Nebraska State Social Studies Standards
Grades 5-8
8.1 UNITED STATES HISTORY
8.1.1 By the end of eighth grade, students will analyze major
cultures in the Americas before the 17th century.
Example indicators:
Describe the regional culture groups of early Native Americans in North America, e.g., the Northern,
Northwestern, Plains, Mound Builders, Eastern Woodlands, and Southwestern Native
Americans, etc.
Describe selected civilizations in Central and South Americas, e.g., the Mayan, Olmecs, Aztec,
Incas, Chibchas, and Toltecs.
Explain how geography and climate influenced the way Early American cultural groups lived.
8.1.2 By the end of eighth grade, students will analyze the
major people, events, and ideas that led to the exploration and settlement of
the Americas by Europeans.
Example indicators:
Explain the motivations, obstacles, and accomplishments of sponsors and leaders of key expeditions from
Spain, France, Portugal, and England.
Identify the economic, ideological, religious, and nationalist forces that led to competition among
European powers for control of the Americas.
Identify the political, economic, and social impact of the encounter between European and early cultures
in the Americas.
Identify explorers, e.g., Columbus, Leif Ericsson, Amerigo Vespucci, Champlain, and Hudson.
Describe Spanish, French, and English settlements.
8.1.3 By the end of eighth grade, students will describe key people, events, and ideas from colonial America.
Example indicators:
Explain the factors that led to the founding of the colonies, e.g., the escape from religious
persecution, economic opportunity, release from prison, and military adventure.
Describe geographic, political, economic, and social contrasts in the three regions of New England,
the mid-Atlantic, and the South.
Describe life in the colonies in the 18th century from the perspectives of Native Americans, large
landowners, farmers, artisans, women, and slaves.
Explain the principal economic and political connections between the colonies and England.
Describe sources of dissatisfaction that led to the American Revolution.
Identify key individuals and events in the American Revolution, e.g., King George, Lord North, Lord
Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George
Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine.
Explain major military campaigns of the Revolutionary War and reasons why the colonies were able to
defeat the British.
Nebraska Social Studies Standards – Page 6
8.1.4 By the end of eighth grade, students will analyze challenges faced by the new United States government.
Example Indicators
Explain the writing of a new Constitution in 1787 and the struggles over ratification and the addition of
a Bill of Rights.
Describe major issues facing Congress and the first four presidents.
Explain conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two
political parties.
8.1.5 By the end of eighth grade, students will describe growth and change in the United States from 1801-1861.
Example indicators:
Describe territorial exploration, expansion, and settlement, e.g., Lewis and Clark, Louisiana
Purchase, and acquisition of southern and western territories.
Describe how the physical geography and various incentives influenced the movement of people, goods, and
services
Describe the political relationships between the Americas and Europe, which led to the Monroe Doctrine.
Describe the impact of inventions, e.g., the cotton gin, McCormick reaper, etc.
8.1.6 By the end of eighth grade, students will identify and
analyze causes, key events, and the effects of the Civil War and Reconstruction.
Example indicators:
Describe economic and
philosophical differences between the North and South.
Identify key events leading to secession and war.
Identify key people during
this period, e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E.
Lee, Frederick Douglas, William Lloyd Garrison, Harriet Tubman, Harriet Beecher
Stowe, John Brown, Clara Barton, etc.
Identify key events during
the Civil War, e.g., major battles, the Emancipation Proclamation, and Lee’s
surrender at Appomattox.
Describe life on the
battlefield and on the homefront from multiple perspectives.
Explain the basic
provisions and postwar impact of the 13th, 14th, and 15th Amendments to the
United States Constitution.
Describe the impact of
Reconstruction policies on the South.
8.1.7 By the end of eighth grade, students will explain post
Civil War changes in the United States, and the role of the United States in
world affairs through World War I.
Example indicators:
Describe federal policies
of expansion and how they affected various culture groups and individuals, e.g.,
Native Americans, Asian Americans, etc.
Explain why people
immigrated to the United States, describe their obstacles and contributions.
Describe the growth of
American cities and the impact on societies.
Describe the United States
participation in key world events, e.g., the Spanish-American War, World War I,
etc.
Nebraska Social Studies Standards – Page 7
8.1.8 By the end of eighth grade, students will describe key,
social, economic and cultural developments from WWI through the Great
Depression.
Example indicators:
Describe the arts in the
United States, e.g., the Harlem Renaissance, the works of F. Scott Fitzgerald,
Louis Armstrong, etc.
Describe the social
changes, e.g., women’s suffrage, prohibition, etc.
Describe the economic
factors that led to the Great Depression.
Describe the extent and
depth of business and farm failures, unemployment, and poverty.
Describe the New Deal, the
Depression, and the future role of government in the economy.
Identify key people of the
period, e.g., Eleanor and Franklin Roosevelt, Charles Lindbergh, etc.
8.1.9 By the end of eighth grade, students will describe key
people, events, and ideas since World War II.
Example indicators:
Explain segregation,
desegregation, and the Civil Rights Movement.
Describe the changing role
of women in America.
Describe the technology
revolution and its impact on communication, transportation, and new industries.
Describe the consumer
economy and increasing global markets.
Describe the increases in
violent crime and illegal drugs.
Explain the effects of
increased immigration.
Describe political leaders
of the period, trend in national elections, and differences between the two
major political parties.
8.2 WORLD HISTORY TO 1000 A.D.
8.2.1 By the end of eighth grade, students will describe human
culture in the Paleolithic and Neolithic Eras.
Example indicators:
Describe how archeological
discoveries change our knowledge of early peoples.
Compare the characteristics
of Paleolithic and Neolithic societies and the adaptation to physical geography
of various areas had on those groups.
Describe how tool making,
use of fire, agricultural revolution, and other technological and social
advancements improved life for early people.
8.2.2 By the end of eighth grade, students will describe the
impact of ancient river valley civilizations (Mesopotamia, Egypt, India, and
China) on the development of world cultures.
Example indicators:
Describe the geography and
history of each civilization.
Describe the location in
time and place.
Identify social, political,
and economic institutions.
Describe religious
traditions and written language.
Identify significant
contributions and legacies.
Nebraska Social Studies Standards – Page 8
8.2.3 By the end of eighth grade, students will describe the
impact of history, culture, and geography of Greece and Rome on later
civilizations.
Example indicators:
Describe the influence of
physical geography, climate, and soils on the Greek economic, social, and
political development and the impact on the commerce of the Mediterranean
regions.
Describe the development of Greek democracy.
Identify and describe the
contributions of Greek culture, e.g., mythology and philosophy.
Describe important Greek
military campaigns, e.g., the Persian Wars and conquests by the Macedonians.
Describe the influence of
geography on Roman economic, social, and political development.
Relate Roman mythology and
religion.
Describe the development of
the Roman government.
Identify and describe the
economic and political contributions of Roman culture, e.g., mythology and
architecture.
Describe important Roman
military campaigns, e.g., military domination of the Mediterranean and Western
Europe.
Describe the fall of the
Republic and the rise of imperial monarchs.
Describe the impact and
spread of Christianity and Judaism.
Describe, analyze, and
evaluate the history of the Byzantine Empire from about 300 BCE to 1000 C.E.,
e.g., Constantinople, Codification of Roman law, Greek Orthodox churches, and
Byzantine art and architecture.
8.2.4 By the end of eighth grade, students will describe the
development and cultural impact of major religions.
Example indicators:
Describe the origins,
customs, beliefs, and spread of the major religions
Identify the theological
and cultural differences and similarities among the major religions.
Describe the effect of
religious, political, and economic competition.
Identify the historical
turning points that affected the spread and influence of these religious
cultures.
8.2.5 By the end of eighth grade, students will describe the
impact of life in Medieval Europe on later civilizations.
Example indicators:
Describe the structure of
feudal society and identify economic, social, and political effects.
Describe the Age of Charlemagne.
Describe the impact of
Magyars and the Vikings.
Analyze the influence of
Christianity throughout Europe.
8.2.6 By the end of eighth grade, students will describe the
impact of selected civilizations in Asia and Africa on the development of later
cultures.
Example indicators:
Describe chronology,
location, geography, social structures, forms of government, economy, and
religion of each civilization.
Identify key
characteristics of the kingdoms of Kush and (Axum) Aksum in Ethiopia.
Describe how geography of
Africa shaped the various cultures of trading empires in Western Africa.
Describe the culture and
contributions of ancient Arabia.
Nebraska Social Studies Standards – Page 9
Identify cultural
characteristics of Japan’s feudal system.
Identify various Chinese
dynasties and their legacies to later generations.
Describe the role of geographic factors in limiting or encouraging the movement of people and ideas.
8.3 CIVICS AND ECONOMICS
8.3.1 By the end of eighth grade, students will explain and
compare the structures, functions, and powers of the three branches of
government at the national, state, and local levels.
Example indicators:
Explain the election and appointment of officials.
Describe the division and
sharing of powers among and within levels of government.
Chart the separation and
sharing of powers within levels of government.
Describe the process of
amending the United States and Nebraska Constitutions.
Outline the powers granted
to Congress, the President, the Supreme Court, and those reserved to the states.
8.3.2 By the end of eighth grade, students will compare the
election process at the local, state, and national levels of government.
Example indicators:
Explain nomination and
promotion of candidates for elective office.
Describe similarities and
differences between the major political parties.
Describe voter turnout.
Evaluate the accuracy of campaign advertising.
Discuss bias and identify
how media reports, analysis, and editorials are different.
8.3.3 By the end of eighth grade, students will compare the
policy-making process at the local, state, and national levels of government.
Example indicators:
Chart the basic law-making
process within the respective legislative bodies.
Explain the interaction
between the chief executives and the legislative bodies.
Explain the functions of
departments, agencies, and regulatory bodies.
Describe the roles of
political parties at the state and national levels.
Explain the ways that
individuals and cultural, ethnic, and other interest groups can influence
government policy makers.
Describe the impact of the
media on public opinion and policy makers.
8.3.4 By the end of eighth grade, students will distinguish
between the judicial systems established by the Nebraska Constitution and United
States Constitution.
Example indicators:
Diagram the organization
and jurisdiction of Nebraska and United States courts.
Describe the exercise of
the power of judicial review.
Describe the process of
bringing and resolving criminal and civil cases in Nebraska’s judicial system.
Describe the function and
process of the juvenile justice system in Nebraska.
Nebraska Social Studies Standards – Page 10
8.3.5 By the end of eighth grade, students will explain the
structure and operation of the United States economy and the role of citizens as
producers and consumers.
Example indicators:
Define the concepts of
scarcity, choice, trade-offs, specialization, entrepreneurship, productivity,
inflation, profits, markets, supply and demand, inflation, and unemployment and
incentives.
Analyze the effect of
producer and consumer behavior on markets.
Describe the role of
individuals and businesses as consumers, savers, investors, and borrowers.
Explain how various
institutions help individuals and groups accomplish economic goals.
Describe common forms of
credit, savings, investments, purchases, and contractual agreements, e.g.,
warranties, and guarantees.
Analyze skills necessary
for career opportunities, e.g., individual abilities, skills, and education, and
the changing supply and demand for those skills in the economy.
Describe the development of
money, savings, and credit.
8.3.6 By the end of eighth grade, students will compare the
United States economic system to systems in other countries.
Example indicators:
Describe the government’s
role in the United States economy, e.g., provision of public goods and services,
protection of consumer rights, and the promotion of competition.
Describe the impact of
government policies, on individuals and businesses, taxation, and government
borrowing
Explain how the government
addresses third-party costs and benefits, e.g., pollution and medical research.
Explain the differences
between traditional command and market economics.
Analyze the costs and
benefits of instituting different degrees of market, command, and traditional
characteristics in mixed economic systems.
8.3.7 By the end of eighth grade, students will summarize the
rights and responsibilities of United States citizens.
Example indicators:
Describe ways individuals
participate in the political process, e.g., registering and voting,
communicating with government officials, participating in political campaigns,
and serving on juries and in voluntary appointed positions.
Identify the way
individuals of cultural, ethnic, and other interest groups can influence
governments.
Describe the election
process and appointment of officials.
Describe the impact of the
media on public opinion and policy.
Compare the election
process at the local, state, and national levels of government, e.g., nomination
and promotion of candidates for elective office similarities and differences
between the major political parties; voter turnout; evaluate the accuracy of
campaign advertising; and recognize bias and identify how media reports,
analysis, and editorials are different.
8.3.8 By the end of eighth grade, students will describe the
purpose and function of the United States Constitution, including the Bill of
Rights.
Example indicators:
What are inalienable
rights?
What does "life, liberty,
and the pursuit of happiness," mean?
Nebraska Social Studies Standards – Page 11
What is the rule of law,
justice, and equality under the law?
Describe the Native
American heritage, e.g., Iroquois Five Nations Confederacy, "Great Binding Law."
Explain the British and
American heritage, e.g., the Magna Carta, the English Bill of Rights, the
Mayflower Compact, the Articles of Confederation.
Explain the philosophy of
government expressed in the Declaration of Independence.
8.4 SKILLS
8.4.1 By the end of eighth grade, students will explain the
meaning of patriotic slogans and excerpts from notable speeches and documents.
Example indicators:
Explain the statement "Give
me liberty or give me death."
Explain the meaning of "E
Pluribus Unum."
Discuss the importance of
the Gettysburg Address.
Explain the Preamble to the
Constitution.
Explain the Declaration of
Independence.
Who said ". . . December 7,
1941, a date which will live in infamy"?
Explain the statement "Ask
not what your country can do for you . . . ."
Who said "Mr. Gorbachev,
tear down this wall!"?
8.4.2 By the end of eighth grade, students will demonstrate
skills for historical analysis.
Example indicators:
Identify, analyze, and
interpret primary sources, e.g., artifacts, diaries, letters, photographs, art,
documents, newspapers, and contemporary media, e.g., television, movies, and
computer information systems to better understand events and life in United
States history to 1877.
Identify characters,
settings, and events from narratives of Nebraska, America, and world history.
Construct various time
lines of American history from pre-Columbian times to 1877, highlighting
landmark dates, technological changes, major political and military events, and
major historical figures.
Locate on a United States
map major physical features, bodies of water, exploration and trade routes; the
states that entered the Union up to 1877; and, identify the states that formed
the Confederacy during the Civil War.
Identify, analyze, and
interpret primary sources, e.g., artifacts, diaries, letters, photographs, art,
documents, newspapers, contemporary media, and computer information systems,
making generalizations about events and life in United States history since
1877.
Recognize and explain
nationalism, race, religion, and ethnicity have influenced different points of
view.
Distinguish fact from
fiction by examining documentary sources.
Construct various time
lines of United States history since 1877, e.g., landmark dates, technological
and economic changes, social movements, military conflicts, and presidential
elections.
Locate on a United States
map all 50 states, the original 13 states, the states that formed the
Confederacy, and states which entered the Union after 1877.
Nebraska Social Studies Standards – Page 12
8.4.3 By the end of eighth grade, students will develop skills
in discussion, debate, and persuasive writing by analyzing historical situations
and events.
Example indicators:
Explain the historical
perspectives of people, e.g., Native Americans, Hispanic Americans, African
Americans, European Americans, and Asian Americans; settlers, slaves, and slave
holders; Patriots and Tories; Federalists and Anti-Federalists; Confederates and
Yankees; Republicans and Democrats; and rural and urban.
Describe the causes, costs,
and benefits of major events in American history up to 1877, e.g., American
Revolution, the Constitutional Convention, the Civil War, and Reconstruction.
8.4.4 By the end of eighth grade, students will evaluate
different assessments of the causes, costs, and benefits of major events in
recent American history to develop discussion, debate, and persuasive writing
skills.
8.4.5 By the end of eighth grade, students will interpret
economic and political issues as expressed in various visuals.
8.4.6 By the end of eighth grade, students will improve their
skills in historical research and geographical analysis.
Example indicators:
Identify analyze, and interpret primary sources and secondary sources to make generalizations about
events and life in world history up to 1000 A.D.
Identify, analyze, and interpret global population distribution in the Middle Ages.
Identify and compare contemporary national political boundaries with the location of civilizations,
empires, and kingdoms from 4000 B.C. to 1000 A.D.
Identify and compare the distribution of major religious culture in the contemporary world with the
origin and spread of Judaism, Christianity, Islam, Hinduism, and Buddhism up to
1000 A.D.
HOLY NAME MIDDLE SCHOOL LEARNING GOALS (SOC. ST.. &
REL.)
SIXTH
GRADE LEARNING GOALS Revised March 2012
- Religion ·
- Develop a closer relationship with God by the use of formal
and informal prayers. - Demonstrate devotion to Jesus and Mary by the stations of
the cross and the Rosary. - Develop a deeper understanding of the seven sacraments and
Ten Commandments. - Recognize our responsibility in caring for God’s creation
by being good stewards. - Understand concepts/content of both the old and new
testaments. - Archdiocesan “Circle of
Grace”
Social Studies
- Identify and compare the regions of the
world. - Identify and analyze cultural, political, and economic
developments. - Compare commonalities and differences in the ways groups,
societies, and cultures meet human needs and
concerns. - Identify and relate historical information to current
events in global regions. - Use a variety of sources in data gathering and reporting
skills. - Interpret and use information from maps, globes, and other
geographic tools.
SEVENTH GRADE LEARNING GOALS Revised March
2012
Religion
- ·Archdiocesan “Circle of
Grace.” - Read the Gospels and trace the life of
Jesus. - Compare and contrast the Gospels of Mark, Matthew, Luke and
John. - Draw maps of the Holy Land and label the major points of
interest. - Develop a basic understanding of the Paschal
Mystery. - Memorize certain scriptures that back up the teachings of
Jesus. - Introduce the Old Testament, its legends, stories, and how
they apply to our lives. - Analyze the Apostles Creed and understand why it is the
basis of our beliefs. - Compare acting out and acting
justly. - Appreciate the diversity in the
world. - Identify a covenant and how it applied to people in the
Bible as well to us today. - Study the doctrine and dogma of the church and be able to
differentiate between the two. - Explain the great commandment and apply the commandment to
adolescent life. - Bring into consciousness the cause and effect that plays an
active part in a person’s life. - Develop the foundation that is culminated at
confirmation. - Discuss past and present discoveries in Biblical
Archaeology.
Social Studies
Focus:World Cultures and Geography
Knowledge and
Understanding
· History
o Global interaction today
o
Archaeologists discoveries
o With past people through literature, art,
primary sources, artifacts
o Of exploration, reformation, technology
o Analysis of civilization over time as well as trade, religion, and
immigration in the spread of ideas
o Women and social classes, and
minorities in ancient cultures and past societies
· Geography
o
Historical significance of city's location
o Influence of physical,
cultural geography on history
o Changes in cities and the impact of
technology
o Global movement and identify and analyze criteria used to
define regions
· Economics
o Rise of merchant class and banking
systems
o International trade routes
o Key inventions in world
history
· Culture
o Identify, analyze, and understand how culture
is transmitted
o Identify origin of contemporary culture in the past
o Analyze interaction and conflict in other cultures
o Understand and
appreciate cultural images presented
· Ethics and Belief System
o
Comparison of past societies and religious ways
o Crusade, from two
points of view and the split among Christians
o Origins, history of
Islam; Japanese Buddhism
Civic Understanding and
Values:
· National Identity
o Discuss identities of other
nations in past times
o Democracy within history
o Symbols of
other nations and empires
o Compare an contrast of U.S. with examples
from past times
· Constitutional Heritage
o Balance of power in
past times
o Influence of enlightenment ideas
· Citizenship
o Identify and analyze examples in other societies
o Compare
selection process of other societies
o Discuss minority rights in past
world cultures
o Analyze disputes, pluralism and why past democracies
failed
EIGHTH GRADE LEARNING GOALS Revised March
2012
Religion
· Discuss the importance of the Ten
Commandments to the Hebrew people and how these apply to our lives today.
· Review and participate in the Stations of the Cross.
· Memorize the
Rosary with an emphasis on the Mysteries.
· Identify he five types of
prayer and discuss their use in developing a relationship with God.
·
Point out the parts of the Lord’s Prayer and use it as a model.
· Examine
the Mass and identify the rewards brought about by its experience.
·
Define the concept of grace and discuss how it plays out in one’s life.
·
Study the steps to confirmation and take an active role in this initiation.
· Actively discuss the rule of cause and effect in the universe and in one’s
life.
· Initiate rules for the good of all.
· Assume
responsibility for ones personal role in service by recognizing and foreseeing
the needs of others.
· Study the liturgical cycle with an emphasis on
Lent, Pentecost, and Ordinary Time.
· Identify the history of the
Immaculate Conception, Ascension, and Assumption.
· Prepare liturgy and
participate in the Mass.
· Discuss common paraliturgical celebrations:
the sacramental ceremonies, prayer, and communion services.
· Study the
history of the use of incense in church rituals.
· View morality as an
important tool for people of God.
· Practice the elements of discipleship
looking to the gospels as a guide.
· Pass the Circle of Grace activities
for the Archdiocese.Social Studies Focus:US History: Part I
Human Diversity · Recognize the effect and influence of minority people on
the American national character.
Themes:
o Native
Americans
o Women
o African Americans
o Europeans
o
Religious Groups
o Political Groups
o National Groups
·
Compare commonalities and differences that groups, societies, and cultures meet
human needs and concerns:
Themes:
· Government
·
Religion
· Education
· Family structure
· Human and
environment interaction
History · Analyze historical events in
chronological order using a variety sources including primary sources,
historical documents, literature, and videos.
Themes:
o
Exploration and Discovery
o Colonialism
o Revolutionary War
o A New Nation
o Texas Revolution
o Sectionalism and Causes of
Civil War
o Mexican War
o California Gold Rush
o Civil
War
o Reconstruction
o Immigration
· Identify and describe
selected patterns of change within and across cultures.
Themes:
· Migration
· Religion
· Nationalism
· Industrialization
· Urbanization
· Relate historical events and
ideas to contemporary events and issues.
Geography · Demonstrate basic skills and knowledge needed to examine, interpret, and construct visual representations used in the study of American history.
Models:
o Maps
o Atlases
o Graphs
o Grids
o Charts
o Timelines
o Globes
o Calendars
Economics · Explain
how economic decisions influenced America’s history.
Themes:
o Exploration and Discovery
o Colonialism
o Revolutionary
War
o A New Nation
o Sectionalism and Causes of Civil War
o
Civil War
o Reconstruction
Participatory Citizenship · Develop the
skills and knowledge needed for responsible participation in a democracy through
study and experience.
· Recognize recurring issues and dilemmas involving
the rights, roles, and status of the individual in relation to the general
welfare.
Themes:
· Voting rights
· Human rights
· Civil rights
· Ethnic and religious minority rights
· Rights
of individuals with disabilities
· Tradition and change
· Conflict
and resolution
· Examine the right to participate in American
society.
Themes:
· Constitution
· Bill of Rights
· Supreme Court
· Local/State
Government