Social+Studies+State+Standards

=Eighth Grade U.S. History=

Grade Standards, Supporting Skills, and Examples
cause/effect relationships in reference to chronology.** Level** || **Standard, Supporting Skills, and Examples** || • Identify and explain the sources of conflict which led to the American Revolution. Examples: Proclamation of 1763, Stamp Act, Townshend Acts, Sugar Act, Coercive (Intolerable) Acts, tax on tea • Associate key individuals with their roles in the American Revolution. Examples: John Adams, Thomas Jefferson, King George, Patrick Henry, Thomas Paine, Samuel Adams, Benjamin Franklin. • Explain the political significance of the Declaration of Independence. • Describe major military battles and the role of major American and British military leaders in the American Revolution. Examples: Lexington and Concord, Saratoga, Yorktown, Bunker Hill, George Washington, Benedict Arnold, George Rogers Clark, William Howe, John Burgoyne, Charles Cornwallis || westward expansion and reform movements in the United States.** • Explain sequentially how and why the land was acquired and settled. Examples: Louisiana Purchase, Florida, Oregon, Texas Examples: Texas Revolution, Mexican War, Cherokee relocation, Seminole War • Describe the reform movement of the mid-nineteenth century in the U.S. Examples: women, slavery || • Outline the major sources of conflict. Example: political, geographical, and economic differences • Identify key individuals and explain their roles in the Civil War. Examples: Daniel Webster, John C. Calhoun, Abraham Lincoln, John Brown, Jefferson Davis, Stephen Douglas, Harriet Beecher Stowe, Robert E. Lee, Ulysses S. Grant • Describe major military battles and campaigns. Examples: Bull Run, Gettysburg, Antietam, Vicksburg, Shiloh • Associate significant political documents and speeches with events. Examples: Gettysburg Address, Emancipation Proclamation || social changes in the United States during Reconstruction**. • Outline the political effects of Reconstruction in the United States. Examples: Freedmen’s Bureau, Jim Crow laws, Carpetbaggers, military districts • Outline the social changes of Reconstruction in the United States. Example: rise of the Ku Klux Klan || religions on the development of the U.S.** Level** || **Standard, Supporting Skills, and Examples** || American Revolution on American philosophies.** • Compare the political and social differences between 13 separate colonies and one independent nation. Example: Confederation vs. Federal System • Contrast the various philosophies of American colonists before and after the Revolution. Examples: Loyalists vs. Patriots, Federalists vs. Anti- Federalists || culture, philosophies, and religions.** • Describe the impact of Manifest Destiny. Examples: Mexican-American War, Gadsden Purchase • Describe ways in which immigration and migration led to conflicts between Anglo-European and Native American cultures. Examples: Trail of Tears, railroads, introduction of reservation system, land grants, missionaries » Identify continuing impact of these early conflicts on U.S. government relations with Native Americans. Examples: Minnesota Uprising, Red Cloud’s War, Battle of Little Big Horn, Wounded Knee • Explain the Abolitionist Movement and its impact on slavery. Examples: underground railroad, role of women, Frederick Douglass, Harriet Tubman • Describe the impact of significant inventors and their inventions on society. Examples: Samuel Morse, Eli Whitney, railroads || Civil War on American culture and philosophies.** • Describe the changing roles of women. Examples: Clara Barton, Dorothea Dix • Explain how the war affected soldiers, civilians, the physical environment, and future warfare. Examples: total war, sanitation and disease, military technology, division of families || cultures and philosophies on the U.S. during Reconstruction.** • Describe how the abolition of slavery affected the life of African-Americans in United States’ society. Examples: political representation, economic opportunities, education, migration » Describe the changing federal policy toward Native Americans. Examples: assimilation of Native Americans, Dawes Act ||
 * Indicator 1: Analyze the U.S historical eras to determine connections and
 * **Bloom’s Taxonomy
 * (Analysis) || **8.US.1.1**. **Students are able to relate events and outcomes of the American Revolution to sources of conflict, roles of key individuals and battles, and political documents.**
 * (Comprehension) || **8.US.1.2. Students are able to describe the unfolding of
 * (Comprehension) || **8.US.1.3. Students are able to describe the sources of conflict, key individuals, battles, and political documents of the Civil War period.**
 * (Comprehension) || **8.US.1.4. Students are able to summarize the political and
 * Indicator 2: Evaluate the influence/impact of various cultures, philosophies, and
 * **Bloom’s Taxonomy
 * (Analysis) || **8.US.2.1. Students are able to explain the impact of the
 * (Analysis) || **8.US.2.2. Students are able to summarize the influence of westward expansion and reform movements on American
 * (Analysis) || **8.US.2.3. Students are able to summarize the impacts of the
 * (Analysis) || **8.US.2.4. Students are able to describe the impact of various

Performance Descriptors
• explain the connection between events of the Civil War and Reconstruction; • analyze the role of leadership in times of conflict; • defend the position of each side in the American Revolution and Civil War; • compare the positive and negative effects of westward expansion. || • explain the events, outcomes, and impact of the American Revolution on the emergence of the United States; • describe the influence of westward expansion and reform movements on American culture and philosophies; • explain the events, outcomes, and impact of the Civil War on American society; • summarize political and social changes and their relationship to the culture and philosophies of the United States during Reconstruction. || • list the events and outcomes of the American Revolution; • describe the westward expansion and reform movements; • list the events and outcomes of the Civil War; • identify the changes in the United States during Reconstruction. ||
 * Advanced || **Eighth grade students performing at the advanced level will:**
 * Proficient || **Eighth grade students performing at the proficient level will:**
 * Basic || **Eighth grade students performing at the basic level will:**

Eighth Grade World History
The committee, with input from educators throughout the state, revised the former eighth grade social studies standards to facilitate effective instruction and student mastery with emphasis on an in-depth study of U.S. History.
 * Grade Standards, Supporting Skills, and Examples**

Eighth Grade Geography
The committee, with input from educators throughout the state, revised the former eighth grade social studies standards to facilitate effective instruction and student mastery with emphasis on an in-depth study of U.S. History.
 * Grade Standards, Supporting Skills, and Examples**

Eighth Grade Civics (Government)

 * Grade Standards, Supporting Skills, and Examples**

courses as they relate to the topics of World History in Grade 6, Geography in Grade 7, and U.S. History in Grade 8.**
 * Note: In most districts these standards will be taught and learned in grade-level

of citizens and societies including the impact of historical events, ideals, and documents.** Level** || **Standard, Supporting Skills, and Examples** || Constitutional Convention.** Examples: three branches, separation of powers, checks and balances Examples: Great Compromise, Three-Fifths Compromise || government to citizens and groups during the Westward Expansion.** Examples: Northwest Ordinance, Land Ordinance of 1785 » Identify basic structures of tribal government prior to the Civil War. Examples: Iroquois Confederacy, Cherokee, Tiospaye government, Seven Council Fires (Lakota, Nakota, Dakota,) || problems of the government under the Articles of Confederation.** Examples: Shay’s Rebellion, lack of taxation || Examples: Emancipation Proclamation, Confederate States of America || citizens.** Level** || **Standard, Supporting Skills, and Examples** || liberties and rights stated in the first 15 amendments of the Constitution.** Examples: Bill of Rights, freedom of speech, freedom of religion, right to bear arms, Civil War amendments ||
 * Indicator 1: Analyze forms and purposes of government in relationship to the needs
 * **Bloom’s Taxonomy
 * (Comprehension) || **8.C.1.1. Students are able to describe the basic structure of government adopted through compromises by the
 * (Application) || **8.C.1.2. Students are able to describe the relationship of
 * (Application) || **8.C.1.3. Students are able to describe the successes and
 * (Comprehension) || **8.C.1.4. Students are able to describe the impact of the Civil War on the United States government.**
 * Indicator 2: Analyze the constitutional rights and responsibilities of United States
 * **Bloom’s Taxonomy
 * (Comprehension) || **8.C.2.1. Students are able to describe the fundamental

Eighth Grade Civics (Government)
• compare the Articles of Confederation with the Constitution; • describe the influence of the Constitution on contemporary legislation; • describe how westward expansion contributed to the Civil War. || • describe the successes and problems of the government under the Articles of Confederation; • describe the processes, differing points of view, and outcomes of the Constitutional Convention; • describe the relationship of government to citizens and groups during the Westward Expansion and the Civil War; • describe the fundamental liberties and rights stated in the first 15 amendments of the Constitution. || • identify powers of the government under the Articles of Confederation; • identify the fundamental liberties and rights stated in the Bill of Rights; • describe the events of the Constitutional Convention. ||
 * Performance Descriptors**
 * Advanced || **Eighth grade students performing at the advanced level will:**
 * Proficient || **Eighth grade students performing at the proficient level will:**
 * Basic || **Eighth grade students performing at the basic level will:**

Eighth Grade Economics

 * Grade Standards, Supporting Skills, and Examples

Note: In most districts these standards will be taught and learned in grade-level courses as they relate to the topics of World History in Grade 6, Geography in Grade 7, and U.S. History in Grade 8.

Note: Some South Dakota middle schools offer personal finance as a required or elective course. If not addressed in another course of study, middle schools may provide an understanding of concepts related to personal finance in the context of the economics goal.

Indicator 1: Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.** Level** || **Standard, Supporting Skills, and Examples** || Examples: France, Spain, Native American Examples: money, goods and supplies, services Examples: Revolutionary War, War of 1812, Civil War || expansion was motivated by economic gain.** Examples: gold rush, fur trade, agriculture Examples: supply and demand, buying on credit, wants vs. needs || technology and industrialization on mid-1800s America.** Examples: cotton gin, McCormick reaper, steamboat, steam locomotive Example: big business || Examples: share cropping, contract system ||
 * **Bloom’s Taxonomy
 * (Comprehension) || **8.E.1.1. Students are able to identify economic support for America during conflicts.**
 * (Analysis) || **8.E.1.2. Students are able to describe how westward
 * (Analysis) || **8.E.1.3. Students are able to describe the impact of
 * (Comprehension) || **8.E.1.4. Students are able to outline the economic effects of Reconstruction in the United States.**

Eighth Grade Economics
• explain why foreign countries provided economic support to America during conflicts; • describe how emerging technologies impacted the American economy. || • identify economic support for America during conflicts; • describe how westward expansion was motivated by economic gain; • describe the impact of technology and industrialization to the mid-1800s; • outline the economic effects of Reconstruction in the United States. || • identify one source of economic support for an American conflict; • list one reason economic gain motivated westward expansion; • list one economic effect of the Reconstruction. ||
 * Performance Descriptors**
 * Advanced || **Eighth grade students performing at the advanced level will:**
 * Proficient || **Eighth grade students performing at the proficient level will:**
 * Basic || **Eighth grade students performing at the basic level will:**

6-8
The committee, with input from educators throughout the state, revised the former sixth through eighth grade social studies standards to facilitate effective instruction and student mastery with emphasis on an in-depth study of U.S. History in eighth grade.

cause/effect relationships in reference to chronology.** sources of conflict, roles of key individuals and battles, and political documents. || reform movements in the United States. || States during Reconstruction. ||
 * Indicator 1: Analyze the U.S historical eras to determine connections and
 * **Eighth Grade** ||
 * 8.US.1.1. (Analysis) Relate events and outcomes of the American Revolution to
 * 8.US.1.2. (Comprehension) Describe the unfolding of westward expansion and
 * 8.US.1.3. (Comprehension) Describe the sources of conflict, key individuals, battles, and political documents of the Civil War period. ||
 * 8.US.1.4. (Comprehension) Summarize the political and social changes in the United
 * Indicator 2: Evaluate the influence/impact of various cultures, philosophies, and religions on the development of the U.S.**
 * **Eighth Grade** ||
 * 8.US.2.1. (Analysis) Explain the impact of the American Revolution on American philosophies. ||
 * 8.US.2.2. (Analysis) Summarize the influence of westward expansion and reform movements on American culture, philosophies, and religions. ||
 * 8.US.2.3. (Analysis) Summarize the impacts of the Civil War on American culture and philosophies. ||
 * 8.US.2.4. (Analysis) Describe the impact of various cultures and philosophies on the U.S. during Reconstruction. ||

6-8
courses as they relate to the topics of World History in Grade 6, Geography in Grade 7, and U.S. History in Grade 8.
 * Note: In most districts these standards will be taught and learned in grade-level

Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents.** government. || the first 15 amendments of the Constitution. ||
 * **Eighth Grade** ||
 * 8.C.1.1. (Comprehension) Describe the basic structure of government adopted through compromises by the Constitutional Convention. ||
 * 8.C.1.2. (Application) Describe the relationship of government to citizens and groups during the Westward Expansion. ||
 * 8.C.1.3. (Application) Describe the successes and problems of the government under the Articles of Confederation. ||
 * 8.C.1.4. (Comprehension) Describe the impact of the Civil War on the United States
 * Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens.**
 * **Eighth Grade** ||
 * 8.C.2.1. (Comprehension) Describe the fundamental liberties and rights stated in

6-8
courses as they relate to the topics of World History in Grade 6, Geography in Grade 7, and U.S. History in Grade 8.
 * Note: In most districts these standards will be taught and learned in grade-level

Note: Some South Dakota middle schools offer personal finance as a required or elective course. If not addressed in another course of study, middle schools may provide an understanding of concepts related to personal finance in the context of the economics goal.

Indicator 1: Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies.** conflicts. || by economic gain. || 1800s America. || the United States. ||
 * **Eighth Grade** ||
 * 8.E.1.1. (Comprehension) Identify economic support for America during
 * 8.E.1.2. (Analysis) Describe how westward expansion was motivated
 * 8.E.1.3. (Analysis) Describe the impact of technology and industrialization on mid-
 * 8.E.1.4. (Comprehension) Outline the economic effects of Reconstruction in