Eighth Grade History Standards
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Global Concept |
Indicators |
Objectives |
Supportive Skills |
Resources |
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8H1 Students will understand Lakota Historical Eras to determine connections and cause/effect relationships aligned to United States (US) eras |
8H1.1 Identify US historical and Lakota historical eras to determine connections and cause-effect relationships |
8H1.1-a Students will describe the social stratification of US Colonial Society
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Students can describe the roles of women, men, elite's, guild/craftsmen, frontiersmen, plantation and shipping trades |
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8H1.1-b Students will describe the relationship between the US Colonies, British, French and Spanish with the frontier border tribes.
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8H1.1-c Students will demonstrate knowledge of the economic and political activities that led to the US Revolution |
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8H1.1-d Students will demonstrate a knowledge of the relationships between the early US Government and tribes |
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8H1.1-e Students will demonstrate an understanding of the continued conflict with the British that led to the War of 1812 and the alliances between tribes and the two combating nations |
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8H1.1-f Students will demonstrate an understanding of the removal of Native people from the Ohio River Valley and establishment of the states and territories west of the Alleghany Mountains |
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8H2 Students will understand the emergence and development of world civilization and cultures impact on the Lakota people |
8H2.1 Create understanding of cornerstone US philosophies |
8H2.1-a Students will be able to demonstrate an understanding to the creation and adoption of the US Declaration of Independence, the Articles of Confederation, the US Constitution and the Bill of Rights |
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8H2.1-b Students will be able to compare and contrast the US founding documents with the Oglala Sioux Tribal Constitution |
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8H2.1-c Students will describe the impact of the Second Great Awakening on the people of the US with special emphasis on the development of abolitionism, utopianism (Mormonism) and religious activity |
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Eighth Grade Geography Standards
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Global Concept |
Indicators |
Objectives |
Supportive Skills |
Resources |
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8G1 Students will understand the interrelationship of people, places and the environment globally and as they relate to the Pine Ridge Reservation |
8G1.1 Students will identify changes in society from pre-revolution to reconstruction |
8G1.1-a Students will be able to demonstrate an understanding of the changing roles of women, African Americans, Native American Indians from 1776 to 1865 |
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8G1.1-b Students will describe the impact of geographic features and natural resources on the white settlement of the Ohio River and the Missouri River valleys |
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8G2.1 Students will identify changes in the US through Human Construction |
8G2.1-a Students will be able to describe activities of the US government and private industry in reforming the environment through construction of canals, railroads, telegraph systems and development of coal resources |
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Eighth Grade Civics Standards
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Global Concept |
Indicators |
Objectives |
Supportive Skills |
Resources |
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8C1 Students will understand the historical development and contemporary role of governmental power and authority at the national, state and tribal levels |
8C1.1 Consolidation of power and westward expansion of the US empire |
8C1.1-a Students can describe the efforts of the US to develop a strong federal system |
Whiskey Rebellion, ShayÕs Rebellion, War of 1812 Tract Land Speculation, TecumsehÕs War, Eastern Tribal Assimilation and Relocation activities i.e., Cree Wars, Cherokee Relocation (Trail of Tears) |
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8C1.1-b Students can describe the evolution of the US government from early colonial assemblies to the current US Constitution and Bill of Rights |
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8C1.1-c Students can demonstrate an understanding of the foreign policy of the US government from 1776-1865 |
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8C1.1-d Students demonstrate understanding of the role and power of territorial governments as they relate to tribal people |
Dakota Uprising of 1862 and the resultant hanging at Mankato |
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8C2 Students will understand their federal, state and tribal rights as citizens responsible for the continuation of a healthy community |
8C2.1 US constitution, Bill of Rights and the development of political parties |
8C2.1-a Students can describe their rights under the constitution and Bill of Rights |
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8C2.1-b Students can demonstrate and (something) of role of political parties |
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Eighth Grade Economics Standards
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Global Concept |
Indicators |
Objectives |
Supportive Skills |
Resources |
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8E1 Students will understand the impact of economics on the development of societies, and on current and emerging international, national and local tribal situations |
8E1.1 Development of US federal economic control and regionalization of economic structures |
8E1.1-a Students will describe the development of the US banking system and establishment of a Capitalist economy |
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8E1.1-b Students will describe early challenges of creating federal control of inter-state commerce |
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8E1.1-c Students will describe the impact of the destruction of Eastern woodlands, the buffalo and other wildlife species natural to the US eastern and mid-western regions |
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8E2 Evaluate the impact of Euro-American ideals, values, rights, philosophy and beliefs on Lakota people as tribal, state and US citizens |
8E2.1 Changes in American belief systems |
8E2.1-a Students will demonstrate a knowledge of changing belief systems in the US and on the frontier |
Philosophy and beliefs that drove the US revolution, Indian Removal, Manifest Destiny, Slavery and Abolitionism and the early suffragette movements |
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