Montana Standards 8th Grade Social Studies Activities
Printable Eighth Grade Social Studies Worksheets and Study Guides.
Being a Good Citizen Kindergarten Social Studies Being a Good Citizen Kindergarten Social Studies Being a Good Citizen Kindergarten Social Studies Past or Present First Grade Social Studies My Community Kindergarten Social Studies Geography Kindergarten Social Studies
CC.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
MT.1. Students access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations.
1.1. Students will apply the steps of an inquiry process (i.e., identify question or problem, locate and evaluate potential resources, gather and synthesize information, create a new product, and evaluate product and process).
MT.2. Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.
2.5. Students will identify and explain the basic principles of democracy (e.g., Bill of Rights, individual rights, common good, equal opportunity, equal protection of the laws, majority rule).
2.6. Students will explain conditions, actions and motivations that contribute to conflict and cooperation within and among groups and nations (e.g., discrimination, peer interaction, trade agreements).
MT.3. Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).
3.1. Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.
3.2. Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.
3.5. Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).
3.6. Students will describe and distinguish between the environmental effects on the earth of short-term physical changes (e.g., floods, droughts, snowstorms) and long-term physical changes (e.g., plate tectonics, erosion, glaciation).
MT.4. Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
4.1. Students will interpret the past using a variety of sources (e.g., biographies, documents, diaries, eyewitnesses, interviews, internet, primary source material) and evaluate the credibility of sources used.
4.2. Students will describe how history can be organized and analyzed using various criteria to group people and events (e.g., chronology, geography, cause and effect, change, conflict, issues).
4.5. Students will identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
4.6. Students will explain how and why events (e.g., American Revolution, Battle of the Little Big Horn, immigration, Women's Suffrage) may be interpreted differently according to the points of view of participants, witnesses, reporters, and historians.
4.7. Students will summarize major issues affecting the history, culture, tribal sovereignty, and current status of the American Indian tribes in Montana and the United States.
MT.5. Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.
5.1. Students will identify and explain basic economic concepts (e.g., supply, demand, production, exchange and consumption; labor, wages, and capital; inflation and deflation; and private goods and services).
5.3. Students will compare and contrast the difference between private and public goods and services.
5.5. Students will explain and illustrate how money is used (e.g., trade, borrow, save, invest, compare the value of goods and services) by individuals and groups (e.g., businesses, financial institutions, and governments).
MT.6. Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies.
6.1. Students will compare and illustrate the ways various groups (e.g., cliques, clubs, ethnic communities, American Indian tribes) meet human needs and concerns (e.g., self esteem, friendship, heritage) and contribute to personal identity.
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