|
| |
STANDARDS AND BENCHMARKS
Download an Adobe Acrobat version of the
Junior High History Standards
GRADE 8
Summary of Standards for Social Studies
Geography: People, Places, and Environments
1. Understands geography through the study of
relationships among people, places, and environments
History: Time, Continuity, and Change
2. Knows how to use the processes and resources of
historical inquiry to develop historical perspective, explain historical
relationships, and analyze issues that affect the present and the future
3. Understands the chronological organization of history;
understands the impact of major ideas, eras, themes, technologies,
developments and turning points in American History
Civics: Political Science and Citizenship
4. Understands the purposes, principles, and structure of
the United States government
5. Understands citizenship and civic responsibility
Economics: Choices and Decisions
6. Understands the role economic choices and economic
decisions have played in American history
Behavioral Sciences: Individuals, Institutions and Society
7. Understands the interactions among individuals, groups,
and institutions and the impact on United States history
Geography: People, Places, and Environments
1. Understands geography through the study of
relationships among people, places, and environments.
Rationale:
Students gain geographical perspectives on the world by studying the earth
and the interactions of people with the places where they live, work and play.
Knowledge of geography helps students to address the various cultural, economic
social, and civic implications of life in earth’s many environments. The study
of geography will be integrated into the United States history curriculum so
students understand the role of geography in the shaping of the United States.
Determine how geography affected the development of
the United States Apply the five themes of geography (i.e., location, place,
human-environmental interaction, movement, and region) as they relate to the
development of the United States [D, WI]
Utilize geographic skills as they relate to the
study of the United States (e.g., locate the major physical features,
including the plains, major rivers, bodies of water, mountain ranges, and
continents; locate the major political features, including countries,
regions, and states; apply map and globe skills to the study of the United
States: e.g., direction, legend, scale, grid coordinates. [D, WSAS]
History: Time, Continuity, and Change
2. Know how to use the processes and resources of
historical inquiry to develop historical perspective, explain historical
relationships, and analyze issues that affect the present and the future
Rationale
The study of history requires obtaining and deriving meaning from historical
information. It is essential that students of history be able to use the process
of historical inquiry to formulate historical questions, identify patterns of
events, analyze cause-and-effect relationships, and evaluate historical
arguments in order to make usable conclusions. In addition, the skills needed
for evaluating historical arguments are fundamental for understanding current
social issues and policy.
Distinguish between primary and secondary
sources; understand the advantages/disadvantages of primary and secondary
sources.
Formulate historical questions based on primary
and secondary sources, including documents, eyewitness accounts, letters
and diaries, artifacts, historical sites, charges, graphs, almanacs, books
and other written texts.
Gather information from multiple sources,
including archives or electronic databases, to have experience with
historical sources and to appreciate the need for multiple perspectives
Examine historical data to determine the
adequacy and sufficiency of evidence, point of view, credibility of
source, historical context, bias, distortion and propaganda, and to
distinguish fact from opinion. [P D]
Interpret historical information presented on
maps, charts, graphs, photographs, artworks, and timelines as it applies
to historical, geographical, economical, and political issues or events.
[P D, WSAS]
Apply historical thinking skills including
classifying, comparing, interpreting, analyzing, summarizing,
synthesizing, and evaluating, to understand the historical record; use
historical thinking skills and perspective to solve problems and make
decisions. [P D]
Investigate the relationship between events of
different time periods by using broad conceptual ideas such as "migration,"
"settlement," "conflict," "change" and "reform" to connect like events and
compare/contrast them. [D]
Analyze how contemporary concerns and events affect
and are affected by history by applying knowledge of historical events to recent major
events and by utilizing current news to discuss past events; understands that
historical accounts are subject to change based on newly uncovered
records. [D]
Conduct short-term historical investigation and
develop written narratives and short interpretative essays to explain
results; conduct long-term historical investigation and explain results in
a project-based format. [D]
Understand the relationship between local,
state, and United States history; understand that each can impact the
other; understand examples of local and Wisconsin history as they fit into
the larger picture (e.g., Black Hawk War, removal of Stockbridge-Munsee
from New York to Wisconsin, Wisconsin’s Iron Brigade in Civil War,
Polish and German immigration to Marathon County, Hmong migration,
contributions of D.C. Everest)
Understand the chronological organization of history;
understand the impact of major ideas, eras, themes, technologies,
developments and turning points in American History
Rationale:
Chronological thinking is at the very heart of historical reasoning. It
provides the framework for organizing historical thought: for determining the
order in time of historical developments; for determining how long they lasted;
and for examining the various relationships among historical events. It provides
students with a sense of their past, which is necessary for them to understand
the present and see possibilities for the future.
Prehistory and early history of the Americas to 1607 [W]
Understand the changes caused by European
exploration in the Americas (e.g., explore American Indian nations prior to
European exploration of New World; analyze reasons for European exploration;
assess the impact of European exploration on African slaves and American
Indian nations [D, WI]
Colonial history and settlement, 1607-1763 [W]
Analyze European colonization and settlement of
North America (e.g., understand where and why European countries colonized
North America; assess reasons for settlement of English colonies) [D]
Understand the economic, political, and
social patterns in the development of Thirteen English colonies (e.g.,
contrast economies of three major colonial regions: New England, Middle, and
Southern; assess impact of geography on three regions; explain development
of self-government; understand lifestyles and cultures) [D]
Understand reasons for conflict in North America,
attempts at compromise and the outcomes (e.g., between settlers and Native
Americans, between European powers – causes and outcome of French and
Indian War) [D]
American Revolution and early government period, 1763-1815 [W]
Understand the ideas and events that led to the
Revolutionary War (e.g., explore economic/political events which led to armed conflict;
understand the impact of individuals and groups in the revolutionary
movement, explain major ideas expressed in the Declaration of
Independence) [D, WI]
Assess the factors affecting the course of the
American Revolution and those which contributed to victory (e.g., examine
advantages/disadvantages of Continental Army and British; European aide to
the American cause) [D]
Evaluate the contributions of individuals and
groups to the Revolution (e.g., identify impact of key people such as
George Washington, Thomas Paine, John Adams, King George III; analyze the
role of political groups such as Sons & Daughters of Liberty,
Committees of Correspondence, First and Second Continental Congress;
examine contributions of social groups such as women, free and enslaved
blacks, American Indians) [D]
Understand the effects of the American
Revolution (e.g., analyze terms of Treaty of Paris; determine the
strengths/weaknesses of Articles of Confederation; understand problems of
the emerging nation; understand the effect the Revolution had on various
groups of people.
Understand the compromises that led to the
ratification of the Constitution; know therole and functions of the three branches of government;
examine constitutionalprinciples of separation of powers and check and balances;
understand why a bill ofrights were included in the Constitution; understand the
role of our Founding Fathers. [D WI]
Territorial growth of the United States before the Civil
War, 1815-1860
Understand ideas and events that motivated the
expansion of the United States (e.g.,
consequences of Louisiana Purchase, concept of manifest
destiny, role of explorers in the expansion of U.S., examine the groups
that came West – mountain men, Mormon pioneers, California 49ers, Asian
and Irish immigrants).
Understand conflicts during American expansion
(e.g., causes and results of War of 1812; analyze government policies
toward and treaties with Native American nations – relocation, removal,
assimilation, and sovereignty; understand the impact of the Mexican War on
the land and people of American Southwest)
Understand how new inventions and
transportation methods stimulated western expansion; assess the impact of
the early Industrial Revolution on the United States.
Expansion of political rights and social rights before
the Civil War, 1815-1860
Investigate the development of the American
political party system (e.g., differences between Federalist and Democratic-Republicans; trace
political parties through 18th and 19th centuries [D WI]
Understand the evolution of democracy and the
extension of democratic principles (e.g., Supreme Court strengthening of national
government, states’ rights issues which led to sectionalism, relationship between national
and state governments, change in political process to involve more people [D]
SS.3.8.15 Understand the impact of social reforms on
Americans during the 19th century (e.g., Examine abolitionist movement, reform in education,
religion, prison systems and treatment of the mentally ill, extension of
women’s political and legal rights. [D]
Civil War and Reconstruction, 1861-1877 [W]
Analyze differences and events that led to the Civil
War (e.g., cultural differences between north and South, sectional economic
differences, states’ rights leading to conflict, failure of compromise to ease
sectional differences, abolitionist movement increasing conflict; the election of 1860) [D WI
WSAS] SS.3.8.17 Understand the factors that affected the course of
the war and contributed to Union victory (e.g., advantages and disadvantages of Union and
Confederacy, Impact of the Emancipation Proclamation, contributions of key
individuals – Lincoln, Davis, Lee, Grant; how the Civil War affected all people in
the United States) [D] SS.3.8.18 Understand the Reconstruction period and how it
affected the United States following the Civil War (e.g., purpose of Reconstruction, social
impact of Reconstruction, political changes brought by Reconstruction – 13th,
14th, and 15th amendments, the end of Reconstruction) [D]
Growth in the West, 1860-1900
Understand the development of the American West
following the Civil War (e.g., Who went to the West – farmers, ranchers, miners,
American Indian nations, reasons why people went to the West, impact of
mining and ranching on land and people, impact of the railroad on
western development) [D]
Analyze settlement of the West (e.g., changes in the
landscape, development of cities in impact on Native Americans); examine the
conflict among various groups in the West (e.g., ranchers, miners, farmers, Indian Wars, immigrants)
[D]
Civics: Political Science and Citizenship
Rationale:
To become effective citizens in a democratic republic, students should
understand the evolution of democratic forms of government and the long struggle
for liberty, equality, justice, and dignity. Students must be able to deal with
the inevitable conflicts caused by the pursuit of both principles of liberty and
equality, and of individual rights and justice. Knowledge about the structure of
power, authority, and governance is essential if young citizens are to develop
civic responsibility. Young people become more effective citizens and problem
solvers when they know how local, state, and national governments function and
interact
3. Understands the purposes, principles, and structure of
the United States government
Knows early documents/people/ideas that influenced the
legal, political, and constitutional heritage of the United States (e.g., Magna
Charta, English Bill of Rights, Mayflower Compact, John Locke, Virginia House of Burgesses)
[D WI]
Analyze important political values such as
freedom, democracy, equality, and justice embodied in documents such as
the Declaration of Independence, the United States Constitution, and the
Bill of Rights [D WI]
Understand how the federal system separates the
powers of federal, state and local governments in the United States, and
how the legislative, executive, and judicial powers are balanced at the
federal level. [D, WI]
Understands the development and role of
political parties and interest groups over the course of American history.
Understand how the two party-system has helped to provide a stable
government system [D WI]
4. Understands citizenship and civic responsibility
Use print and broadcast media to acquire an awareness
of current events; understand civic responsibility involves awareness of current events [D
WSAS]
Recognize that historical understanding is
relevant and valuable in the student’s life and for participating in
local, state, national, and global communities; solve civic problems by
studying patterns in history to identify issues and problems and generate
potential solutions, assess the merits of options, act, and evaluate the
effectiveness of actions [P]
Economics: Choices and Decisions
Rationale
Throughout history, economic developments have profoundly affected people’s
lives and the social and political structures under which they have lived.
Students must understand that economic factors influence historical event and
continue to impact events today. Individuals, families, businesses, and
governments make complex economic choices as they decide which goods and
services to provide and how to allocate limited resources for distribution and
consumption. In a global economy marked by rapid technological change, students
must learn how to be "economic citizens."
5. Understands the role economic choices and economic
decisions have played in American history
Understands how investments in human and physical
capital, including new technology, affect the standards of living and quality of life
(e.g., spinning jenny, cotton gin, canal system, steam locomotive,
telegraph) [D WI]
Understand the foundations of the U.S. economic
system as established by Hamilton (e.g., debt assumption, tariffs, national Bank, excise taxes);
understand that economic policy has generated throughout history [D WI]
Understand the role economics has played in events
throughout U.S. States history (e.g., Colonial trade with Native Americans, mercantilism,
taxation in the American Revolution, Whiskey Rebellion, War of 1812,
Nullification Crisis); analyze the involvement of government in
economics throughout history [D WI]
Understand that the economic history is a cyclical
one of prosperity and depression; analyze governmental attempts at controlling
the business cycle [D WI ]
Behavioral Sciences: Individuals, Institutions and Society
Rationale:
An understanding of the history of societies is indispensable to an
understanding of the rest of history and to the understanding by individual
students of their roles in the societies in which they live. Students need to
understand the interactions that led to the diversity of societies. As citizens,
students need to know how institutions are maintained or changed and how they
influence individuals, cultures, and societies. Knowledge of the factors that
contribute to an individual’s uniqueness is essential to understanding the
influences on self and on others.
6. Understands the interactions among individuals, groups,
and institutions and the impact on history
Understand the interactions and contributions of
various peoples and cultures that have lived in or migrated, immigrated, or were brought to the area
that is now the United States, including African, Asian, European, Latino, and Native
American [D]
Describe and analyze the origins and consequences of
slavery, forced removal of Native Americans and other forms of persecution; understand
discrimination of immigrant groups throughout history including recent immigrant
groups to Wisconsin [D WI]
Analyze the values/character traits held by specific
people who influenced history (e.g., Founding Fathers, Elizabeth Cady Stanton, Abraham
Lincoln, Chief Joseph); analyze how things may have been different in the
absence of specific people, ideas, beliefs, and certain chance events) [D]
Resources
Wisconsin Model Academic Standards
Rationales/Standards and benchmarks were used/adapted.
Colorado Model Content Standards: History
Rationales from the Colorado standards were used in their entirety or
adapted.
Utah Social Studies Content Standards: United States History
Various standards/benchmarks from the Utah standards were used/adapted.
Connecticut Academic Standards
Various standards/benchmarks from the Connecticut were used/adapted.
Essential Knowledge: The Debate Over What American Students Should Know
Various standards/benchmarks were used/adapted.
Download an Adobe Acrobat version of the
Junior High History Standards
|
