Bullitt County Public Schools
Social Studies Core Content 4.1 / POS

Social Studies - Grade 8 Soc St Units


Geography / Exploration
Big Idea: Students will examine exploration and identify why Europeans looked to the sea for profit and colonization.
"    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. Culture is the way of life shared by a group of people, including their ideas and traditions.
Students need to understand the benefits and costs of economic interaction and interdependence among people,
societies, and governments. 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. 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-08-2.1.1 Culture / Elements
The learner will be able to 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 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.2.1 Culture / Prior Reconstruct
The learner will be able to 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.
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-1.1.1 Forms of Government
The learner will be able to compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic). DOK 2 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
Instructional Resources
- *, Gov / Civics [Critical Vocabulary].  Demoracy / Monarchy / Dictatorship
  
    SS-08-2.3.1 Soc Intreractions / Conflict
The learner will be able to 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 .
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.3.2 Compromise / Cooperation
The learner will be able to explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to Reconstruction. DOK 2 .
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.1.1 Scarcity
The learner will be able to explain and give examples of how scarcity required individuals, groups, and the government in the United States prior to Reconstruction to make decisions about how productive resources (natural resources, human resources and capital goods) were used. DOK 2 .
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.2.2 Econonomic Profits
The learner will be able to explain how profit motivated individuals and groups to take risks in producing goods and services in the early United States prior to Reconstruction and influenced the growth of a free enterprise system.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.4.2 Productivity / Increased
The learner will be able to describe how new knowledge, technology/tools, and specialization increased productivity in the United States prior to Reconstruction. DOK 2.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.1.1 Geographic Tools
The learner will be able to 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 .
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.1.2 Human Activities
The learner will be able to describe how different factors (e.g., rivers, mountains, plains, harbors) affected where human activities were located in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.2.1 Regions / Effects by humans
The learner will be able to 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 .
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.3.1 Human Settlement
The learner will be able to describe patterns of human settlement in the United States prior to Reconstruction and explain how these patterns were influenced by human needs. DOK 2.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.3.2 Human Migration
The learner will be able to 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.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.1 Phy Environ / Modification
The learner will be able to explain how technology in the United States prior to Reconstruction assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.2 Psy Environ / Human Limits
The learner will be able to 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.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.3 Natural Resources / Impact
The learner will be able to explain how the natural resources of a place or region impact its political, social, and economic development in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.4 Land Use / Contrast Perspec
The learner will be able to compare and contrast different perspectives (viewpoints) that people have about how to use land (e.g., farming, industrial, residential, recreational) in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.1.1 Historical Tools
The learner will be able to 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 .
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.1.2 History / cause and effect
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.2.1 Diverse Society
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  

Colonization
Big Idea:
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. 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. 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. 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. 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.

    SS-08-2.1.1 Culture / Elements
The learner will be able to 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 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.3.1 Soc Intreractions / Conflict
The learner will be able to 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 .
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.2.1 Culture / Prior Reconstruct
The learner will be able to 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.
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.3.2 Compromise / Cooperation
The learner will be able to explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to Reconstruction. DOK 2 .
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.1.1 Geographic Tools
The learner will be able to 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 .
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.1.2 Human Activities
The learner will be able to describe how different factors (e.g., rivers, mountains, plains, harbors) affected where human activities were located in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.3.1 Human Settlement
The learner will be able to describe patterns of human settlement in the United States prior to Reconstruction and explain how these patterns were influenced by human needs. DOK 2.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.3.2 Human Migration
The learner will be able to 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.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.2 Psy Environ / Human Limits
The learner will be able to 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.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.1.1 Historical Tools
The learner will be able to 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 .
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.2.1 Diverse Society
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  

American Revolution
Big Idea: Students will examine all of the circumstances that led to the American Revolution. Students will gain an understanding of how warfare changed, the importance of militias, and a general understanding of the feelings of both Great Britain and Americans towards the war.
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. Culture is the way of life shared by a group of people, including their ideas and traditions.
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 Students need to understand the benefits and costs of economic interaction and interdependence among people,
societies, and governments. 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. 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-08-1.1.1 Forms of Government
The learner will be able to compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic). DOK 2 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools(a)
  
    SS-08-1.3.1 Rights of Citizens/ Documen
The learner will be able to 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.
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.1.1 Culture / Elements
The learner will be able to 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 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.2.1 Culture / Prior Reconstruct
The learner will be able to 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.
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.3.1 Soc Intreractions / Conflict
The learner will be able to 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 .
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.3.2 Compromise / Cooperation
The learner will be able to explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to Reconstruction. DOK 2 .
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.1.1 Scarcity
The learner will be able to explain and give examples of how scarcity required individuals, groups, and the government in the United States prior to Reconstruction to make decisions about how productive resources (natural resources, human resources and capital goods) were used. DOK 2 .
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.3.3 Goods &Services /Compet
The learner will be able to will explain how competition among buyers and sellers impacted the price of goods and services in the United States prior to Reconstruction.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.4.2 Productivity / Increased
The learner will be able to describe how new knowledge, technology/tools, and specialization increased productivity in the United States prior to Reconstruction. DOK 2.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.4.3 International Economics
The learner will be able to explain how personal, national, and international economic activities are interdependent in the United States prior to Reconstruction. DOK 2.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.1.1 Geographic Tools
The learner will be able to 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 .
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.2 Psy Environ / Human Limits
The learner will be able to 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.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.3 Natural Resources / Impact
The learner will be able to explain how the natural resources of a place or region impact its political, social, and economic development in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.1.2 History / cause and effect
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.2.2 Equality & Personal Lib
The learner will be able to 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 .
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  

New Nation
Big Idea:
Students will look at how our government was formed and how it has lasted for more than 200 years. They will examine the different parts of government and our constitution.
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. Culture influences
viewpoints, rules and institutions in a global society. Students
need to understand the benefits and costs of economic interaction and interdependence among people,
societies, and governments. Geographic factors influence climate, culture, the economy
and world events. History is an account of events, people, ideas, and their interaction over time that can be interpreted
through multiple perspectives. 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-08-1.1.1 Forms of Government
The learner will be able to compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic). DOK 2 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools(a)
  
    SS-08-1.1.2 Democratic Governments US
The learner will be able to describe and give examples to support how democratic government in the United States prior to Reconstruction functioned to preserve and protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes). DOK 3 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-1.1.3 US Constitution
The learner will be able to 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 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
Instructional Resources
- *, Gov / Civics [Critical Vocabulary].  Congress / Senate / Admendment
  
    SS-08-1.2.1 Separation of Power
The learner will be able to 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 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-1.2.2 State and Federal Powers
The learner will be able to explain the reasons why the powers of the state and national/federal governments are sometimes shared and sometimes separate (federalism) and give examples of shared and separate powers. DOK 2 .
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-1.3.1 Rights of Citizens/ Documen
The learner will be able to 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.
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-1.3.2 Citizen Responsibilities
The learner will be able to explain and give examples of how, in order for the U.S. government to function as a democracy, citizens must assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military). DOK 2.
Strand Scope Source
Government and Civics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.2.1 Culture / Prior Reconstruct
The learner will be able to 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.
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-2.3.1 Soc Intreractions / Conflict
The learner will be able to 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 .
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.2.1 Economic Systems / Describe
The learner will be able to describe the economic system that developed in the United States prior to Reconstruction. DOK 2 .
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.3.2 Goods and Services / Money
The learner will be able to explain how money (unit of account) was used to express the market value of goods and services and how money made it easier to trade, borrow, invest, and save in the United States prior to Reconstruction.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.4.3 International Economics
The learner will be able to explain how personal, national, and international economic activities are interdependent in the United States prior to Reconstruction. DOK 2.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.1.1 Geographic Tools
The learner will be able to 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 .
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.4 Land Use / Contrast Perspec
The learner will be able to compare and contrast different perspectives (viewpoints) that people have about how to use land (e.g., farming, industrial, residential, recreational) in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.1.1 Historical Tools
The learner will be able to 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 .
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.1.2 History / cause and effect
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.2.2 Equality & Personal Lib
The learner will be able to 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 .
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.2.3 Geographic Expansion
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.2.4 Differences / Civil War
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  

Westward Expansion / Manifest Destiny
Big Idea:

Students will try to figure out why people risked their lives to pursue land in the west.
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. 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. 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. 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. Studying history engages students in the lives, aspirations, struggles,
accomplishments and failures of real people.

    SS-08-2.3.2 Compromise / Cooperation
The learner will be able to explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in the United States prior to Reconstruction. DOK 2 .
Strand Scope Source
Culture and Society Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.1.1 Geographic Tools
The learner will be able to 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 .
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.1.2 Human Activities
The learner will be able to describe how different factors (e.g., rivers, mountains, plains, harbors) affected where human activities were located in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.2.1 Regions / Effects by humans
The learner will be able to 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 .
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.2.2 Region / Changes
The learner will be able to describe how places and regions in United States history prior to Reconstruction changed over time as technologies, resources, and knowledge became available. DOK 2.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.3.1 Human Settlement
The learner will be able to describe patterns of human settlement in the United States prior to Reconstruction and explain how these patterns were influenced by human needs. DOK 2.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.3.2 Human Migration
The learner will be able to 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.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.1 Phy Environ / Modification
The learner will be able to explain how technology in the United States prior to Reconstruction assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.2 Psy Environ / Human Limits
The learner will be able to 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.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.3 Natural Resources / Impact
The learner will be able to explain how the natural resources of a place or region impact its political, social, and economic development in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-4.4.4 Land Use / Contrast Perspec
The learner will be able to compare and contrast different perspectives (viewpoints) that people have about how to use land (e.g., farming, industrial, residential, recreational) in the United States prior to Reconstruction.
Strand Scope Source
Geography Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.1.1 Scarcity
The learner will be able to explain and give examples of how scarcity required individuals, groups, and the government in the United States prior to Reconstruction to make decisions about how productive resources (natural resources, human resources and capital goods) were used. DOK 2 .
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.1.2 Financial Dedisions / Impac
The learner will be able to will identify how financial decisions (considering finance and opportunity cost) by individuals and groups impacted historical events in U.S. History prior to Reconstruction.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.2.2 Econonomic Profits
The learner will be able to explain how profit motivated individuals and groups to take risks in producing goods and services in the early United States prior to Reconstruction and influenced the growth of a free enterprise system.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.3.3 Goods &Services /Compet
The learner will be able to will explain how competition among buyers and sellers impacted the price of goods and services in the United States prior to Reconstruction.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.4.1 Production/Consumption
The learner will be able to will explain ways in which the basic economic questions about the production, distribution, and consumption of goods and services were addressed in the United States prior to Reconstruction. DOK 2.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.4.2 Productivity / Increased
The learner will be able to describe how new knowledge, technology/tools, and specialization increased productivity in the United States prior to Reconstruction. DOK 2.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-3.4.3 International Economics
The learner will be able to explain how personal, national, and international economic activities are interdependent in the United States prior to Reconstruction. DOK 2.
Strand Scope Source
Economics Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.1.1 Historical Tools
The learner will be able to 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 .
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.1.2 History / cause and effect
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.2.3 Geographic Expansion
The learner will be able to 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.
Strand Scope Source
Historical Perspective Master Bullitt County Public Schools / Core Content for Assessment 4.1
  
    SS-08-5.2.4 Differences / Civil War
The learner will be able to 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.
Strand Scope Source
Historical Perspective Ma