8th Grade Standards
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SST-08.ND.04.2
8th Grade (SST) North Dakota History SST-08.ND.04.2 Analyze European exploration and early settlement of North Dakota and its impact on Native American groups.Guiding Topics: Sakakawea, Lewis and Clark, Louisiana Purchases, early fur traders and settlers, smallpox epidemics, La Vérendrye, early explorers, Arikara War Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-08.ND.04.3
8th Grade (SST) North Dakota History SST-08.ND.04.3 Describe the major factors that brought settlers to North Dakota.Guiding Topics: Homestead Act, Timber Culture Act, preemption, immigration, development of the railroad Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-08.ND.04.4
8th Grade (SST) North Dakota History SST-08.ND.04.4 Analyze the effect of government policy, both historical and modern, toward Native American groups in North Dakota.Guiding Topics: Reservation system, Dawes Act, Treaty of Fort Laramie, Native American boarding schools and policy, Civil Rights movement, Bureau of Indian Affairs, Indian Civil Rights Act, Indian Reorganization Act, termination policy Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-08.ND.04.5
8th Grade (SST) North Dakota History SST-08.ND.04.5 Evaluate the growth and struggles of the modernization of North Dakota and the role the state has played in modern America.Guiding Topics: Dust Bowl, Great Depression, World Wars, Cold War, nuclear weapons, floods, Garrison Diversion, Rough Rider Award Winners Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-08.ND.04.6
8th Grade (SST) North Dakota History SST-08.ND.04.6 Use various primary and secondary resources to acquire, analyze, and evaluate information.Guiding Topics: Journals and maps of Lewis and Clark Expedition, Homestead Act, Treaty of Ft. Laramie, township and range, North Dakota Constitution, township plat book, North Dakota Native American Essential Understandings Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-08.US
6-8 Social StudiesUnited States History Domain
DescriptionWorld history is about connections between people. Students need to understand how civilizations and cultures arose, developed, and interacted through conflict and peaceful exchange.
World history content is separated into four eras. The six standards for world history are the same for each era and are applicable to all eras of study. Benchmarks provide guidance on how to apply the standards to each era. The guiding topics column includes key topics fundamental to that era of study. It is the belief of the development committee that the guiding topics, while not required, illustrate multiple ways for students to successfully achieve the standards. United States History Eras
Anchor Standards
Calculation Method for DomainsDomains are larger groups of related Standards with benchmarks. So the Domain is a calculation of all the related standards that calculate to the benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.US_a
8th Grade (SST) Social Studies
United States History
SST-08.US_a Anchor Standards
Anchor Standards
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | |
SST-08.US_a.01
8th Grade (SST) Social Studies
United States History Anchor Standards
SST-08.US_a.01 Analyze primary and secondary sources with attention to reliability, impact, and purpose.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-08.US_a.02
8th Grade (SST) Social Studies
United States History Anchor Standards
SST-08.US_a.02 Examine the impact of multiple perspectives on social, political, and cultural development.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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