Grade 8 World History I
Unit 3: Benchmarks and Standards
Unit 3: Benchmarks and Standards
Middle & High School Social Studies, Grade 8 , 1.0 Continuity and Change
(Time, Continuity, and Change) Understands patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
SS8.1.1 Identifies and evaluates long-term changes, enduring influences and recurring patterns in world history
• Ancient Greece
• Ancient Rome
• Byzantine Empire, Russia and Eastern Europe
• The Mongol Empire & Ming Dynasty
Middle & High School Social Studies, Grade 8 , 3.0 Society
(Connections and Conflict) Understands causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
SS8.3.1 Explains how trans-regional alliances and multinational organizations can encourage or discourage solidarity and diversity
• Ancient Greece
(Culture) Understands cultural and intellectual developments and interactions among and within societies
N.B.: In the benchmarks for this standard, the term “belief systems” refers to an ordered, established body of thinking and faith that influence one’s perceptions of self and the world. It includes such concepts as religion, philosophies (including political and economic), and science.
SS8.3.4 Analyzes sources and characteristics of cultural, religious, and social reform movements
• Roman Catholic Church Faces Crises
SS8.3.6 Describes how art, literature and traditional customs both shape and are shaped by society
• Islamic Achievements (art)
CA: CCCS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12, Grades 6-8, History/Social Studies
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
6. Assess how point of view or purpose shapes the content and style of a text.
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
CA: History - Social Science, Grade 1 , Hist. & Social Sci. Analysis Skills
Chronological and Spatial Thinking
1. Students place key events and people of the historical era they are studying in a chrono-logical
sequence and within a spatial context; they interpret time lines.
2. Students correctly apply terms related to time, including past, present, future, decade, century, and generation.
3. Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.
(Time, Continuity, and Change) Understands patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships
SS8.1.1 Identifies and evaluates long-term changes, enduring influences and recurring patterns in world history
• Ancient Greece
• Ancient Rome
• Byzantine Empire, Russia and Eastern Europe
• The Mongol Empire & Ming Dynasty
Middle & High School Social Studies, Grade 8 , 3.0 Society
(Connections and Conflict) Understands causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy
SS8.3.1 Explains how trans-regional alliances and multinational organizations can encourage or discourage solidarity and diversity
• Ancient Greece
(Culture) Understands cultural and intellectual developments and interactions among and within societies
N.B.: In the benchmarks for this standard, the term “belief systems” refers to an ordered, established body of thinking and faith that influence one’s perceptions of self and the world. It includes such concepts as religion, philosophies (including political and economic), and science.
SS8.3.4 Analyzes sources and characteristics of cultural, religious, and social reform movements
• Roman Catholic Church Faces Crises
SS8.3.6 Describes how art, literature and traditional customs both shape and are shaped by society
• Islamic Achievements (art)
CA: CCCS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12, Grades 6-8, History/Social Studies
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
6. Assess how point of view or purpose shapes the content and style of a text.
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
CA: History - Social Science, Grade 1 , Hist. & Social Sci. Analysis Skills
Chronological and Spatial Thinking
1. Students place key events and people of the historical era they are studying in a chrono-logical
sequence and within a spatial context; they interpret time lines.
2. Students correctly apply terms related to time, including past, present, future, decade, century, and generation.
3. Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.