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Bullitt County Public Schools |
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Social Studies Core Content 4.1 / POS |
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Social Studies - Grade 8 Soc St Units |
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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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
*, Gov / Civics [Critical Vocabulary]. Demoracy / Monarchy / Dictatorship |
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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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Economics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Economics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Economics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
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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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
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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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
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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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
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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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Historical Perspective |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Historical Perspective |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
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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 |
Activities |
| Historical Perspective |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Historical Perspective |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Historical Perspective |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools(a) |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Economics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Economics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Economics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Economics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Geography |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Historical Perspective |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Historical Perspective |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools(a) |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
| |
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Government and Civics |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
Master |
Bullitt County Public Schools / Core Content for Assessment 4.1 |
Classroom
|
|
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 |
Activities |
| Culture and Society |
| |
