1 Students apply Social Studies skills and resources.
8.1.1 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
8.1.2 Use various primary and secondary resources (e.g., historical maps, diaries, speeches, pictures, charts, graphs, diagrams, time lines specific to North Dakota) to analyze, and interpret information.
2 Students understand important historical events.
8.2.1 Analyze the transformation of the nation (e.g., Imperialism, industrialization, immigration, political/social reformers, urbanization, mechanization of agriculture, changing business environment)
8.2.2 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
8.2.3 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)
8.2.4 Explain how the concept of Manifest Destiny impacted national policy (e.g., War with Mexico, Gadsden Purchase,, imperialism, Gold Rush, foreign policy)
8.2.11 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
3 Students understand economic concepts and the characteristics of various economic systems.
8.3.1 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)
8.3.2 Describe how technological advances (e.g., cotton gin, steel plow, McCormick reaper, steamboat, steam locomotives) and industrialization impacted regions of the United States prior to the Civil War.
4 Students understand the development, functions, and form of various political systems and the role of the citizen in government and society.
8.4.1 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)
8.4.2 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.
8.4.3 Explain how the United States Constitution and Amendments influence society (e.g., voting rights, equal protection, due process)
8.4.4 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)
8.4.5 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
8.4.6 Compare the functions and structure of local, state, tribal, and federal governments within North Dakota
5 Students understand and apply concepts of geography.
8.5.1 Describe the location and characteristics of the three regions of North Dakota including the Red River Valley, the Drift Prairie, and the Missouri Plateau
8.5.2 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)
8.5.3 Compare human characteristics (e.g., population distribution, land use) of places and regions (i.e. North Dakota)
6 Students understand the importance of culture, individual identity, and group identity.
8.6.1 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)
8.6.2 Explain how culture influences gender roles, ethics, and beliefs