Nebraska Standards 8th Grade Social Studies Activities
Printable Eighth Grade Social Studies Worksheets and Study Guides.
Important People & Events Kindergarten Social Studies Important People & Events Kindergarten Social Studies Being a Good Citizen Kindergarten Social Studies Important People & Events Kindergarten Social Studies Being a Good Citizen Kindergarten Social Studies Important People & Events Kindergarten Social Studies Being a Good Citizen Kindergarten Social Studies
NE.SS.6. Grades 6-8 (United States/World)
SS 8.1. Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.
SS 8.1.2. Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.SS 8.1.2.d. Evaluate how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United StatesSS 8.1.2.e. Identify the roles and influences of individuals, groups, and the media on governments (e.g., Seneca Falls Convention, Underground Railroad, Horace Greeley, Harriet Beecher Stowe, Jane Addams, Muckrackers, Booker T. Washington)
Forms and Functions of Government
SS 8.1.1. Students will summarize the foundation, structure, and function of the United States government.SS 8.1.1.c. Identify the development of written laws and other documents (e.g., Hammurabi’s Code, Magna Carta, Declaration of Independence, United States Constitution, Preamble and Bill of Rights)SS 8.1.1.d. Explain how various government decisions impact people, places, and historySS 8.1.1.e. Describe important government principals (e.g., freedom, democracy, equality, rule of law, popular sovereignty, justice)SS 8.1.1.f. Describe the history of political parties in the United States
SS 8.2. Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels.
SS 8.2.5. Students will identify the basic economic systems in the global economy.SS 8.2.5.a. Compare and contrast characteristics of different economic systems. (e.g., traditional, command, market, mixed)
SS 8.2.12. Students will illustrate how international trade benefits individuals, organizations, and nations.SS 8.2.12.b. Explain how individuals gain through specialization and voluntary trade
SS 8.2.11. Students will explain how tax revenues are collected and distributed.SS 8.2.11.a. Identify taxes paid by individuals e.g., income taxes, sales tax, property taxes)
SS 8.2.3. Students will identify economic institutions and describe how they interact with individuals and groups.SS 8.2.3.a. Describe the purpose and role of economic institutions (e.g., corporations, labor unions, financial institutions, stock markets, cooperatives, and business partnerships)
SS 8.2.1. Students will explain the interdependence of producers and consumers in a market economy.SS 8.2.1.c. Describe the development and effects of technology in economic history (e.g., increased productivity, increased standard of living, increased employment)SS 8.2.1.d. Identify the role of entrepreneurs and profit in a market economy
SS 8.2.2. Students will describe the relationship between supply and demand.SS 8.2.2.a. Explain how the relationship between supply and demand determines price (market clearing price)SS 8.2.2.b. Illustrate how consumers will demand more at lower prices and suppliers will produce more at higher prices (law of supply and demand) (e.g., Adam Smith, Invisible Hand)
SS 8.3. Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels.
SS 8.3.4. Students will analyze and interpret patterns of culture around the world.SS 8.3.4.a. Compare and contrast characteristics of groups of people/settlements (e.g., population density, distribution and growth, migration patterns, diffusion of people, places, and ideas, westward expansion of immigrants, Homestead Act)
SS 8.3.5. Students will analyze how humans have adapted to different physical environments.SS 8.3.5.b. Identify and evaluate how humans utilize the physical environment (e.g., irrigation, levees, terraces, fertile soils, mechanized agriculture, changes in land use)SS 8.3.5.c. Analyze issues related to the physical environment globally (e.g., water supply, air quality in cities, solid waste disposal, availability of arable land)SS 8.3.5.d. Examine world patterns of resource distribution and utilization (e.g., major source regions for coal, iron ore, oil, natural gas, and the major industrial regions in which they are utilized)
SS 8.3.3. Students will investigate how natural processes interact to create and change the natural environmentSS 8.3.3.a. Compare and contrast various biomes/climates (e.g., rainforest, grasslands, forests)SS 8.3.3.b. Analyze the impact of natural events on biomes, climates and wind and water systems (e.g., rivers/floods/ precipitation/drought)
Places and Regions
SS 8.3.2. Students will examine how regions form and change over time.SS 8.3.2.a. Analyze physical and human characteristics of places and regions (e.g., climate, language)SS 8.3.2.c. Analyze changes in places and regions over time (e.g., irrigation, growth of cities, Manifest Destiny)SS 8.3.2.e. Identify the location of major world regions (e.g., Arctic, Caribbean, Central America, Balkans, Horn of Africa, East Asia, South Asia), countries, and cities
The World in Spatial Terms
SS 8.3.1. Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.SS 8.3.1.a. Use and interpret different types of maps/charts/diagrams/timelines (primary sources where available)SS 8.3.1.b. Use and interpret the results of mapping technologies, parts of a map and map projections (e.g., cartography/ Geographic Information Systems)SS 8.3.1.c. Compare world views using mental maps (e.g., students sketch a map to demonstrate their personal perception of the world and compare it to previous personal maps)
NE.SS.6.(US) Grades 6-8 (United States: Colonial America to the Progressive Era)
SS 8.4.(US) History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels.
Historical Analysis and Interpretation
SS 8.4.4.(US) Students will identify causes of past and current events, issues, and problems.SS 8.4.4.b.(US) Evaluate alternative courses of action in United States history (e.g., Why and how was land acquired?)SS 8.4.4.c.(US) Analyze how decisions affected events in the United States (e.g., Supreme Court decisions, immigration, declaration of war)SS 8.4.4.d.(US) Identify and analyze multiple causes and effects upon key events in US history (e.g., Antebellum, Kansas-Nebraska Act, Civil War/Reconstruction, Wounded Knee Massacre)
SS 8.4.2.(US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.SS 8.4.2.a.(US) Analyze the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history in the United States by era (e.g., Establishing a Nation: Revolutionary War: Founders and Founding Documents: unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals, George Washington, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols; Expansion and Reform: land acquisition, Manifest Destiny, Standing Bear, Indian Removal Acts; Civil War/Reconstruction: Dred Scott, secession, acts and legislations, Civil War leaders; Industrialism: rise of corporations, growth of organized labor, assembly line, immigration; Transportation and Technology: Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, Orville and Wilbur Wright)
SS 8.4.3.(US) Students will analyze and interpret historical and current events from multiple perspectives.SS 8.4.3.a.(US) Analyze and interpret how multiple perspectives facilitate the understanding of the full story of US history (e.g., Dawes Act, Chinese Exclusion Act, Treaty of Guadalupe Hidalgo, The Emancipation Proclamation, Organized Labor, Women's Suffrage)SS 8.4.3.b.(US) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., The Bill of Rights, slavery, Gettysburg Address, The New Colossus Poem, images, political cartoons, photographs, newspapers)
NE.SS.6.(WLD) Grades 6-8 (World: Beginnings to 1000 CE)
SS 8.4.(WLD) History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels.
SS 8.4.1.(WLD) Students will analyze how major past and current world events are chronologically connected, and evaluate their impact(s) upon one another.SS 8.4.1.a.(WLD) Describe concepts of time and chronology (e.g., Early Civilizations & Rise of Pastoral People 4000-1000 BCE, Rise of Giant Empires & Major Religions 1000-300CE, Expanding Zones of Exchange and Encounter 300-1000 CE)SS 8.4.1.b.(WLD) Classify key global events in chronological order (e.g., timelines with eras and selected key events)SS 8.4.1.c.(WLD) Examine the chronology of historical events throughout the world to analyze their impact on the past, present, and future
Historical Analysis and Interpretation
SS 8.4.4.(WLD) Students will identify causes of past and current events, issues, and problems.SS 8.4.4.b.(WLD) Evaluate alternative courses of action in world history (e.g., How were ideas and products diffused to other regions?)SS 8.4.4.c.(WLD) Analyze how decisions affected events across the globe (e.g., migrations, declarations of war, treaties, alliances)SS 8.4.4.d.(WLD) Identify and analyze multiple causes and effects upon key events in world history (e.g. Fall of Roman Empire, Fall of Mayan Civilization, Unification of China, Boxer Rebellion)
SS 8.4.2.(WLD) Students will analyze the impact of people, events, ideas, and symbols upon world history using multiple types of sources.SS 8.4.2.a.(WLD) Analyze the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, on history throughout the world by era (e.g., Early Societies and Civilizations: culture prior to urbanization, Chavin, Toltecs, River Valley Civilizations and the development of agriculture, Songhai, Mali, Mesoamerica, Gupta Empire; Ancient and Classical Empires and Major Religions: Chinese and Japanese Dynasties, Greco-Roman Empires, Incas, Mayas, Aztecs, Hinduism, Taoism, Buddhism, Judaism, Christianity, Islam; Expanding Zones of Exchange and Encounter: Silk Road (World Studies might also include: Ancient Civilizations of the Americas, Europe, Asia, and Africa)
SS 8.4.3.(WLD) Students will analyze and interpret historical and current events from multiple perspectives.SS 8.4.3.a.(WLD) Analyze and interpret how multiple perspectives facilitate the understanding of the full story of world history (e.g., Chinese Foot Binding, Three Gorges Dam, Caste System, Alexander the Great, Latin American Revolutions, Division of Pakistan, Blood Diamonds)SS 8.4.3.b.(WLD) Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Confucius Analects, Code of Hammurabi, slavery, Mandate of Heaven, Conference of Berlin, images and videos - Terracotta Soldiers, Untouchables, foot binding)
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