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Kentucky Standards for Eighth Grade Social Studies

KY.AE. Academic Expectation

AE.1. Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

1.2. Students make sense of the variety of materials they read.
Geographic Map TermsWorksheets :3Study Guides :1Geographic ToolsWorksheets :3Study Guides :1Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1Reconstruction after the Civil WarWorksheets :4Study Guides :1Industrial GrowthWorksheets :3Study Guides :1Progressive Era Worksheets :3Study Guides :1ExpansionismWorksheets :4Study Guides :1World War IWorksheets :4Study Guides :1The Roaring TwentiesWorksheets :3Study Guides :1The Great DepressionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1The Cold WarWorksheets :4Study Guides :1Civil RightsWorksheets :4Study Guides :1The Vietnam WarWorksheets :4Study Guides :1The New MillenniumWorksheets :3Study Guides :1MesopotamiaWorksheets :3Study Guides :1EgyptWorksheets :3Study Guides :1Ancient Israel Worksheets :3Study Guides :1PhoeniciaWorksheets :3Study Guides :1Ancient GreeceWorksheets :3Study Guides :1Ancient RomeWorksheets :3Study Guides :1Ancient ChinaFreeWorksheets :3Study Guides :1MexicoWorksheets :4Study Guides :1CanadaWorksheets :4Study Guides :1Central AmericaWorksheets :3Study Guides :1South AmericaWorksheets :3EconomicsWorksheets :3Study Guides :1Environmental ChangesWorksheets :3Study Guides :1

AE.2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

2.18. Social Studies: Students understand economic principles and are able to make economic decisions that have consequences in daily living.
2.19. Social Studies: Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.
2.2. Social Studies: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.
Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1Reconstruction after the Civil WarWorksheets :4Study Guides :1Industrial GrowthWorksheets :3Study Guides :1Progressive Era Worksheets :3Study Guides :1ExpansionismWorksheets :4Study Guides :1World War IWorksheets :4Study Guides :1The Roaring TwentiesWorksheets :3Study Guides :1The Great DepressionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1The Cold WarWorksheets :4Study Guides :1Civil RightsWorksheets :4Study Guides :1The Vietnam WarWorksheets :4Study Guides :1The New MillenniumWorksheets :3Study Guides :1

KY.CC. Core Content for Assessment v.4.1.

SS-08-1. Government and Civics: The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

SS-08-1.1. Formation of Governments
SS-08-1.1.3. Students will describe and give examples of the ways the Constitution of the United States is a document that can be changed from time to time through both formal and informal processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens. DOK 2
SS-08-1.2. Constitutional Principles
SS-08-1.2.1. Students will identify the three branches of government, describe their functions and analyze and give examples of the ways the U.S. Constitution separates power among the legislative, executive and judicial branches to prevent the concentration of political power and to establish a system of checks and balances. DOK 3
SS-08-1.3. Rights and Responsibilities
SS-08-1.3.1. Students will explain and give examples of how significant United States documents (Declaration of Independence, Constitution, Bill of Rights) established democratic principles and guaranteed certain rights for all citizens. DOK 2

SS-08-2. Cultures and Societies: Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

SS-08-2.1. Elements of Culture
SS-08-2.1.1. Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2
SS-08-2.2. Social Institutions
SS-08-2.2.1. Students will compare how cultures (United States prior to Reconstruction) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.
SS-08-2.3. Interactions Among Individuals and Groups
SS-08-2.3.1. Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in the United States prior to Reconstruction. DOK 2
SS-08-2.3.2. Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to Reconstruction. DOK 2

SS-08-3. Economics: Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

SS-08-3.1. Scarcity
SS-08-3.1.2. Students will identify how financial decisions (considering finance and opportunity cost) by individuals and groups impacted historical events in U.S. History prior to Reconstruction.

SS-08-4. Geography: Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

SS-08-4.1. The Use of Geographic Tools
SS-08-4.1.1. Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth's surface in United States history prior to Reconstruction. DOK 3
SS-08-4.1.2. Students will describe how different factors (e.g., rivers, mountains, plains, harbors) affected where human activities were located in the United States prior to Reconstruction.
SS-08-4.2. Regions
SS-08-4.2.1. Students will describe how regions in the U.S. prior to Reconstruction were made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2
SS-08-4.2.2. Students will describe how places and regions in United States history prior to Reconstruction changed over time as technologies, resources and knowledge became available. DOK 2
SS-08-4.3. Patterns
SS-08-4.3.1. Students will describe patterns of human settlement in the United States prior to Reconstruction and explain how these patterns were influenced by human needs. DOK 2
SS-08-4.3.2. Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in the United States prior to Reconstruction. DOK 3
SS-08-4.4. Human-Environment Interaction
SS-08-4.4.1. Students will explain how technology in the United States prior to Reconstruction assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment.
SS-08-4.4.2. Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in the United States prior to Reconstruction.

SS-08-5. Historical Perspective: History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

SS-08-5.1. The Factual and Interpretive Nature of History
SS-08-5.1.1. Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in U.S. history prior to Reconstruction. DOK 3
SS-08-5.1.2. Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. DOK 3
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SS-08-5.2. The History of the United States
SS-08-5.2.1. Students will explain events and conditions that led to the 'Great Convergence' of European, African and Native American people beginning in the late 15th century, and analyze how America's diverse society developed as a result of these events. DOK 3
SS-08-5.2.2. Students will explain and give examples of how the ideals of equality and personal liberty (rise of individual rights, economic freedom, religious diversity) that developed during the colonial period, were motivations for the American Revolution and proved instrumental in the development of a new nation. DOK 3
SS-08-5.2.3. Students will explain how the growth of democracy and geographic expansion occurred and were significant to the development of the United States prior to Reconstruction. DOK 3
SS-08-5.2.4. Students will describe the political, social, economic and cultural differences (e.g., slavery, tariffs, industrialism vs. agrarianism, federal vs. states' rights) among sections of the U.S. and explain how these differences resulted in the American Civil War. DOK 3

KY.CC.6-8.RH. Reading Standards for Literacy in History/Social Studies

Craft and Structure

6-8.RH.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
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6-8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
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Range of Reading and Level of Text Complexity

6-8.RH.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
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KY.CC.CCRA-R. College and Career Readiness Anchor Standards for Reading

Craft and Structure

CCRA-R.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
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CCRA-R.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
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Integration of Knowledge and Ideas

CCRA-R.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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Key Ideas and Details

CCRA-R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
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CCRA-R.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
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CCRA-R.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Geographic Map TermsWorksheets :3Study Guides :1Geographic ToolsWorksheets :3Study Guides :1Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1Reconstruction after the Civil WarWorksheets :4Study Guides :1Industrial GrowthWorksheets :3Study Guides :1Progressive Era Worksheets :3Study Guides :1ExpansionismWorksheets :4Study Guides :1World War IWorksheets :4Study Guides :1The Roaring TwentiesWorksheets :3Study Guides :1The Great DepressionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1The Cold WarWorksheets :4Study Guides :1Civil RightsWorksheets :4Study Guides :1The Vietnam WarWorksheets :4Study Guides :1The New MillenniumWorksheets :3Study Guides :1MesopotamiaWorksheets :3Study Guides :1EgyptWorksheets :3Study Guides :1Ancient Israel Worksheets :3Study Guides :1PhoeniciaWorksheets :3Study Guides :1Ancient GreeceWorksheets :3Study Guides :1Ancient RomeWorksheets :3Study Guides :1Ancient ChinaFreeWorksheets :3Study Guides :1MexicoWorksheets :4Study Guides :1CanadaWorksheets :4Study Guides :1Central AmericaWorksheets :3Study Guides :1South AmericaWorksheets :3EconomicsWorksheets :3Study Guides :1Environmental ChangesWorksheets :3Study Guides :1

Range of Reading and Level of Text Complexity

CCRA-R.10. Read and comprehend complex literary and informational texts independently and proficiently.
Geographic Map TermsWorksheets :3Study Guides :1Geographic ToolsWorksheets :3Study Guides :1Medieval EuropeWorksheets :3Study Guides :1The Renaissance in EuropeWorksheets :4Study Guides :1The Protestant ReformationWorksheets :3Study Guides :1The Scientific RevolutionFreeWorksheets :3Study Guides :1European Exploration and SettlementWorksheets :4Study Guides :1The AztecsWorksheets :3Study Guides :1The MayaWorksheets :3Study Guides :1The IncasWorksheets :3Study Guides :1Colonial SettlementWorksheets :4Study Guides :1Colonial LifeWorksheets :3Study Guides :1The American RevolutionWorksheets :4Study Guides :1The Articles of ConfederationWorksheets :4Study Guides :1The United States ConstitutionWorksheets :4Study Guides :1The New Government in OperationWorksheets :3Study Guides :1The Alamo Worksheets :3Study Guides :1The Nation Grows and ExpandsWorksheets :4Study Guides :1The Erie Canal Worksheets :3Study Guides :1The Jackson Age Worksheets :3Study Guides :1Moving Southward and WestwardWorksheets :3Study Guides :1The Abolitionist MovementWorksheets :4Study Guides :1Women's RightsWorksheets :4Study Guides :1Causes of the Civil WarFreeWorksheets :3Study Guides :1The Civil War Worksheets :4Study Guides :1Reconstruction after the Civil WarWorksheets :4Study Guides :1Industrial GrowthWorksheets :3Study Guides :1Progressive Era Worksheets :3Study Guides :1ExpansionismWorksheets :4Study Guides :1World War IWorksheets :4Study Guides :1The Roaring TwentiesWorksheets :3Study Guides :1The Great DepressionWorksheets :4Study Guides :1World War IIWorksheets :4Study Guides :1The Cold WarWorksheets :4Study Guides :1Civil RightsWorksheets :4Study Guides :1The Vietnam WarWorksheets :4Study Guides :1The New MillenniumWorksheets :3Study Guides :1MesopotamiaWorksheets :3Study Guides :1EgyptWorksheets :3Study Guides :1Ancient Israel Worksheets :3Study Guides :1PhoeniciaWorksheets :3Study Guides :1Ancient GreeceWorksheets :3Study Guides :1Ancient RomeWorksheets :3Study Guides :1Ancient ChinaFreeWorksheets :3Study Guides :1MexicoWorksheets :4Study Guides :1CanadaWorksheets :4Study Guides :1Central AmericaWorksheets :3Study Guides :1South AmericaWorksheets :3EconomicsWorksheets :3Study Guides :1Environmental ChangesWorksheets :3Study Guides :1

KY.PS. Program of Studies 2006

SS-8-CS. Big Idea: Cultures and Societies - Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. (Academic Expectations 2.16, 2.17)

SS-8-CS-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding (e.g., speak, draw, write, sing, create) of the nature of culture by exploring cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups in the United States prior to Reconstruction and explain how culture served to define specific groups and resulted in unique perspectives
SS-8-CS-S-2. Program of Studies: Skills and Concepts - Students will investigate social institutions (e.g., family, religion, education, government, economy) in relation to how they responded to human needs, structured society and influenced behavior in the United States prior to Reconstruction
SS-8-CS-S-3. Program of Studies: Skills and Concepts - Students will explain how communications between groups were influenced by cultural differences; explain how interactions influenced conflict and competition (e.g., political, economic, religious, ethnic) among individuals and groups in the United States prior to Reconstruction
SS-8-CS-S-4. Program of Studies: Skills and Concepts - Students will describe conflicts between individuals or groups and explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to Reconstruction
SS-8-CS-S-5. Program of Studies: Skills and Concepts - Students will compare examples of cultural elements of today to those in the United States prior to Reconstruction, using information from a variety of print and non-print sources (e.g., media, literature, interviews, observations, documentaries, artifacts)
SS-8-CS-U-3. Program of Studies: Understandings - Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture.
SS-8-CS-U-4. Program of Studies: Understandings - Students will understand that multiple factors contributed to the cultural diversity of the United States prior to Reconstruction; an understanding and appreciation of the diverse complexity of cultures is essential in our society.

SS-8-G. Big Idea: Geography - Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. (Academic Expectations 2.19)

SS-8-G-S-1. Program of Studies: Sills and Concepts - Students will demonstrate an understanding of patterns on Earth's surface using a variety of geographic tools (e.g., maps, globes, charts, graphs, photographs, models):
SS-8-G-S-1.a) Locate, in absolute or relative terms, landforms and bodies of water
SS-8-G-S-1.b) Locate, interpret patterns on Earth's surface, and explain how different physical factors (e.g., rivers, mountains, seacoasts) impacted where human activities were located in the United States prior to Reconstruction
SS-8-G-S-2. Program of Studies: Sills and Concepts - Students will investigate regions of the Earth's surface in the United States prior to Reconstruction using information from print and non-print sources (e.g., books, films, magazines, Internet, geographic tools):
SS-8-G-S-2.a) Explain relationships between and among physical characteristics of regions and how they were made distinctive by human characteristics (e.g., dams, roads, urban centers); describe advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement) that resulted
SS-8-G-S-2.b) Describe patterns of human settlement; explain relationships between these patterns and human needs; analyze how factors (e.g., war, famine, disease, economic opportunity, and technology) affected human migration
SS-8-G-S-2.c) Evaluate how availability of technology, resources, and knowledge caused places and regions to evolve and change
SS-8-G-S-3. Program of Studies: Sills and Concepts - Students will investigate interactions among human activities and the physical environment in the United States prior to Reconstruction:
SS-8-G-S-3.b) Explain how people used technology to modify the physical environment to meet their needs
SS-8-G-S-3.c) Describe how the physical environment and different viewpoints promoted or restricted human activities (e.g., exploration, migration, trade, settlement, development) and land use
SS-8-G-U-2. Program of Studies: Understandings - Students will understand that patterns emerge as humans move, settle, and interact on Earth's surface and can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict in the United States prior to Reconstruction.
SS-8-G-U-3. Program of Studies: Understandings - Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups.

SS-8-GC. Big Idea: Government and Civics - The study of government and civics equips students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Academic Expectations 2.14, 2.15)

SS-8-GC-S-2. Program of Studies: Skills and Concepts - Students will investigate the Constitution of the United States:
SS-8-GC-S-2.a) Examine ways the Constitution is a document that can be changed from time to time through both formal and informal processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens
SS-8-GC-S-3. Program of Studies: Skills and Concepts - Students will make inferences about and among significant historical events and historical documents (e.g., the Declaration of Independence, the Constitution of the United States) to illustrate connections to democratic principles and guaranteed rights for all citizens
SS-8-GC-U-1. Program of Studies: Understandings - Students will understand that the American political system developed from a colonial base of representative democracy by the actions of people who envisioned an independent country and new purposes for the government
SS-8-GC-U-2. Program of Studies: Understandings - Students will understand that the United States government was formed to establish order, provide security and accomplish common goals.
SS-8-GC-U-3. Program of Studies: Understandings - Students will understand that the fundamental values and principles (e.g., liberty, justice, individual human dignity, the rule of law) of American representative democracy as expressed in historical documents (e.g., the Declaration of Independence, the Constitution of the United States) are enduring and remain significant today.
SS-8-GC-U-4. Program of Studies: Understandings - Students will understand that the Constitution of the United States establishes a government of limited powers that are shared among different levels and branches. The Constitution is a document that can be changed from time to time through both formal and informal processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens.

SS-8-HP. Big Idea: Historical Perspective - History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. (Academic Expectations 2.20)

SS-8-HP-S-1. Program of Studies: Sills and Concepts - Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):
SS-8-HP-S-1.a) Investigate, describe and analyze significant historical events and conditions in the U.S prior to Reconstruction, drawing inferences about perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group)
SS-8-HP-S-1.b) Examine multiple cause-effect relationships that have shaped history (e.g., showing how a series of events are connected)
SS-8-HP-S-2. Program of Studies: Sills and Concepts - Students will investigate, using primary and secondary sources (e.g., biographies, films, magazines, Internet resources, textbooks, artifacts) to answer questions about, locate examples of, or interpret factual and fictional accounts of major historical events and people:
SS-8-HP-S-2.a) Analyze how exploration and the settlement of America caused diverse cultures to interact in various forms (e.g., compromise, cooperation, conflict, competition); explain how governments expanded their territories and the impact this had on the United States prior to Reconstruction
SS-8-HP-S-2.b) Describe events and conditions that led to the 'Great Convergence' of European, African and Native American people beginning in the late 15th century; analyze how America's diverse society developed as a result of these events
SS-8-HP-S-2.c) Explain how the ideals of equality and personal liberty (e.g., rise of individual rights, economic freedom, religious diversity) that developed during the colonial period were motivations for the American Revolution and proved instrumental in forging a new nation
SS-8-HP-S-2.d) Describe how the growth of democracy and geographic expansion occurred and were significant to the development of the United States prior to Reconstruction
SS-8-HP-S-2.e) Compare the political, social, economic and cultural differences (e.g., slavery, tariffs, industrialism vs. agrarianism, federal vs. states' rights) between and among regions of the U.S. and explain how these differences contributed to the American Civil War
SS-8-HP-S-2.f) Evaluate how advances in science and technology contributed to the changing American society in the United States prior to Reconstruction
SS-8-HP-U-1. Program of Studies: Understandings - Students will understand that history is an account of human activities that is interpretive in nature, and a variety of tools (e.g., primary and secondary sources, data, artifacts) are needed to analyze and understand historical events.
SS-8-HP-U-2. Program of Studies: Understandings - Students will understand that U.S. History can be analyzed by examining significant eras (Exploration as it relates to the settlement of America, The Great Convergence, Colonization and Settlement, Revolution and the New Nation, Expansion and Reform, Civil War) to develop chronological understanding and recognize cause-and-effect relationships and multiple causation.
SS-8-HP-U-3. Program of Studies: Understandings - Students will understand that U.S. History (prior to Reconstruction) has been impacted by significant individuals and groups.
SS-8-HP-U-5. Program of Studies: Understandings - Students will understand that advances in science and technology have a significant impact on historical events.

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