21st CENTURY

Social Studies

 

Eighth Grade Social Studies Content Standards and Objectives

 

Janet Benincosa, TI Specialist

 

Eighth Grade:  West Virginia Studies

 

Eighth grade social studies engages students in the comprehensive study of West Virginia, from the Pre-Columbian period to the present day.  Special emphasis is placed on the interdependence of geographic, cultural, political, environmental and economic factors affecting the development and future of the state.   Students develop empathy for citizens worldwide as they demonstrate connections and loyalty to homeland. Students are actively engaged citizens of their school and community and develop national and global civic perspective and responsibility. Students become economically literate to understand West Virginia’s global connectivity in the market place both as a producer and a consumer of international goods and services. Students synthesize their information to predict the future development and evolution of their state.

 

The West Virginia Standards for 21st Century Learning include the following components:  21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. 

 

All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. 

 

Grade 8

Social Studies

 

Standard:  1

Citizenship

 

SS.S.08.01

 

Students will

  • characterize and model good citizenship by building social networks of reciprocity and trustworthiness (Civic Dispositions).

·        model a respect for symbols, ideas and concepts of the United States and analyze the roles of significant individuals (Respect For People, Events, and Symbols).

·        develop and employ the civic skills necessary for effective citizenship by using criteria to make judgments, arrive at and defend positions and evaluate the validity of the positions or data (Evaluation Skills).

·        develop the participatory skills of interacting, monitoring and influencing that are essential for informed, effective and responsible citizenship, including participation in civic life to shape public policy (Participatory Skills).

  • recognize and communicate the responsibilities, privileges and rights of United States citizens  (Civic Life).

 

Performance Descriptors (SS.PD.08.1)

 

Distinguished

Above Mastery

Mastery

Partial Mastery

Novice

 

Eighth grade students performing at the distinguished level in citizenship evaluate and predict how citizen action and participation influence public policy, action plans and public opinion reflecting the common good and core democratic values.

Eighth grade students performing at the above mastery level in citizenship evaluate citizen actions at the local, state, and national level. Students analyze and debate the effect of public opinion on the development of public policy and action plans and the effect on the common good and core democratic values.

Eighth grade students performing at the mastery level in citizenship determine the importance of citizen actions and participation that influence action plans, public opinion and policy. Students evaluate how citizen participation at the local, state, and national levels promotes the common good. Students determine the importance of citizen actions and participation that influence action plans, public opinion and policy. Students evaluate how citizen participation at the local, state, and national levels promotes the common good.

Eighth grade students performing at the partial mastery level in citizenship identify citizen action plans and public opinion reflecting the common good and core democratic values.

Eighth grade students performing at the novice level in citizenship match policy statements with citizen actions and list ways citizens can participate at the local, state, and national levels.

 

 

Objectives

Students will

 

SS.O.08.01.01

evaluate how citizens can influence and participate in government at the local, state and national levels and assume the role of an

active citizen participating in the democratic process(e.g., voting, community service, letter writing, town meeting, school elections).

 

SS.O.08.01.02

debate and practice forms of civic discussion.

 

SS.O.08.01.03

argue the effectiveness of selected public policies and citizen behaviors.

 

SS.O.08.01.04

compare and contrast the relationship between policy statements and action plans used to address issues of public concern.

 

SS.O.08.01.05

organize and provide examples of multiple points of view about selected public issues and evaluate the influence of diverse forms of public  opinion on the development of public policy and decision-making.

 

SS.O.08.01.06

examine the strategies designed to strengthen the common good, which include a range of options for citizen action.

 

SS.O.08.01.07

identify, analyze, evaluate and interpret sources and examples of the responsibilities, privileges and rights of citizens.

 

SS.O.08.01.08

justify changes in the legal voting age and correlate voting as a responsibility and right of citizens.

 

SS.O.08.01.09

outline and utilize a process to express opinion, resolve problems and/or seek assistance.

 

SS.O.08.01.10

examine and analyze a local community and propose ways in which tourism can be developed.

 

Grade 8

Social Studies

 

Standard:  2

Civics

 

SS.S.08.02

 

Students will

·        examine and analyze the purposes and basic principles of the United States government (Purposes of Government).

·        outline and evaluate and analyze the origins and meaning of the principles, ideals and core democratic values expressed in the foundational documents of the United States (Ideals of United States Democracy).

·        examine and distinguish the structure, function and responsibilities of governments and the allocation of power at the local, state and national levels (United States Government and Politics).

  • analyze how the world is organized politically and compare the role and relationship of the United States to other nations and to world affairs (United States Government and World Affairs).

Performance Descriptors (SS.PD.08.2)

 

Distinguished

Above Mastery

Mastery

Partial Mastery

Novice

 

Eighth grade students performing at the distinguished level in civics analyze the structure and function of the West Virginia and United States governments. Students debate the purpose of taxation to determine its importance to the function of government. Students justify and defend the contributions of individuals and groups who have influenced the law-making process. Students critique laws passed in legislative sessions and list their impact on the state.

Eighth grade students performing at the above mastery level in civics compare and contrast the structure and function of the West Virginia and United States governments. Students critique constitutional principles including individual rights and responsibilities. Students evaluate the contributions of individuals and groups to the law-making process. Students examine the purpose of taxation to determine its importance to the function of government.

 

Eighth grade students performing at the mastery level in civics analyze the structure and function of the West Virginia and United States governments. Students examine constitutional principles including individual rights and responsibilities. Students assess the contributions of individuals to the law-making process.

Eighth grade students performing at the partial mastery level in civics differentiate between the governments of West Virginia and the United States. Students define taxation and give examples of how government uses tax revenue. Students name significant individuals and their contributions to the law-making process.

Eighth grade students performing at the novice level in civics name major branches of the governments of West Virginia and the United States. Students give an example of taxation and how the government uses tax revenue. Students match significant individuals to their contributions to the law-making process.

 

 

Objectives

Students will

 

SS.O.08.02.01

analyze the division of powers and responsibilities of the executive, legislative and judicial branches of the United States and West

Virginia state government.

 

SS.O.08.02.02

cite the elected officials at the national, state and local levels, their requirements, duties and responsibilities (e.g., President,

Governors, Senators, Representatives/Delegates, Members of Board of Public Works, County Commissioners, Mayor/City Council).

 

SS.O.08.02.03

examine the amendment process of the West Virginia Constitution, give examples of amendments and explain why they occurred.

 

SS.O.08.02.04

outline, illustrate and develop a mock bill and assume the roles of lawmakers to accomplish passage of the bill into law (e.g., to promote tourism in West Virginia).

 

SS.O.08.02.05

analyze the functions and jurisdictions of the federal, state, local and special courts (e.g., United States Supreme Court, State

Supreme Court, circuit courts, magistrate courts, family courts) and explain why a selected case would be heard in a designated court.

 

SS.O.08.02.06

examine and explain the various types of elections in West Virginia (e.g., primary/general, state/local, partisan/non-partisan). 

 

SS.O.08.02.07

research and describe how special interest groups and the media influence government and the law-making process in West Virginia (e.g., West Virginia Education Association, United Mine Workers, Division of Tourism).

 

SS.O.08.02.08

explain major principles of American constitutional government (e.g., federalism, separation of powers, the elastic clause, checks and

balances, government by consent of the governed, individual rights) and locate these principles in the West Virginia Constitution.

 

SS.O.08.02.09

analyze conditions under which constitutional government flourishes.

 

SS.O.08.02.10

list and explain the laws passed in a current legislative session and evaluate their impact (e.g., tourism, economy, education, health).

 

Grade 8

Social Studies

 

Standard:  3

Economics

 

SS.S.08.03

Students will

·        analyze the role of economic choices in scarcity, supply and demand, resource allocation, decision-making, voluntary exchange and trade-offs (Choices).

·        research, critique and evaluate the roles of private and public institutions in the economy (Institutions).

·        compare and contrast various economic systems and analyze their impact on individual citizens (Economic Systems).

·        illustrate how the factors of production impact the United States economic system (Factors of Production).

·        analyze the elements of competition and how they impact the economy (Competition).

·        examine and evaluate the interdependence of global economies (Global Economies).

Performance Descriptors (SS.PD.08.03)

 

Distinguished

Above Mastery

Mastery

Partial Mastery

Novice

 

Eighth grade students performing at the distinguished level in economics justify economic principles (e.g., choices, institutions, factors of production, competition, global economies) as they create scenarios of change for future development of industry, agriculture, human services and tourism to design an economic plan for West Virginia that provides for the future development of infrastructure, industry, agriculture and human services. Students critique how resource use and industrial development affect occupational choices and labor/management relations to predict changes in the 21st century.

Eighth grade students performing at the above mastery level in economics assess economic principles (e.g., choices, institutions, factors of production, competition, global economies) to predict changes for future development of industry, agriculture, human services and tourism. Students participate in designing an economic plan for West Virginia that provides for the future development of infrastructure, industry, agriculture and human services. Students critique how resource use and industrial development affect occupational choices and labor/management relations.

Eighth grade students performing at the mastery level in economics analyze economic principles (e.g., choices, institutions, factors of production, competition, global economies) to explain past policies and suggest changes for future development of industry, agriculture, human services and tourism. Students discriminate how resource use and industrial development affect occupational choices and labor/management relations.

Eighth grade students performing at the partial mastery level in economics determine the effective of economic principles (e.g., choices, institutions, factors of production, competition, global economies) on employment. Students classify WV industries and explain the importance of each to WV economy.

Eighth grade students performing at the novice level in economics identify economic principles (e.g., choices, institutions, factors of production, competition, global economies). Students name the most important industries in WV.

 

 

Objectives

Students will

 

SS.O.08.03.01

correlate West Virginia’s economic conditions with possible affects on social conditions (e.g., employment, in/out migration). 

 

SS.O.08.03.02

Evaluate the impact of each of the following on the economic growth of West Virginia:

  • absentee ownership
  • national and international trade
  • renewable and nonrenewable natural resources
  • labor/management strategies
  • migration
  • physical geography
  • cultural geography

 

SS.O.08.03.03

research industries and products (e.g., tourism, coal, glass, recreation, agriculture) that are important to the

economy of the four regions of West Virginia and how they relate to occupations. 

 

SS.O.08.03.04

identify major sources and uses of revenue for state and local governments (e.g., property tax, income tax, fees and licenses, excise tax, levies).

 

SS.O.08.03.05

analyze the effects of national and state governmental actions on West Virginia’s economy.

 

SS.O.08.03.06

anticipate the changes in West Virginia’s economy and people due to industrial development and debate the issue of industrialization vs. preserving history and/or the environment.

 

SS.O.08.03.07

examine the effect of technological changes and cost of living on West Virginia’s economy and demographic profile (e.g., in employment, entrepreneurial businesses agriculture, tourism, education, industry). 

 

SS.O.08.03.08

recognize major industries in West Virginia and identify representative jobs under each (e.g., manufacturing, mining, tourism, health care).

 

SS.O.08.03.09

assess the economic benefit or detriment of changing tourist attractions from seasonal to year round (e.g., Snowshoe).

 

Grade 8

Social Studies

 

Standard:  4

Geography

 

SS.S.08.04

 

Students will

  • interpret and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places and environments (The World in Spatial Terms).
  • examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions).
  • analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and natural environment (Physical Systems).
  • analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems).
  • analyze the interaction of society with the environment (Environment and Society).
  • point out geographic perspective and the tools and assess techniques available for geographic study (Uses of Geography).

Performance Descriptors (SS.PD.08.04)

 

Distinguished

Above Mastery

Mastery

Partial Mastery

Novice

 

Eighth grade students performing at the distinguished level in geography evaluate the ways physical and cultural processes impact human environmental interaction in West Virginia. Students use resources such as maps and literature to predict changes in the establishment of   infrastructure and the location of industry in West Virginia. Students evaluate exploration and settlement, patterns of West Virginia and analyze the meaning of urban and rural sprawl. Students predict future relationships between settlement , lifestyle, culture and geographic features. Students anticipate future population patterns of West Virginia and draw conclusions regarding the effects of geographic features and technological advances.

Eighth grade students performing at the above mastery level in geography classify the ways physical and cultural processes impact human environmental interaction in West Virginia. Students use resources such as maps and literature to construct spatial information about infrastructure and industry in West Virginia. Students evaluate past exploration and settlement patterns of West Virginia and predict future settlement in relation to geographic features given today’s technological advances. Students evaluate and illustrate how the cultural and economic isolation of different areas of the United States and West Virginia have been changed through technological advances over time.

Eighth grade students performing at the mastery level in geography recognize and explain the ways physical and cultural processes impact human environmental interaction in West Virginia. Students use resources such as maps and literature to construct spatial information about infrastructure and industry in West Virginia. Students analyze the exploration and settlement patterns of West Virginia and explain the relationship to geographic features and technological advances over time.

Eighth grade students performing at the partial mastery level in geography identify the ways physical and cultural processes impact human environmental interaction in West Virginia. Students use resources such as maps and literature to describe spatial information about infrastructure and industry in West Virginia. Students examine exploration and settlement, patterns of West Virginia in relation to geographic features and technological advances over time.

Eighth grade students performing at the novice level in geography list the ways physical and cultural processes impact human environmental interaction in West Virginia. Students use resources such as maps and literature to label physical features of a map. Students recognize exploration and settlement, patterns of West Virginia in relation to geographic features and technological advances over time.

 

 

Objectives

Students will

 

SS.O.08.04.01

provide exact location and relative location to explain West Virginia’s position on a variety of maps and globes by using correct geographic vocabulary and graphic displays. (e.g., neighboring states, Tropic of Capricorn, time zones, Equator).

 

SS.O.08.04.02

communicate the four major physical geographic regions, major rivers, landforms, borders and points of interest in West Virginia.

 

SS.O.08.04.03

analyze and discuss the mental images (mental maps) of West Virginia’s geographic and cultural regions that are created through reading descriptive literature.

 

SS.O.08.04.04

point out the counties and major cities of West Virginia on a map and correlate the reasons for the development of the major cities within their respective counties.

 

SS.O.08.04.05

explain the reasons for the locations and types of transportation systems developed in West Virginia and recommend future systems.

 

SS.O.08.04.06

distinguish climate, landforms, resources and population density in West Virginia’s regions using special purpose maps. (e.g., topographical, climate, Geographic Information Systems) and evaluate the impact of climate, landforms and resources on people’s lives and settlement patterns.

 

SS.O.08.04.07