Social Studies Worksheets and Study Guides Eighth Grade. The Roaring Twenties

The resources above correspond to the standards listed below:

Connecticut Core Standards

CT.SS.8. UNITED STATES HISTORY
8.1. DIMENSION 1: DEVELOPING QUESTIONS AND PLANNING INQUIRY - Central to a rich social studies experience is the capability for developing questions that can frame and advance inquiry. Those questions come in two forms: compelling and supporting questions (C3, p. 23-25). It is expected that students in eighth-grade U.S. History will individually and with others:
INQ 6-8.1. Explain how a question represents key ideas in the field.
INQ 6-8.2. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
INQ 6-8.3. Explain points of agreement experts have about interpretations and application of disciplinary concepts and ideas associated with a supporting question.
INQ 6-8.4. Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.
INQ 6-8.5. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
8.2. DIMENSION 2: APPLYING DISCIPLINARY CONCEPTS AND TOOLS - Adapted In Grade 8, the focus is on the disciplinary concepts and skills students need to understand and apply as they study U.S. History. These disciplinary ideas are the lenses students use in their inquiries, and the consistent and coherent application of these lenses in Grade 8 should lead to deep and enduring understanding. (C3, p. 29) The focus of the eighth-grade course is on the discipline of history. History is supported through an interdisciplinary approach that includes civics, economics, and geography.
HISTORY
Change, Continuity and Context
HIST 8.1. Analyze connections among events and developments in historical contexts.
HIST 8.2. Classify series of historical events and developments as examples of change and/or continuity.
Perspectives
HIST 8.3. Analyze multiple factors that influenced the perspectives of people during different historical eras.
HIST 8.4. Explain how and why perspectives of people have changed over time (e.g., American Revolution, slavery, labor, the role of women).
HIST 8.5. Analyze how people's perspectives influenced what information is available in the historical sources they created.
Historical Sources and Evidence
HIST 8.6. Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
HIST 8.7. Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
HIST 8.8. Evaluate the relevance and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.
Causation and Argumentation
HIST 8.9. Explain multiple causes and effects of events and developments in the past.
HIST 8.10. Organize applicable evidence into a coherent argument about the past.
CIVICS
Processes, Rules, and Laws
CIV 8.3. Analyze the purposes, implementation, and consequences of public policies in multiple settings.
CIV 8.4. Compare historical and contemporary means of changing societies, and promoting the common good.
8.3. DIMENSION 3: EVALUATING SOURCES AND USING EVIDENCE - Students need to analyze information and come to conclusions in an inquiry. These skills focus on gathering and evaluating sources, and then developing claims and using evidence to support these claims (C3, p. 53-55). It is expected that students in eighth-grade U.S. History will individually and with others:
INQ 6-8.6. Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
INQ 6-8.7. Evaluate the credibility of a source by determining its relevance and intended use.
INQ 6-8.8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
INQ 6-8.9. Develop claims and counterclaims while pointing out the strengths and limitations of both.
8.4. DIMENSION 4: COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION - Students should construct and communicate claims for a variety of purposes and audiences. These audiences may range from the school classroom to the larger public community (C3, p. 59-62). It is expected that students in eighth-grade U.S. History will individually and with others:
INQ 6-8.10. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
INQ 6-8.11. Construct explanations using reasoning, correct sequences, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
INQ 6-8.12. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
INQ 6-8.13. Critique arguments for credibility.
INQ 6-8.14. Critique the structure of explanations.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

Alabama Courses of StudyAlaska Content and Performance StandardsArizona's College and Career Ready StandardsArkansas Curriculum FrameworksCalifornia Content StandardsColorado Academic Standards (CAS)Common Core State StandardsConnecticut Core StandardsDelaware Standards and InstructionFlorida StandardsGeorgia Standards of ExcellenceIdaho Content StandardsIllinois Learning StandardsIndiana Academic StandardsIowa CoreKansas Academic StandardsLouisiana Academic StandardsMaine Learning ResultsMaryland College and Career-Ready StandardsMaryland StandardsMassachusetts Curriculum FrameworksMichigan Academic StandardsMinnesota Academic StandardsMissouri Learning StandardsMontana Content StandardsNebraska Core Academic Content StandardsNevada Academic Content StandardsNew Hampshire College and Career Ready StandardsNew Jersey Common Core StandardsNew Jersey Student Learning StandardsNew Mexico Content StandardsNew York State Learning Standards and Core CurriculumNorth Carolina Standard Course of StudyNorth Dakota Academic Content StandardsOklahoma Academic StandardsPennsylvania Core and Academic StandardsRhode Island World-Class StandardsSouth Carolina Standards & LearningSouth Dakota Content StandardsTennessee Academic StandardsTexas Assessments of Academic Readiness (STAAR)Texas Essential Knowledge and Skills (TEKS)U.S. National StandardsUtah Core StandardsVermont Framework of Standards and LearningVirgin Islands Common Core StandardsVirginia Standards of LearningWashington State K–12 Learning Standards and GuidelinesWisconsin Academic StandardsWyoming Content and Performance Standards