Title: 8th Grade Social Studies (Archived)
Course: BPSS (SST) Social Studies Standards > Section: Standards Workspace

SST-08.1.02

8th Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-08.1.02 Use various primary and secondary resources (e.g. historical maps, diaries, speeches, pictures, charts, graphs, diagrams, timelines specific to North Dakota) to analyze, and interpret information.

8th Grade US History Student Learning Targets:

Knowledge Targets

- I can identify the differences between primary and secondary resources in US History.
- I can gather appropriate primary and secondary resources for the assigned task in each unit of study.
- I can follow directions when utilizing primary and secondary resources.
- I can recognize or recall specific terminology based upon each unit of study (e.g., Magna Carta, Declaration of Independence, Bill of Rights).
- I can recognize or recall specific phrases based upon each unit of study (e.g., "Four Score and Seven Years Ago").

Reasoning Targets

- I can analyze and interpret primary and secondary resources that influence each unit of study.

Skills Targets

- I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
- I can utilize several types of primary and secondary resources that will support making inferences to each unit of study.

8th Grade US History Proficiency Scale

Score |  | Description: ND-SST: 8.1.2 Use various primary and secondary resources (e.g., historical maps, diaries, speeches, pictures, charts, graphs, diagrams, time lines specific to ND) to analyze and interpret information | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

 The student:

- demonstrates extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can:

- analyze and interpret primary and secondary resources that influence each unit of study.
- utilize several types of primary and secondary resources that will support making inferences to each unit of study.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can:

- identify the differences between primary and secondary resources in US History.
- gather appropriate primary and secondary resources for the assigned task in each unit of study.
- follow directions when utilizing primary and secondary resources.
- recognize or recall specific terminology based upon each unit of study (e.g., Magna Carta, Declaration of Independence, Bill of Rights).
- recognize or recall specific phrases based upon each unit of study (e.g., "Four Score and Seven Years Ago").
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

8th Grade US History Resources

Websites

Vocabulary

- List

8th Grade ND Studies Learning Targets:

Knowledge Targets

- I can identify the difference between primary and secondary resources in North Dakota Studies.
- I can recognize or recall specific terminology, such as: primary and secondary source.

Reasoning Targets

- I can analyze historical maps and evaluate their importance in different time periods.
- I can analyze political cartoons and synthesize the author’s point of view.

Skills Targets

- I can use secondary resources to analyze and interpret information.
- I can use primary resources to analyze and interpret information.

Product Targets

- I can design a media project that effectively interprets primary and secondary resources.

ND Studies Proficiency Scale

Score |  | Description: ND-SST: 8.1.2 Use various primary and secondary resources (e.g., historical maps, diaries, speeches, pictures, charts, graphs, diagrams, time lines specific to ND) to analyze and interpret information. | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

- can identify the differences between primary and secondary resources in North Dakota Studies.
- can use primary sources to analyze and interpret information in North Dakota Studies.
- can use secondary resources to analyze and interpret information in North Dakota Studies.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student:

- recognizes or recalls specific terminology, such as: primary and secondary source.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

ND Studies Resources

Websites

- http://ndstudies.gov/gr8/

Vocabulary

- Provided by individual teachers

SST-08.3.02

8th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-08.3.02 Describe how technological advances (e.g. cotton gin, steel plow, McCormick Reaper, steamboat, steam locomotives) and industrialization impacted regions of the U.S. prior to the Civil War.

Student Learning Targets:

Knowledge Targets

- I can list the improvements made in technology prior to the Civil War and explain their role in America.
- I can explain how the power of the steam engine led the North to becoming more industrialized than the south.

Reasoning Targets

- I can describe how the cotton gin led to an increased reliance on the industry of slavery in the south.
- I can compare and contrast these inventions (cotton gin, reaper, steel plow, steamboat, and steam locomotives) with modern ones and can evaluate their impact today.

Skills (Performance) Targets

- I can identify on a map the regions of the United States that were the most affected by each invention in relationship to industrialization.
- I can

Product Targets

- I can create a timeline that lists each of the technological advances along with its inventor in sequence from earliest to most recent.
- I can produce a media project that highlights the technological advances and their impact on the regions of the United States prior to the Civil War.

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.3.03

8th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-08.3.03 Evaluate how economic opportunities (e.g. manufacturing, agricultural, business) impact North Dakota and regions (e.g. Midwest, Northeast).

Student Learning Targets:

Knowledge Targets

- I can describe how these opportunities impacted different regions in America.
- I can .

Reasoning Targets

- I can analyze the economic opportunities that arose prior to the Civil War.
- I can compare and contrast the significance of manufacturing jobs and agriculture in different regions.

Skills (Performance) Targets

- I can .
- I can

Product Targets

- I can .
- I can .

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.3.04

8th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-08.3.04 Describe factors (e.g. climate, population, tax laws, natural resources) governing economic decision making in North Dakota and other regions (e.g. Midwest, Southeast).

Student Learning Targets:

Knowledge Targets

- I can recall that climate, population, and natural resources affect economic decisions made in North Dakota as well as other regions.
- I can define economics.

Reasoning Targets

- I can describe how various factors affect economic decision making.
- I can describe the importance of the non-renewable and renewable energy industries in North Dakota.
- I can describe the importance of the agricultural industry to North Dakota.

Skills (Performance) Targets

- I can show how climate and natural resources affect industry in North Dakota.

Proficiency Scale

Score |  | ND-SST: 8.3.4 Describe factors (e.g., climate, population, tax laws, natural resources) governing economic decision making | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

- can describe the importance of the non-renewable and renewable energy industries and their environmental impacts in North Dakota.
- can describe the importance of the agricultural industry to North Dakota.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student:

- identifies products produced in the different industries in North Dakota
- performs basic processes, such as:
  - identifying the non-renewable and renewable energy industries
  - defining renewable energy
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

- http://ndstudies.gov/energy/level2/
- http://ndstudies.gov/gr8/

Vocabulary

- Provided by individual teacher

SST-08.4.01

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.01 Explain the connections between the rights and responsibilities of citizenship (e.g. voting and staying informed on issues; being tried by a jury and serving on juries; having rights and respecting the rights of others.

Student Learning Targets:

Knowledge Targets

- I can recognize or recall specific terminology such as: Magna Carta, Citizen, Bill of Rights, Colonist, Social Contract, Civil Disobedience, Trial by Jury, Parliament.
- I can explain the purpose of the Bill of Rights from a citizen’s perspective.
- I can explain the rights and limitations of each American citizen. (What rights do minors have? What rights are not granted to minors?)
- I can give examples of behaviors of responsible citizens.

 Reasoning Targets

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

 Skills (Performance) Targets

- I can use media to stay informed.

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. The student: demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current world situations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student can:

- explain the purpose of the Bill of Rights from a citizen’s perspective.
- explain the rights and limitations of each American citizen.
  - What rights do minors have?
  - What rights are not granted to minors?
- give examples of behaviors of responsible citizens.
- use media to stay informed
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:

- recognizes or recalls specific terminology, such as:
  - Magna Carta, Citizen, Bill of Rights, Colonist, Social Contract, Civil Disobedience, Trial by Jury, Parliament

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

SST-08.4.03

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.03 Explain how the U.S. Constitution and Amendments influence society (e.g. voting rights, equal protection, due process).
Student Learning Targets:

Knowledge Targets

- I can identify the amendments in the Bill of Rights.
- I can recognize or recall specific terminology, such as:
  - Constitution, Amendment, Preamble, Articles, Ratification, Democracy, Republic, Federal System
  - Petition, Assemble, Quartering, Warrant, Probable Cause, Double Jeopardy, Due Process, Appeal, Right, Tranquility, Bail, Suffrage

Reasoning Targets

- I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
- I can analyze the goals of the Preamble (Why is each of the six goals important?).
- I can analyze current events, speeches, and/or scenarios and determine which rights apply.
Rubric - Resources

Student Learning Targets:

Knowledge Targets

- I can identify the amendments in the Bill of Rights.
- I can recognize or recall specific terminology, such as:
  - Constitution, Amendment, Preamble, Articles, Ratification, Democracy, Republic, Federal System
  - Petition, Assemble, Quartering, Warrant, Probable Cause, Double Jeopardy, Due Process, Appeal, Right, Tranquility, Bail, Suffrage

Reasoning Targets

- I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
- I can analyze the goals of the Preamble (Why is each of the six goals important?).
- I can analyze current events, speeches, and/or scenarios and determine which rights apply.

Proficiency Scale

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

The student:

- demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current world situations.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student can:

- identify the amendments in the Bill of Rights.
- analyze the goals of the Preamble (Why is each of the six goals important?)
- analyze current events, speeches, and/or scenarios and determine which rights apply.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:
- recognizes or recalls specific terminology, such as:
  - Constitution, Amendment, Preamble, Articles, Ratification, Democracy, Republic, Federal System
  - Petition, Assemble, Quartering, Warrant, Probable Cause, Double Jeopardy, Due Process, Appeal, Right, Tranquility, Bail, Suffrage

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

SST-08.5.01

8th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-08.5.01 Describe the location and characteristics of the three regions of North Dakota including the Red River Valley, the Drift Prairie, and the Missouri Plateau.

Student Learning Targets:

Knowledge Targets

- I can identify the three regions of North Dakota.

Reasoning Targets

- I can compare and contrast the three regions of North Dakota.
- I can describe how each of the three regions were formed.
- I can describe the locations and characteristics of the three regions of North Dakota including the Red River Valley, the Drift Prairie, and the Missouri Plateau.

Product Targets

- I can create a map of North Dakota detailing the three geographic regions.

Proficiency Scale

Score |  | ND-SST: 8.5.1 Describe the locations and characteristics of the three regions of North Dakota including the Red River Valley, the Drift Prairie, and the Missouri Plateau | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

- can describe the locations and characteristics of the three regions of North Dakota, (e.g. geographical components, farming, resources).
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student:

- recognizes or recalls specific terminology, such as:
  - Red River Valley, Drift Prairie, and Missouri Plateau
- performs basic processes, such as:
  - identifies two regions of ND
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

- http://ndstudies.gov/gr8/

Vocabulary

- Provided by individual teacher

SST-08.5.02

8th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-08.5.02 Describe the characteristics, distribution, and effects of human migration within the United States during different time periods (e.g. Westward expansion, post Civil War, Industrialization, Urbanization).

Student Learning Targets:

Knowledge Targets

- I can correctly label relative locations on a map.
- I can recognize or recall specific terminology based upon each unit of study (e.g., Colonial Era - Proclamation of 1763, New England Colonies, etc.).
- I can recognize or recall specific phrases based upon each unit of study (e.g., Manifest Destiny - "Go West, Young Man").

Reasoning Targets

- I can analyze and interpret how the geography of the nation has impacted American history.

Skills (Performance) Targets

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

The student:

- demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current situations.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can:

- analyze and interpret how the geography of the nation has impacted American history.
- correctly labels relative locations on a map without choices.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student:

- correctly labels relative locations on a map with choices.
- recognizes or recalls specific terminology based upon each unit of study (e.g., Colonial Era - Proclamation of 1763, New England Colonies, etc.).
- recognize or recall specific phrases based upon each unit of study (e.g., Manifest Destiny - "Go West, Young Man").
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-08.1.01

8th Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-08.1.01 Interpret current North Dakota thematic maps (e.g., soils, climate, vegetation, water, climate) to identify where people live and work, and how land is used.

Student Learning Targets:

Knowledge Targets

- I can recall vocabulary related to North Dakota geography.

Reasoning Targets

- I can analyze current ND thematic maps.

Skills (Performance) Targets

- I can use thematic maps to identify where people live and work and how land is used in ND.

Product Targets

- I can construct a map of ND with North Dakota's major cities and geographical features.

Proficiency Scale

Score |  | Description: ND-SST: 8.1.1 Interpret current North Dakota thematic maps (e.g., soils, climate, vegetation) to identify where people live and work, and how land is used | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
"The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.The student:
- can analyze current ND thematic maps (e.g., soils, climate, vegetation, population, energy).
- can use thematic maps to identify where people live and work and how land is used in ND.
- can construct a map of ND with North Dakota's major cities and geographical features.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).The student:
- recognizes or recalls specific terminology, such as:
  - some major components of thematic maps
  - vocabulary related to North Dakota geography.
- performs basic processes, such as:
  - label ND's major cities and geographical features
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

- http://ndstudies.gov/gr8/

Vocabulary

- Provided by individual teachers

SST-08.2.01

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.01 Analyze the transformation of the nation (e.g., Imperialism, industrialization, immigration, political/social reformers, urbanization, mechanization of agriculture, changing business environment).

Major Topics

- Reconstruction (1865-1877)
- Colonization (1763-1783)
- Revolution (1776-1783)
- Jefferson to Jackson (1800-1837)
- First Industrial Revolution (1800-1860)

Student Learning Targets:

Knowledge Targets

- I can identify and explain how changes (economic, social, political) that took place in the country during the respective time period affected the course of history.
- I can recall changes (economic, social, political) that took place in the country during the respective time period.
- I can recognize or recall specific terminology in the respective time period.

Reasoning Targets

- I can summarize reasons for changes (economic, social, political) during the respective time period.

Skills (Performance) Targets

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

The student:

- demonstrates extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student can:

- identify and explain how changes (economic, social, political) that took place in the country during the respective time period affected the course of history.
- summarize reasons for changes (economic, social, political) during the respective time period.
-
2.5
No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content.

- identify and explain changes in two of three areas (economic, social, political)
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:

- recalls changes (economic, social, political) that took place in the country during the respective time period.
- recognizes or recalls specific terminology in the respective time period.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

- www.historychannel.com
- www.biography.com
- www.pbs.org
- "America: Story of Us"
- "The Men Who Built America"
- "How the States Got Their Shapes"
- "SchoolHouse Rock"

Vocabulary

- List

SST-08.2.02

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.02 Explain how political parties developed to resolve issues (e.g., payment of debt, establishment of a national bank, strict or loose interpretation of the Constitution, support for England or France) in the early years of the United States.
Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can
Rubric - Resources

SST-08.2.03

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.03 Explain how political leaders (e.g., Andrew Jackson, William Henry Harrison, Martin Van Buren, John Tyler) dictated national policy (e.g., States’ rights, closure of National Bank, Indian Removal Act).

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.2.04

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.04 Explain how the concept of Manifest Destiny impacted national policy (e.g., War with Mexico, Gadsden Purchase, imperialism, Gold Rush, foreign policy).

Student Learning Targets:

Knowledge Targets

- I can explain the concept of Manifest Destiny and its impact on westward expansion (e.g. Louisiana Purchase, Missouri Compromise, Texas, Gadsden Purchase, California, and Florida).
- I can explain how the U.S. added to its territory through treaties and purchases.
- I can identify the purposes of the Indian Removal Act and its consequences.
- I can recognize or recall specific terminology, such as: annex, cede, forty-niners, Texas Rangers, Vaqueros, empresarios, prospect, missionaries, gold rush, prairie schooners, Conestoga wagons, placer mining; trails west (e.g. Oregon, Santa Fe, California, Old Spanish, Mormon)
- I can recognize or recall specific people/places, such as: People/Places (e.g. Sam Houston, Santa Anna, John Sutter, Donner Party, Levi Strauss, Marcus Whitman, James K. Polk, Stephen F. Austin, John C. Fremont, Zebulon Pike
- I can list the reasons (economic, political, and social) people would move west.

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. The student: demonstrates extended knowledge and understanding independently and consistently by connecting to historical and current situations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student can:

- explain the concept of Manifest Destiny and its impact on westward expansion (e.g. Louisiana Purchase, Missouri Compromise, Texas, Gadsden Purchase, California, and Florida).
- explain how the U.S. added to its territory through treaties and purchases.
- identify the purposes of the Indian Removal Act and its consequences.
- describe reasons (economic, social, political) for moving west in spite of the major challenges facing settlers.
- create a map showing the land deals related to manifest destiny.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:

- recognizes or recalls specific terminology, such as:
  - annex, cede, forty-niners, Texas Rangers, Vaqueros, empresarios, prospect, missionaries, gold rush, prairie schooners, Conestoga wagons, placer mining
  - trails west (e.g. Oregon, Santa Fe, California, Old Spanish, Mormon)
- recognizes or recalls specific people/places, such as:
  - People/Places (e.g. Sam Houston, Santa Anna, John Sutter, Donner Party, Levi Strauss, Marcus Whitman, James K. Polk, Stephen F. Austin, John C. Fremont, Zebulon Pike.
- lists the reasons (economic, political, and social) people would move west.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

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

Vocabulary

- List

SST-08.2.05

8th Grade SST Targeted Benchmarks
Standard 2: History

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

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student:

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

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

can construct a presentation on the importance of a reform effort.
-Women's Rights Movement

-Civil Rights Movement
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student: can define “reform effort.” can identify different reform efforts that led to major changes in society (e.g., abolitionists, Civil Rights movement, women’s movement, temperance, education). | -Define important terms and vocabulary
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

SST-08.2.06

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.06 Explain the causes (e.g., states’ rights, slavery, differences in Northern and Southern economies) of the Civil War.

Four Major Causes:

1. Slavery and the Compromises/Legal Issues (MO Compromise, Compromise of 1850, KS-NE Act, Dred Scott Decision)
2. Political Parties
3. Geographic/Sectional Differences
4. State’s Right

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Proficiency Scale

Score |  | US History: 8.2.6 Explain the causes (e.g., states’ rights, slavery, differences in Northern and Southern economies) of the Civil War. | Sample Activity
4.0 | In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. The student: demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current situations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student can:

- justify the reason for the creation of the Republican party.
- evaluate how that the Republican’s victory in Election of 1860 led to the Civil War.
- explain the sectional differences in the North and the South and how they led to the Civil War. (Demographics, Geography, Economics)
- evaluate how the states’ rights debate impacted Kansas’ statehood and the secession of Southern States.
- analyze how the issue of slavery, through the major compromises and legal decisions, led to the Civil War
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:

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

However, the student exhibits major errors or omissions regarding the more complex ideas and processes
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

- www.historychannel.com
- http://teacher.scholastic.com/activities/bhistory/underground_railroad/index.htm
- "America: Story of Us"

Vocabulary

- List

SST-08.2.07

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.07 Explain the course and consequences of the Civil War (e.g., contributions of key individuals, key battles, The Emancipation Proclamation).

Five Big Ideas:

1. Leadership and Strategies
2. Gettysburg Address
3. Emancipation Proclamation
4. States’ Rights vs. Upholding the Constitution
5. Cost of Civil War

Student Learning Targets:

Knowledge Targets

- I can recognize or recall specific terminology, such as:
  - Confederate, Union, Ironclad, Red Cross, Copperheads, Habeas Corpus, Contrabands, Cotton Diplomacy, Total War, Anaconda Plan, Border States
  - Battles of the Civil War
    - Chandellorsville, Gettysburg, Vicksburg, 1st Bull Run, 2nd Bull Run, Antietam, Shiloh, Merrimack v. Monitor, Fort Sumter, Appomattox, Sherman's March to the Sea, Wilderness Campaign, 7 days Battle

Reasoning Targets

- “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
- I can explain the 3-part strategy set out by the Union to win the war. (What battles supported their plan?)
- I can explain Lincoln’s decisions and actions to end slavery.
- I can list the major battles of the Civil War and determine their significance.
- I can compare and contrast the Civil War strategies between McClellan and Sherman.
- I can compare and contrast the north and the south during the war.
- I can describe the high cost of the Civil War in terms of people, family, and money. (Total War)
- I can distinguish the Civil War's influential people, such as:
  - Lincoln, Davis, Grant, Lee, McClellan, Sherman, Jackson, Pickett, Scott, Farragut, Clara Barton

Skills (Performance) Targets

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

The student:

- demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current situations.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can:

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

-Students will complete a chart summarizing the main battles.

-Students will complete a chart comparing the north and south in terms of population, industrial advancements, environment, resources, and military leadership.

-Students will empathize and describe the effect of Total War on their life.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

There are no major errors or omissions regarding the simpler details and processes as the student:

- recognizes or recalls specific terminology, such as:
  - Confederate, Union, Ironclad, Red Cross, Copperheads, Habeas Corpus, Contrabands, Cotton Diplomacy, Total War, Anaconda Plan, Border States
  - Battles of the Civil War
    - Chancellorsville, Gettysburg, Vicksburg, 1st Bull Run, 2nd Bull Run, Antietam, Shiloh, Merrimack v. Monitor, Fort Sumter, Appomattox, Sherman's March to the Sea, Wilderness Campaign, 7 Days Battle

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

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

Vocabulary

SST-08.2.08

8th Grade SST Targeted Benchmarks
Standard 2: History

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

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student:

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

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

  can construct a presentation on the importance of a social, economic, political, and cultural factors of Reconstruction and the effect the factor had on our country and still has  today.
- Explain the different social, economic, political, and cultural facts of Reconstruction in an essay or presentation.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student: can list and define different social, economic, political, and cultural factors of Reconstruction. | - Define important terms and events: Jim Crow Laws, election of 1876, black codes, Ku Klux Klan
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.2.09

8th Grade SST Targeted Benchmarks
Standard 2: History

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

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Skills (Performance) Targets

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

Product Targets

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student:

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

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

 can create a map showing immigration patterns, impact on society and/or the economy, and education of immigrants.
- After viewing Viva La Causa, analyze the changes in society and the economy brought on by the strikers.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student: can define immigration, labor pools, ghettos, etc. | -Define important terms: Viva La Causa, strike, labor unions.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.2.10

8th Grade SST Targeted Benchmarks
Standard 2: History

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

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.2.11

8th Grade SST Targeted Benchmarks
Standard 2: History

SST-08.2.11 Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Roughrider Recipients) in North Dakota and tribal history.

Student Learning Targets:

Knowledge Targets

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

Reasoning Targets

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

Conflict on the Plains

Proficiency Scale

Score |  | ND-SST: 8.2.11 Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Sakakawea, Lewis & Clark, early fur traders and settlers) in North Dakota and tribal history. | Learning Activities
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

The student can

- argue whether or not the reservation system was successful. In their argument, students include supporting details from the readings, discussions, and classroom materials.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

- explain the Laramie Treaty and the Dawes Plan and analyze how it affected the American Indians.
- describe Sitting Bull’s importance to Dakota history.
- explain the forced assimilation of Native Americans.
- explain the Ghost Dance.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

- recall why the reservations system was created.
- recognize the primary purpose of the Dawes Act.
- identify the start of the Dakota Conflict of 1862.
- identify vocabulary related to conflict on the Plains: tribunal, treaty, sovereignty, reservation, assimilate.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Homesteading Proficiency Scale

Score |  | ND-SST: 8.2.11 Explain the significance of key events (e.g., settlement and homesteading, statehood, reservations) and people (e.g., Sakakawea, Lewis & Clark, early fur traders and settlers) in North Dakota and tribal history. | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

- identify the importance of the Homestead, Preemption, and Timber Culture Acts for ND.
- identify the settlement patterns of the major ethnic groups and define the cultures of each.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

- define the Homestead, Preemption, and Timber Culture Acts for ND.
- identify some of the settlement patterns of the major ethnic groups and describe the cultures of each.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

- http://ndstudies.gov/gr8/
- "Bury My Heart at Wounded Knee"
- "History of Broken Promises"
- "Battle at the Little Bighorn/ Greasy Grass"

Vocabulary

- Provided by individual teacher

Bonanza Farms

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

- define a Bonanza Farm and explain the role these farms had on early farming.
- describe who Marquis De Mores and his wife Medora are and explain the role they played in the cattle industry in ND.
- identify some technological advances and types of transportation and their impact on the economy.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student can

- describe who Marquis De Mores and his wife Medora are and recall the role they played in the cattle industry in ND.
- identify technological advances and types of transportation and their impact on the economy
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

- http://ndstudies.gov/gr8/

Vocabulary

- Provided by individual teacher

Statehood and Development

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

- can discuss major events that led up to the statehood of ND.
- can list hardships the drought had on the economy and people of ND in the 1930s.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student can | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

- http://ndstudies.gov/gr8/
- "Black Blizzard"

Vocabulary

- Provided by individual teacher

SST-08.3.01

8th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-08.3.01 Explain the purpose and effects of trade barriers (e.g., imposed trade barriers such as tariffs enacted before the Civil War, natural trade barriers such as mountains).

Student Learning Targets:

Knowledge Targets

- I can
- I can

Reasoning Targets

- I can
- I can

Skills (Performance) Targets

- I can
- I can

Product Targets

- I can
- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.4.02

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.02 Explain factors (e.g., lack of economic power, lack of central government, no court systems) that contributed to the demise of the Articles of Confederation and explain how they led to the creation of the US Constitution.

Student Learning Targets:

Knowledge Targets

- I can recognize or recall specific terminology, such as:I can explain the impact a weak government can have on a country’s citizens.
  - Articles of Confederation, Currency, Draft, Republic, Northwest Ordinance, Land Ordinance of 1785, Townships, Sections, Shay’s Rebellion, Ratification, Constitutional Convention, Virginia Plan, New Jersey Plan, Great Compromise, Federalist, Anti-Federalist, State’s Rights, Unicameral, Bicameral, Equal vs. Proportional Representation.
- I can explain Roger Sherman’s Great Compromise.

Reasoning Targets

- I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
- I can compare and contrast the ideas formed by Constitutional Convention delegates.

Product Targets

- I can create a concept map identifying the major problems of the Articles of Confederation.

Proficiency Scale

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

The student:

- demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current world situations.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student can:

- explain the impact a weak government can have on a country’s citizens.
- compare and contrast the ideas formed by Constitutional Convention delegates.
- explain Roger Sherman’s Great Compromise.
- create a concept map identifying the major problems of the Articles of Confederation.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:

- recognizes or recalls specific terminology, such as:
  - Articles of Confederation, Currency, Draft, Republic, Northwest Ordinance, Land Ordinance of 1785, Townships, Sections, Shay’s Rebellion, Ratification, Constitutional Convention, Virginia Plan, New Jersey Plan, Great Compromise, Federalist, Anti-Federalist, State’s Rights, Unicameral, Bicameral, Equal vs. Proportional Representation

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

SST-08.4.05

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.05 Describe the relationship (e.g., power, responsibility, influence) among the executive, judicial, and legislative branches of the government at the local, state (i.e., North Dakota), and national level.

Student Learning Targets:

Knowledge Targets

- I can recognize or recall specific terminology, such as:
  - Legislative Branch, Executive Branch, Judicial Branch, Checks and Balances, Articles, Bill Process, Crossover, Veto, Pocket Veto, Majority, Minority, Order of Succession, Impeachment.
- I can recognize or recall specific phrases, such as:I can list the three branches of government and explain the responsibilities of each.
  - makes laws, enforces laws, interprets laws.
- I can define checks and balances.
- I can explain several examples of checks and balances in government.

Reasoning Targets

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

Proficiency Scale

Score |  | Description | Sample Activity
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

The student:

- demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current world situations.
-
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student can:

- Explain several examples of checks and balances in government.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:

- lists the three branches of government and explains the responsibilities of each.
- defines checks and balances.
- recognizes or recalls specific terminology, such as:
  - Legislative Branch, Executive Branch, Judicial Branch, Checks and Balances, Articles, Bill Process, Crossover, Veto, Pocket Veto, Majority, Minority, Order of Succession, Impeachment
- recognizes or recalls specific phrases, such as:
  - makes laws,  enforces laws, interprets laws

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

SST-08.4.06

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.06 Compare the functions and structure of local, state, tribal, and federal governments within North Dakota.

Student Learning Targets:

Knowledge Targets

- I can name the three branches of state government.
- I can identify the functions of the state officials.
- I can identify the three plans of city government.
- I can define the  "one person-one vote" principle.
- I can define reapportionment.

Reasoning Targets

- I can explain the importance of the “one person-one vote” principle.
- I can describe the three branches of government.
- I can explain the importance of reapportionment.
- I can describe the level of courts within the state’s judicial branch and their jurisdictions.

Proficiency Scale

Score |  | ND-SST: 8.4.6 Compare the functions and structure of local, state, tribal, and federal governments within North Dakota | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. The student demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current world situations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

- can describe the three branches of government.
- can discuss the “one person-one vote” principle
- can explain the importance of reapportionment.
- can identify the functions of the state officials.
- can describe the level of courts within the state’s judicial branch and their jurisdictions.
- can identify the three plans of city government.
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student:

- recognizes or recalls specific terminology, such as:
  - the three branches of government
  - “one person-one vote” principle
  - reapportionment
  - county, city, special, and tribal governments
  - less than three of the plans of city government
- performs basic processes, such as:
  - listing the courts in the ND court system
  - identifying some of the state official’s functions
  - listing the level of courts in the ND court system
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

- http://ndstudies.gov/gr8/
- "One Person-One Vote"
- ND Legislative Districts 2013-2022

Vocabulary

- Provided by individual teacher

SST-08.5.03

8th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-08.5.03 Compare human characteristics (e.g., population distribution, land use) of places and regions (i.e. North Dakota) Students understand and apply concepts of geography of North Dakota.

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.6.01

8th Grade SST Targeted Benchmarks
Standard 6: People and Development

SST-08.6.01 Explain ways technology contributes to the spread of ideas, values, and behavioral patterns between societies and regions (e.g., how transportation and communication technologies contribute to the diffusion of culture).

Student Learning Targets:

Knowledge Targets

- I can

Reasoning Targets

- I can

Skills (Performance) Targets

- I can

Product Targets

- I can

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 | “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. | -
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). | -
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.6.02

8th Grade SST Targeted Benchmarks
Standard 6: People and Development

SST-08.6.02 Explain how culture influences gender roles, ethics, and beliefs.

Student Learning Targets:

Knowledge Targets

- I can explain how culture influences gender roles, ethics, and beliefs.

Reasoning Targets

- I can evaluate how culture influences gender roles, ethics, and beliefs.

Skills (Performance) Targets

- I can argue and demonstrate with graphs and charts or statistics or other information how culture influences gender roles, ethics, and beliefs.

Product Targets

- I can design a chart or graph or generate an essay to show how culture influences gender roles, ethics, and beliefs. Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student:

 can evaluate how culture influences gender roles, ethics, and beliefs.

 can argue and demonstrate with graphs and charts or statistics or other information how culture influences gender roles, ethics, and beliefs.

 can design a chart or graph or generate an essay to show how culture influences gender roles, ethics, and beliefs.
-Use charts or statistics to show how cultures differ in beliefs.
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 | The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student: can explain how culture influences gender roles, ethics, and beliefs. | -Identify and explain different cultures in the U.S. -Identify and explain major world religions.
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

Vocabulary

SST-08.4.04

8th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-08.4.04 Explain the political party process at the local, state, and national level (e.g., the structure and functions of political parties, electoral college, how campaigns are run and who participates in them, the role of the media in the election process, various kinds of elections).

Student Learning Targets:

Knowledge Targets

- I can recognize or recall specific terminology, such as:I can explain how the electoral college works.
  - Election, Electoral Process, Primaries, Caucus, Incumbent, Term, Lobby
- I can explain the purpose of the national conventions.
- I can identify national political leaders in present or upcoming general elections.

Reasoning Targets

- I can demonstrate extended knowledge and understanding by independently and consistently connecting this standard to real world situations.
- I can compare and contrast the current major political parties and their platforms (Republican, Democrat, Third Parties).

Proficiency Scale

Score |  | Description | Sample Activity
4.0 | In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. The student: demonstrates extended knowledge and understanding independently and consistently by connecting to historical and/or current world situations. | -
 | 3.5 | In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
The student can:

- explain how the electoral college works.
- compare and contrast the current major political parties and their platforms (Republican, Democrat, Third Parties).
-
 | 2.5 | The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:

- recognizes or recalls specific terminology, such as:
  - Election, Electoral Process, Primaries, Caucus, Incumbent, Term, Lobby
- explains the purpose of the national conventions.
- identifies national political leaders in present or upcoming general elections.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
 | 1.5 | The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). | -
 | 0.5 | With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 | Even with help, the student demonstrates no understanding or skill. | -

Resources

Websites

- Add resources with links, youtube or PDF

Vocabulary

- List

SST-08.1

Standard 1:

Skills and Resources

Students apply Social Studies skills and resources.

Narrative for the Skills and Resources

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-08.2

Standard 2:

Important Historical Events

Students understand important historical events.

Narrative for the Important Historical Events

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-08.3

Standard 3:

Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

Narrative for the Economic Concepts

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-08.4

Standard 4:

Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

Narrative for the Government and Citizenship

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-08.5

Standard 5:

Concepts of Geography

Students understand and apply concepts of geography.

Narrative for the Concepts of Geography

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

SST-08.6

Standard 6:

Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

Narrative for the Human Development and Behavior

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.