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K–12 Standards

Grade 8

Other Ohio Social Studies - Extended Learning Standards sets

Historical Thinking

  • 1

    Primary and secondary sources are used to examine events from multiple perspectives and to present and defend a position.SS.8.1

    1. a

      Use primary and secondary sources to describe an event.SS.8.1a

    2. b

      Classify given sources as primary or secondary.SS.8.1b

    3. c

      Identify a source as primary.SS.8.1c

Colonization to Independence

  • 2.

    North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons.SS.8.2

    1. a

      Identify a reason Europeans colonized North America.SS.8.2a

    2. b

      Identify who was present in North America before European explorers.SS.8.2b

    3. c

      Define colonization.SS.8.2c

  • 3.

    Competition for control of territory and resources in North America led to conflicts among colonizing powers.SS.8.3

    1. a

      Explain why limited resources caused conflicts among colonizing powers.SS.8.3a

    2. b

      Name a North American resource that led to conflicts among colonizing powers.SS.8.3b

    3. c

      Name a colonizing power (e.g., Netherlands, Spain, England, France).SS.8.3c

  • 4.

    The practice of race-based slavery led to the forced migration of Africans to the American colonies and contributed to colonial economic development. Their knowledge, skills and traditions were essential to the development of the 13 colonies.SS.8.4

    1. a

      Explain how forced migration contributed to economic development during the Colonial era.SS.8.4a

    2. b

      Provide one example of a tradition that was transferred through forced migration (e.g., music, storytelling, cooking methods, religion).SS.8.4b

    3. c

      Identify one characteristic of slavery (e.g., slaves were owned by people, loss of freedom, separated from family, harsh punishment, unfair treatment).SS.8.4c

  • 5.

    The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution.SS.8.5

    1. a

      Identify complaints found in the Declaration of Independence and explain how those complaints led to the American Revolution.SS.8.5a

    2. b

      Identify a complaint the colonists had.SS.8.5b

    3. c

      Identify the meaning of dissatisfaction.SS.8.5c

  • 6.

    Key events and significant figures in American history influenced the course and outcome of the American Revolution.SS.8.6

    1. a

      Explain how the events that led to the revolution resulted in the creation of a new country.SS.8.6a

    2. b

      Match key figures of the American Revolutionary War with a given role (e.g., George Washington led the army, Thomas Jefferson penned the Declaration of Independence).SS.8.6b

    3. c

      Identify Paul Revere.SS.8.6c

A New Nation

  • 7.

    The outcome of the American Revolution was national independence and new political, social and economic relationships for the American people.SS.8.7

    1. a

      Explain why Americans needed a new government.SS.8.7a

    2. b

      Identify the transition of government in the United States from colonies to a country.SS.8.7b

    3. c

      Identify who won the American Revolution.SS.8.7c

  • 8.

    Problems arising under the Articles of Confederation led to debate over the adoption of the U.S. Constitution.SS.8.8

    1. a

      Identify a problem with the Articles of Confederation.SS.8.8a

    2. b

      Sequence the order of the adoption of the Articles of Confederation and the U.S. Constitution.SS.8.8b

    3. c

      Identify the U.S. Constitution.SS.8.8c

  • 9.

    Actions of early presidential administrations established a strong federal government, provided peaceful transitions of power and repelled a foreign invasion.SS.8.9

    1. a

      Explain how the actions of an early presidential administration helped to establish a strong federal government.SS.8.9a

    2. b

      State two duties of the U.S. president.SS.8.9b

    3. c

      Identify the first U.S. president.SS.8.9c

Expansion

  • 10.

    The United States added to its territory through treaties and purchases.SS.8.10

    1. a

      Identify examples of treaties and/or purchases that expanded the United States.SS.8.10a

    2. b

      Explain how the U.S acquired additional territory resulting in additional states joining the Union.SS.8.10b

    3. c

      Locate the area of the Louisiana Purchase on a map.SS.8.10c

  • 11.

    Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians.SS.8.11

    1. a

      Identify and explain why a country expands (e.g., westward expansion, Indian relations, relations with Mexico).SS.8.11a

    2. b

      Identify a reason why the United States had a war with Mexico.SS.8.11b

    3. c

      Identify a personal or school expansion (e.g., adding a member to family, building a new school gym).SS.8.11c

Civil War and Reconstruction

  • 12.

    Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War.SS.8.12

    1. a

      Identify examples of disagreements that led to the Civil War (e.g., Grade 8 Content Connection examples: causes of the Civil War, results of the Civil War).SS.8.12a

    2. b

      Provide a reason why different states had different opinions over sectional issues.SS.8.12b

    3. c

      Identify whether two given opinions are conflicting.SS.8.12c

  • 13.

    Key events and significant figures in American history influenced the course and outcome of the Civil War.SS.8.13

    1. a

      Match significant figures of the American Civil War with their respective sides of the conflict.SS.8.13a

    2. b

      Explain what a civil war is.SS.8.13b

    3. c

      Identify the meaning of war.SS.8.13c

  • 14.

    The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority and lingering social and political differences.SS.8.14

    1. a

      Explain positive outcomes of the passage of the Civil Rights Act.SS.8.14a

    2. b

      Identify a change made to the U.S. Constitution during the Reconstruction period.SS.8.14b

    3. c

      Identify how the U.S. Constitution can change (e.g., amendments).SS.8.14c

Spatial Thinking and Skills

  • 15.

    Modern and historical maps, and other geographic tools, are used to analyze how geography shapes historic events.SS.8.15

    1. a

      Compare maps of the same area from different time periods to show change (e.g., map of U.S. during Colonial times compared to map of U.S. today).SS.8.15a

    2. b

      Use appropriate maps, globes and other geographic resources (e.g., Internet to locate various sites or places).SS.8.15b

    3. c

      Match a specific map to its use (e.g., a road map is used to determine driving routes, a world map is used to locate countries).SS.8.15c

Human Systems

  • 16.

    The availability of natural resources contributed to the geographic and economic expansion of the United States, sometimes resulting in unintended environmental consequences.SS.8.16

    1. a

      Explain why natural resources might encourage people to move.SS.8.16a

    2. b

      Identify a natural resource that led to the geographic expansion of the United States (e.g., oil brought people to Texas, gold brought people to California).SS.8.16b

    3. c

      Identify two natural resources found in the United States.SS.8.16c

  • 17.

    The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States.SS.8.17

    1. a

      Explain why availability of land influences the movement of people.SS.8.17a

    2. b

      Compare different uses of land (e.g., commercial versus agricultural).SS.8.17b

    3. c

      Identify an example of land usage (e.g., farmers use land to grow crops).SS.8.17c

  • 18.

    Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole.SS.8.18

    1. a

      Identify examples of cultural bias which had consequences for given minority groups (e.g., the Civil Rights era).SS.8.18a

    2. b

      Explain what makes a group of people a minority.SS.8.18b

    3. c

      Identify an example of a group of people by their similarities and/or differences.SS.8.18c

  • 19.

    Americans began to develop a unique national identity among diverse regional and cultural populations based on democratic ideals.SS.8.19

    1. a

      Describe the characteristics of national identity.SS.8.19a

    2. b

      Provide an example of American national identity (e.g., amendment rights, democratic participation).SS.8.19b

    3. c

      Identify the country you live in.SS.8.19c

Civic Participation and Skills

  • 20.

    Active participation in social and civic groups can lead to the attainment of individual and public goals.SS.8.20

    1. a

      Explain how someone can actively participate in a social and/or civic group.SS.8.20a

    2. b

      Identify an example of active participation in a social and/or civic group.SS.8.20b

    3. c

      Identify a civic group (student council, student government).SS.8.20c

  • 21.

    Informed citizens understand how media and communication technology influence public opinion.SS.8.21

    1. a

      Explain how media can help to inform citizens.SS.8.21a

    2. b

      List types of communication technology used by media.SS.8.21b

    3. c

      Identify one source of media.SS.8.21c

Roles and Systems of Government

  • 22.

    The U.S. Constitution established a federal republic, providing a framework for a national government with elected representatives, separation of powers and checks and balances.SS.8.22

    1. a

      List ways the different people/groups in government can limit each other’s powers (e.g., checks and balances).SS.8.22a

    2. b

      Identify a power of each branch of government (e.g., Congress makes laws; courts interpret laws).SS.8.22b

    3. c

      Identify the three branches of government or the people who represent them.SS.8.22c

  • 23.

    The U.S. Constitution protects citizens’ rights by limiting the powers of government.SS.8.23

    1. a

      Explain how limiting a power of government can protect citizens’ rights.SS.8.23a

    2. b

      Identify a way that the U.S. Constitution limits the powers of government.SS.8.23b

    3. c

      Identify one right of a U.S. citizen.SS.8.23c

Economic Decision-Making and Skills

  • 24.

    Choices made by individuals, businesses and governments have both present and future consequences.SS.8.24

    1. a

      Identify the short-and long-term consequences of a personal economic decision.SS.8.24a

    2. b

      Identify the difference between a want and a need.SS.8.24b

    3. c

      Identify a personal economic decision.SS.8.24c

Production and Consumption

  • 25.

    The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work.SS.8.25

    1. a

      Explain the differences between handmade and machine-made products (e.g., quality, cost, labor).SS.8.25a

    2. b

      Identify examples of goods made in factories or by machines.SS.8.25b

    3. c

      Identify examples of handmade or homemade goods.SS.8.25c

Markets

  • 26.

    Governments can impact markets by means of spending, regulations, taxes and trade barriers.SS.8.26

    1. a

      Explain the purpose of taxes in a society.SS.8.26a

    2. b

      Identify different types of taxes.SS.8.26b

    3. c

      Give one use of tax revenue (e.g., schools, roads, government assistance, social security).SS.8.26c

Frequently asked questions

What grade levels do these standards cover?
Grade 8
Where can I read the official document?
Ohio's Learning Standards-Extended, Social Studies

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