North Dakota

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Skills available for North Dakota eighth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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North Dakota Content Standards North Dakota Content Standards
North Dakota Content and Achievement Standards North Dakota Content and Achievement Standards
North Dakota Content Standards (Common Core): Grades 6-8 Literacy in History/Social Studies North Dakota Content Standards (Common Core): Grades 6-8 Literacy in History/Social Studies

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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)
8.2.5 Explain how reform efforts led to major changes in society (e.g., abolitionists, women's movement, temperance, education)
- Antebellum reform movements (8-O.3)
- The abolitionists (8-O.6)
8.2.6 Explain the causes (e.g., states' rights, slavery, differences in Northern and Southern economies) of the Civil War
8.2.7 Explain the course and consequences of the Civil War (e.g., contributions of key individuals, key battles, The Emancipation Proclamation)
8.2.8 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)
8.2.9 Analyze the impact of immigration on the United States (e.g., labor pools, ghettos)
- Antebellum immigration (8-O.4)
8.2.10 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)
- Indian Removal and the Trail of Tears (8-N.3)
- The U.S.-Mexican War (8-O.8)
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)
- Trade and specialization (8-E.4)
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.
- Industrial and Transportation Revolutions (8-O.1)
- Slavery in the South (8-O.5)
8.3.3 Evaluate how economic opportunities (e.g., manufacturing, agricultural, business) impact North Dakota and other regions (e.g., Midwest, Northeast)
- Industrial and Transportation Revolutions (8-O.1)
- Slavery in the South (8-O.5)
8.3.4 Describe factors (e.g., climate, population, tax laws, natural resources) governing economic decision making in North Dakota and other regions (e.g., Midwest, Southeast)
- Slavery in the South (8-O.5)

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)
- Rights and responsibilities of active citizenship (8-D.2)
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.
- The Articles of Confederation (8-M.1)
- The Constitutional Convention (8-M.2)
8.4.3 Explain how the United States Constitution and Amendments influence society (e.g., voting rights, equal protection, due process)
- The Constitution: amendments (8-B.2)
- The Constitution: interpretation (8-B.3)
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)
- The Executive Branch (8-A.3)
- State and local government (8-A.6)
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)
- Antebellum immigration (8-O.4)
- The U.S.-Mexican War (8-O.8)
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)
- Industrial and Transportation Revolutions (8-O.1)
- Industrialization in the Gilded Age (8-R.1)
8.6.2 Explain how culture influences gender roles, ethics, and beliefs

North Dakota

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Actions

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)

8.2.5 Explain how reform efforts led to major changes in society (e.g., abolitionists, women's movement, temperance, education)

8.2.6 Explain the causes (e.g., states' rights, slavery, differences in Northern and Southern economies) of the Civil War

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

8.2.8 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)

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

8.2.10 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)

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.

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

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

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