e2.03 Explain the relationship of events focusing on the link(s) between cause and effect.


Benchmarks

  • SST-08.US_e2.03.1 Analyze the impacts of social, religious, and/or cultural movements.
  • SST-08.US_e2.03.2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy.
  • SST-08.US_e2.03.3 Explain how westward expansion affected the social, economic, and political landscape of the United States.
  • SST-08.US_e2.03.4 Explain the changing Native American federal policy and the impact on tribal sovereignty.
  • SST-08.US_e2.03.5 Explain the social, economic, and political causes and effects of the Civil War.
  • SST-08.US_e2.03.6 Explain the social, economic, and political effects of Reconstruction.

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 Standards

Standards 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_e2.03.1

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e2.03.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.03.2

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e2.03.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.03.3

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e2.03.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.03.4

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e2.03.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.03.5

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e2.03.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.03.6

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e2.03.6 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.04

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 2: Growth and Division in the Union (1814-1877)

SST-08.US_e2.04 Compare how historical elements change over time.


Benchmarks

  • SST-08.US_e2.04.1 Analyze the impacts of social, religious, and/or cultural movements.
  • SST-08.US_e2.04.2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy.
  • SST-08.US_e2.04.3 Explain how westward expansion affected the social, economic, and political landscape of the United States.
  • SST-08.US_e2.04.4 Explain the changing Native American federal policy and the impact on tribal sovereignty.
  • SST-08.US_e2.04.5 Explain the social, economic, and political causes and effects of the Civil War.
  • SST-08.US_e2.04.6 Explain the social, economic, and political effects of Reconstruction.

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 Standards

Standards 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_e2.04.1

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.04 Compare how historical elements change over time.

SST-08.US_e2.04.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.04.2

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.04 Compare how historical elements change over time.

SST-08.US_e2.04.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.04.3

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.04 Compare how historical elements change over time.

SST-08.US_e2.04.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.04.4

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.04 Compare how historical elements change over time.

SST-08.US_e2.04.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.04.5

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.04 Compare how historical elements change over time.

SST-08.US_e2.04.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.04.6

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.04 Compare how historical elements change over time.

SST-08.US_e2.04.6 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.05

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 2: Growth and Division in the Union (1814-1877)

SST-08.US_e2.05 Analyze the significant contributions of people and policy, and the influence on an era.


Benchmarks

  • SST-08.US_e2.05.1 Analyze the impacts of social, religious, and/or cultural movements.
  • SST-08.US_e2.05.2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy.
  • SST-08.US_e2.05.3 Explain how westward expansion affected the social, economic, and political landscape of the United States.
  • SST-08.US_e2.05.4 Explain the changing Native American federal policy and the impact on tribal sovereignty.
  • SST-08.US_e2.05.5 Explain the social, economic, and political causes and effects of the Civil War.
  • SST-08.US_e2.05.6 Explain the social, economic, and political effects of Reconstruction.

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 Standards

Standards 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_e2.05.1

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e2.05.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.05.2

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e2.05.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.05.3

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e2.05.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.05.4

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e2.05.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.05.5

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.05 Come.

SST-08.US_e2.05.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.05.6

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e2.05.6 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.06

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 2: Growth and Division in the Union (1814-1877)

SST-08.US_e2.06 Connect the past to the present using current events.


Benchmarks

  • SST-08.US_e2.06.1 Analyze the impacts of social, religious, and/or cultural movements.
  • SST-08.US_e2.06.2 Compare and contrast how the causes of the sectional divide within the United States impacted federal policy.
  • SST-08.US_e2.06.3 Explain how westward expansion affected the social, economic, and political landscape of the United States.
  • SST-08.US_e2.06.4 Explain the changing Native American federal policy and the impact on tribal sovereignty.
  • SST-08.US_e2.06.5 Explain the social, economic, and political causes and effects of the Civil War.
  • SST-08.US_e2.06.6 Explain the social, economic, and political effects of Reconstruction.

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 Standards

Standards 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_e2.06.1

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.06 Connect the past to the present using current events.

SST-08.US_e2.06.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.06.2

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.06 Connect the past to the present using current events.

SST-08.US_e2.06.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.06.3

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.06 Connect the past to the present using current events.

SST-08.US_e2.06.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.06.4

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.06 Connect the past to the present using current events.

SST-08.US_e2.06.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.06.5

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.06 Connect the past to the present using current events.

SST-08.US_e2.06.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e2.06.6

  8th Grade (SST) United States History Era 2: Growth and Division in the Union (1814-1877)
   Benchmark for Standard: SST-08.US_e2.06 Connect the past to the present using current events.

SST-08.US_e2.06.6 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.01

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 3: (1877-1941)

SST-08.US_e3.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.


Benchmarks

  • SST-08.US_e3.01.1 Explain the causes and consequences of the Industrial Revolution on American society.
  • SST-08.US_e3.01.2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.
  • SST-08.US_e3.01.3 Explain the impact of the United States’ transformation into an imperialist power.
  • SST-08.US_e3.01.4 Explain the causes and effects of the United States’ entrance into World War I.
  • SST-08.US_e3.01.5 Explain the political, social and economic changes of the 1920s.
  • SST-08.US_e3.01.6 Explain the political, social and economic events of the 1930s.

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 Standards

Standards 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_e3.01.1

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e3.01.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.01.2

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e3.01.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.01.3

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e3.01.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.01.4

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e3.01.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.01.5

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e3.01.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.01.6

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.

SST-08.US_e3.01.6 Explain the political, social and economic events of the 1930s.

Guiding Topics: Great Depression, Dust Bowl, New Deal


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.02

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 3: (1877-1941)

SST-08.US_e3.02 Examine the impact of multiple perspectives on social, political, and cultural development.


Benchmarks

  • SST-08.US_e3.02.1 Explain the causes and consequences of the Industrial Revolution on American society.
  • SST-08.US_e3.02.2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.
  • SST-08.US_e3.02.3 Explain the impact of the United States’ transformation into an imperialist power.
  • SST-08.US_e3.02.4 Explain the causes and effects of the United States’ entrance into World War I.
  • SST-08.US_e3.02.5 Explain the political, social and economic changes of the 1920s.
  • SST-08.US_e3.02.6 Explain the political, social and economic events of the 1930s.

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 Standards

Standards 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_e3.02.1

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e3.02.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.02.2

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e3.02.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.02.3

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e3.02.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.02.4

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e3.02.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.02.5

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e3.02.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.02.6

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.02 Examine the impact of multiple perspectives on social, political, and cultural development.

SST-08.US_e3.02.6 Explain the political, social and economic events of the 1930s.

Guiding Topics: Great Depression, Dust Bowl, New Deal


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.03

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 3: (1877-1941)

SST-08.US_e3.03 Explain the relationship of events focusing on the link(s) between cause and effect.


Benchmarks

  • SST-08.US_e3.03.1 Explain the causes and consequences of the Industrial Revolution on American society.
  • SST-08.US_e3.03.2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.
  • SST-08.US_e3.03.3 Explain the impact of the United States’ transformation into an imperialist power.
  • SST-08.US_e3.03.4 Explain the causes and effects of the United States’ entrance into World War I.
  • SST-08.US_e3.03.5 Explain the political, social and economic changes of the 1920s.
  • SST-08.US_e3.03.6 Explain the political, social and economic events of the 1930s.

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 Standards

Standards 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_e3.03.1

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e3.03.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.03.2

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e3.03.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.03.3

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e3.03.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.03.4

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e3.03.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.03.5

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e3.03.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.03.6

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.03 Explain the relationship of events focusing on the link(s) between cause and effect.

SST-08.US_e3.03.6 Explain the political, social and economic events of the 1930s.

Guiding Topics: Great Depression, Dust Bowl, New Deal


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.04

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 3: (1877-1941)

SST-08.US_e3.04 Compare how historical elements change over time.


Benchmarks

  • SST-08.US_e3.04.1 Explain the causes and consequences of the Industrial Revolution on American society.
  • SST-08.US_e3.04.2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.
  • SST-08.US_e3.04.3 Explain the impact of the United States’ transformation into an imperialist power.
  • SST-08.US_e3.04.4 Explain the causes and effects of the United States’ entrance into World War I.
  • SST-08.US_e3.04.5 Explain the political, social and economic changes of the 1920s.
  • SST-08.US_e3.04.6 Explain the political, social and economic events of the 1930s.

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 Standards

Standards 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_e3.04.1

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.04 Compare how historical elements change over time.

SST-08.US_e3.04.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.04.2

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.04 Compare how historical elements change over time.

SST-08.US_e3.04.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.04.3

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.04 Compare how historical elements change over time.

SST-08.US_e3.04.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.04.4

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.04 Compare how historical elements change over time.

SST-08.US_e3.04.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.04.5

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.04 Compare how historical elements change over time.

SST-08.US_e3.04.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.04.6

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.04 Compare how historical elements change over time.

SST-08.US_e3.04.6 Explain the political, social and economic events of the 1930s.

Guiding Topics: Great Depression, Dust Bowl, New Deal


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.05

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 3: (1877-1941)

SST-08.US_e3.05 Analyze the significant contributions of people and policy, and the influence on an era.


Benchmarks

  • SST-08.US_e3.05.1 Explain the causes and consequences of the Industrial Revolution on American society.
  • SST-08.US_e3.05.2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.
  • SST-08.US_e3.05.3 Explain the impact of the United States’ transformation into an imperialist power.
  • SST-08.US_e3.05.4 Explain the causes and effects of the United States’ entrance into World War I.
  • SST-08.US_e3.05.5 Explain the political, social and economic changes of the 1920s.
  • SST-08.US_e3.05.6 Explain the political, social and economic events of the 1930s.

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 Standards

Standards 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_e3.05.1

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e3.05.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.05.2

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e3.05.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.05.3

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e3.05.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.05.4

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e3.05.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.05.5

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e3.05.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.05.6

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.05 Analyze the significant contributions of people, policy, and the influence on an era.

SST-08.US_e3.05.6 Explain the political, social and economic events of the 1930s.

Guiding Topics: Great Depression, Dust Bowl, New Deal


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.06

BPS-s SST US History logo
8th Grade (SST) Social Studies
United States History Era 3: (1877-1941)

SST-08.US_e3.06 Connect the past to the present using current events.


Benchmarks

  • SST-08.US_e3.06.1 Explain the causes and consequences of the Industrial Revolution on American society.
  • SST-08.US_e3.06.2 Explain the social, cultural, and economic impact of local, state, and federal government policy on American people.
  • SST-08.US_e3.06.3 Explain the impact of the United States’ transformation into an imperialist power.
  • SST-08.US_e3.06.4 Explain the causes and effects of the United States’ entrance into World War I.
  • SST-08.US_e3.06.5 Explain the political, social and economic changes of the 1920s.
  • SST-08.US_e3.06.6 Explain the political, social and economic events of the 1930s.

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 Standards

Standards 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_e3.06.1

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.06 Connect the past to the present using current events.

SST-08.US_e3.06.1 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.06.2

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.06 Connect the past to the present using current events.

SST-08.US_e3.06.2 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.06.3

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.06 Connect the past to the present using current events.

SST-08.US_e3.06.3 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.06.4

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.06 Connect the past to the present using current events.

SST-08.US_e3.06.4 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.06.5

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.06 Connect the past to the present using current events.

SST-08.US_e3.06.5 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SST-08.US_e3.06.6

  8th Grade (SST) United States History Era 3: (1877-1941)
   Benchmark for Standard: SST-08.US_e3.06 Connect the past to the present using current events.

SST-08.US_e3.06.6 Explain the political, social and economic events of the 1930s.

Guiding Topics: Great Depression, Dust Bowl, New Deal


Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The 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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window


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