5-8 Social Studies
Power Standards
and
Related Learning Targets
June, 2008
Mid-Michigan Consortium
p. 1
Social Studies 5-8 Power Standards
th
5 Grade
Integrated United States History
th
7th Grade
Eastern Hemisphere
6 Grade
Western Hemisphere
8th Grade
Integrated United States History
SS5.1 (U1.1) Describe the life of peoples living in
North America before European exploration.
SS6.1 Demonstrate an understanding of the impact of
the Agricultural Revolution on early people.
SS7.1 Demonstrate an understanding of the
development and initial impact of the Agricultural
Revolution on early people.
SS8.1 (U3.3) Creating New Government(s) and a New
Constitution: Explain the challenges faced by the new nation
and analyze the development of the Constitution as a new plan
for governing.
SS5.2 (U1.2) Identify the causes and consequences
of European exploration and colonization.
SS6.2 Demonstrate an understanding of the human
and physical influences that affected the development
of the early North American agricultural societies.
SS7.2 Demonstrate an understanding of the role
location played in the development of early Eastern
Hemisphere societies (location, location, location ).
SS8.2 (U4.1): Analyze the challenges the new government
faced and the role of political and social leaders in meeting
these challenges.
SS5.3 (U1.3) Describe the lives of peoples living in
western Africa prior to the 16th century.
SS6.3 Demonstrate an understanding of the
development of ancient Latin American civilizations.
SS7.3 Demonstrate an understanding of the features,
contributions, and interactions of the ancient Eastern
Hemisphere civilizations and empires.
SS8.3 (U4.2): Describe and analyze the nature and impact of
the territorial, demographic, and economic growth in the first
three decades of the new nation using maps, charts, and other
evidence.
SS5.4 (U1.4) Describe the environmental, political,
and cultural consequences of the interactions among
European, African, and American Indian peoples in
the late 15th through the 17th century.
SS6.4 Demonstrate an understanding of the tools
(various types of maps, GPS, GIS, aerial photos,
photos, and film) that geographers use to organize
and explain human activities over time.
SS7.4 Develop an understanding of physical
geography of the Eastern Hemisphere
SS8.4 (U4.3): Analyze the growth of antebellum American
reform movements.
SS5.5 (U2.1, U2.3) Describe and compare the
regional settlement patterns and the development of
the North American colonies.
SS6.5 Demonstrate an understanding of how the
physical characteristics of the Western Hemisphere
(such as climate, tectonic plates, topographic
features, and proximity to natural hazards) impact
where and how people live and how people impact
the physical environment (such as aqueducts, canals,
pollution, irrigation, and technology).
SS7.5 Demonstrate an understanding of how the
physical characteristics of the Eastern Hemisphere
(climate, tectonic plates, topographic features,
proximity to natural hazards) impact where and how
people live, and how people impact the physical
environment (aqueducts, dams, reclamation,
desertification, deforestation, irrigation, canals,
pollution, irrigation, technology, etc.)
SS8.5 (U5.1): Analyze and evaluate the early attempts to
abolish or contain slavery and to realize the ideals of the
Declaration of Independence.
SS5.6 (U2.2) Explain the development of the slave
system in the Americas and its impact upon the life
of Africans.
SS6.6 Demonstrate an understanding of culture and
the role it plays.
SS7.6 Demonstrate an understanding of culture and
the role it plays.
SS8.6 (U5.2): Evaluate the multiple causes, key events, and
complex consequences of the Civil War.
SS5.7 (U3.1, 3.2) Explain the causes and
consequences of the American Revolution.
SS6.7 Demonstrate an understanding of the
characteristics of a democracy and a dictatorship, and
the role government plays in political, cultural, and
economic relationships.
SS7.7 Demonstrate an understanding of the different
types of governments and how their policies address
national and international issues.
SS8.7 (U5.3): Using evidence, develop an argument regarding
the character and consequences of Reconstruction.
SS5.8 (U3.3) Explain challenges faced by the new
nation under the Articles of Confederation, and the
development of the Constitution as a new plan for
governing.
SS6.8 Demonstrate an understanding of various
economic systems, including global relationships and
the movement of goods and services.
SS7.8 Demonstrate an understanding of various
economic systems, including the role economics play
in global relationships and the movement of goods
and services.
SS8.8 (U6.1): Analyze the major changes in communication,
transportation, demography, and urban centers, including the
location and growth of cities linked by industry and trade, in
last half of the 19th century.
SS5.9 (P3.1, P3.3, P4.2) State a problem as public
policy issue, analyze perspectives, generate and
evaluate possible resolutions, and defend
constitutionally. Communicate a reasoned position
and act constructively on the issue.
SS6.9 Investigate a global issue resulting in public
policy, research of all perspectives, and generation
and evaluation of alternative resolutions.
SS7.9 Investigate a global issue resulting in public
policy, research all perspectives, and generate and
evaluate alternative resolutions.
SS8.9 (U6.2) – Investigation Topics and Issue Analysis - Use
the historical perspective to investigate a significant historical
topic from United States History Eras 3-6 that also has
significance as an issue or topic in the United States today.
SS8.10 (P3.1, P4.2) Identifying and analyzing issues, decisionmaking, persuasive communication about a public issue, and
citizen involvement.
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
p. 2
Grade 5 Power Standards
Integrated United States History
USHG Era 1 – Beginnings to 1620
SS5.1 (U1.1) Describe the life of peoples living in North America before European exploration.
(5-U1.1.1, 5-U1.1.2, 5-U1.1.3)
Related Learning Targets
 Use maps to locate Native American cultural regions. (5-U1.1.1)
 Compare how Southwest and Northwest American Indians adapted and modified the
environment. (5-U1.1.2)
 Describe Eastern Woodland American Indian life. (5-U1.1.3)
SS5.2 (U1.2) Identify the causes and consequences of European exploration and colonization. (5U1.2.1, 5-U1.2.2)
Related Learning Targets
 Explain the technological and political developments leading to exploration. (5-U1.2.1)
 Use case studies of individual explorers and stories of life in Europe to compare the goals,
obstacles, motivations, and consequences for European exploration and colonization of the
Americas. (5-U1.2.2)
SS5.3 (U1.3) Describe the lives of peoples living in western Africa prior to the 16th century.
(5-U1.3.1, 5-U1.3.2)
Related Learning Targets
 Use maps to locate major regions of Africa. (5-U1.3.1)
 Use economics, family structures and the growth of states, towns, and trade to describe the life
and cultural development of people living in western Africa at this time. (5-U1.3.2)
SS5.4 (U1.4) Describe the environmental, political, and cultural consequences of the interactions
among European, African, and American Indian peoples in the late 15th through the 17th
century. (5-U1.4.1, 5-U1.4.2, 5-U1.4.3, 5-U1.4.4)
Related Learning Targets
 Describe the interaction of Europeans, American Indians, and Africans in North America from
the perspective of these three groups. (5-U1.4.1)
 Use primary and secondary sources to compare Europeans and American Indians with respect
to governmental structure and property ownership. (5-U1.4.2)
 Compare the different approaches used by Europeans in interactions with Native Americans.
(5-U1.4.3)
 Describe the Columbian Exchange and its impact on the three groups. (5-U1.4.4)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
p. 3
USHG Era 2 – Colonization and Settlement (1585-1763)
SS5.5 (U2.1, U2.3) Describe and compare the regional settlement patterns and the development
of the North American colonies. (5-U2.1.1, 5-U2.1.2, 5-U2.1.3, 5-U2.1.4, 5-U2.3.1, 5-U2.3.2, 5U2.3.3, 5-U2.3.4, 5-U2.3.5)
Related Learning Targets
 Locate the Southern, Middle, and New England colonies on a map. (5-U2.3.1)
 Describe the Southern colonies. (5-U2.1.1)
o Establishment of Jamestown.
o Development of one crop economies.
o Relationships of American Indians.
o Development of colonial assemblies.
 Describe the Middle colonies (5-U2.1.3)
o Growth of economies
o Diversity
 Describe the New England colonies (5-U2.1.2)
o Relationship with the Native Americans
o Agricultural and non-Agricultural economies
o Development of government.
o Religious tensions.
 Describe life in the three colonial regions. (5-U2.3.2)
 Describe life from the perspectives of at least three different groups. (5-U2.3.3)
 Describe the development of the emerging labor force in the colonies. (5-U2.3.4)
 Make generalizations about reasons for regional differences. (5-U2.3.5)
SS5.6 (U2.2) Explain the development of the slave system in the Americas and its impact upon
the life of Africans. (5-U2.2.1, 5-U2.2.2, 5-U2.2.3)
Related Learning Targets
 Describe the Triangle Trade including the trade routes, the people and goods that were traded,
the Middle Passage and its impact on the life in Africa. (5-U2.2.1)
 Describe the life of enslaved and free Africans in the colonies. (5-U2.2.2)
 Describe how Africans drew upon their past and adapted elements of new cultures to develop a
distinct African-American culture. (5-U2.2.3)
USHG Era 3 Revolution and the New Nation
SS5.7 (U3.1, 3.2) Explain the causes and consequences of the American Revolution. (5-U3.1.1, 5U3.1.2, 5-U3.1.3, 5-U3.1.4, 5-U3.1.5, 5-U3.1.6, 5-U3.1.7, 5-U3.1.8, 5-U3.2.1, 5-U3.2.2, 5-U3.2.3, ,
5-U3.2.4)
Related Learning Targets
 Describe the French and Indian War and how British policy changed as a result. (5-U3.1.1)
 Explain causes and effects of major revolutionary era events. (5-U3.1.2)
 Contrast British and colonial views of major revolutionary events (5-U3.1.3)
 Describe the role of the Continental Congresses. (5-U3.1.4)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
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Use the Declaration of Independence to explain why colonists wanted to separate from Great
Britain. (5-U3.1.5)
Identify roles of key revolutionary individuals (Washington, Jefferson, J. Adams, S. Adams,
Henry, Paine, Franklin) (5-U3.1.6)
Describe how colonial experiences with self-government and ideas about government
influenced the declaring of independence. (5-U3.1.7)
Identify a problem confronting people in the colonies, identify alternative choices for
addressing the problem with possible consequences, and describe a course of action. (5-U3.1.8)
Describe military advantages and disadvantages of each side. (5-U3.2.1)
Describe the importance of Valley Forge, Saratoga, and Yorktown. (5-U3.2.2)
Compare the role of women, African Americans, American Indians, and France in helping to
shape the outcome of the war. (5-U3.2.3)
Describe the significance of the Treaty of Paris. (5-U3.2.4)
SS5.8 (U3.3) Explain challenges faced by the new nation under the Articles of Confederation,
and the development of the Constitution as a new plan for governing.
(5-U3.3.1, 5-U3.3.2, 5U3.3.3, 5-U3.3.4, 5-U3.3.5, 5-U3.3.6, 5-U3.3.7, 5-U3.3.8)
Related Learning Targets
 Describe the power of national and state governments and give examples of problems the
country faced under the Articles of Confederation. (5-U3.3.1, 5-U3.3.2)
 Explain why the Constitutional Convention was convened and the Constitution written. (5U3.3.3)
 Describe the Great Compromise and Three-Fifths Compromise. (5-U3.3.4)
 Give reasons why the framers wanted to limit the power of government. (5-U3.3.5)
 Describe Federalism. (5-U3.3.6)
 Explain why the inclusion of the Bill of Rights was needed for ratification. (5-U3.3.7)
 Describe the rights found in the 1st, 2nd, 3rd, and 4th amendments. (5-U3.3.8)
Public Discourse, Decision Making, and Citizen Involvement
SS5.9 State a problem as public policy issue, analyze perspectives, generate and evaluate
possible resolutions, and defend constitutionally. Communicate a reasoned position and act
constructively on the issue. (5-P3.1.1, 5-P3.1.2, 5-P3.1.3, 5-P3.3.1, 5-P4.2.1, 5-P4.2.2)
Related Learning Targets
 Identify contemporary issues related to the Constitution. (5-P3.1.1)
 Use graphic data and other sources to analyze information and evaluate alternative resolutions.
(5-P3.1.2)
 Give examples of how conflicts over core democratic values lead people to differ on issues. (5P3.1.3)
 Compose an essay expressing a position on a public issue related to the Constitution and justify
the position with a reasoned argument. (5-P3.3.1)
 Develop, implement a plan to communicate, and participate in projects to further the public
good. (5-P4.2.1, 5-P4.2.2)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
Grade 6 Power Standards
Western Hemisphere
Foundation Power Standard*: Demonstrate their understanding of the tool historians use to
organize and explain human activities over time. (6-H1.1.1, 6-H1.1.2, 6-H1.2.1, 6-H1.2.2,6-H1.2.3,
6-H1.2.4, 6-H1.2.5, 6-H.1.4.1, 6-H1.4.2, 6-H1.4.3)
Related Learning Targets
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Construct and interpret timelines. (6-H1.1.1)
Read and interpret calendars. (6-H1.1.2)
Use primary and secondary sources. (6-H1.2.1)
o Identify perspective. (6-H1.1.2)
o Identify the significance of the individual in history. (6-H1.2.5)
o Evaluate competing perspectives. (6-H1.2.4)
o Determine context. (6-H1.2.2)
Identify patterns throughout history and connect to today. (6-H1.4.2, 6-H1.4.3)
Understand and use the following terms: eras, periods, calendar system, contemporary, secular,
artifacts, primary sources, secondary sources, quantitative data, radiocarbon dating,
perspective, BC/AD/BCE/CE, cultural institutions, and continuity. (6-H1.4.1)
*This should be a review of K-5 skills. These skills will be used throughout the course.
WH ERA 1
SS6.1: Demonstrate an understanding of the impact of the Agricultural Revolution on early
people. (6-W1.1.1, 6-W1.1.2, 6-W1.2.1, 6-W1.2.2, 6-W1.2.3)
Related Learning Targets
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Interpret a migration map showing the movement of hunters and gatherers, including the
Berringa Land Bridge. (6-W1.1.1, 6-W1.1.2)
Describe the importance of the natural environment to the development of agriculture. (6W1.2.2)
Relate the concepts of stable food supply, surplus, population growth, trade, division of labor,
and development of settlements to the development of culture at the time of the Agricultural
Revolution, as well as to our contemporary times today. (6-W1.2.3,
6-W1.2.1)
Understand and use the following terms: sedentary, migration, surplus, irrigation,
domestication, and division of labor. (6-W1.2.1, 6-W1.2.2, 6-W1.2.3)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
WH ERA 2
SS6.2: Demonstrate an understanding of the human and physical influences that affected the
development of the early North American agricultural societies. (6-W2.1.1, 6-W2.1.2, 6-W2.1.3,
6-W2.1.4)
Related Learning Targets
 Create and interpret maps showing the location of early North American people and explain
how the environment favored their way of life (Inuit, Anasazi, and Apache). (6-W2.1.1, 6W2.1.3)
 Identify defining cultural characteristics (government, language, religion, social structure,
technology, and division of labor) of early North American people from various sources
including texts, videos, pictures, and secondary sources. (6-W2.1.3, 6-W2.1.4)
 Relate the effects of the agricultural revolution on modern food supply issues. (6-W2.1.2)
 Understand and use the following terms: pastoral, agrarian civilization, nomads, and
sustainable agriculture. (6-W2.1.1, 6-W2.1.2, 6-W2.1.4)
WH ERA 3
SS6.3: Demonstrate an understanding of the development of ancient Latin American
civilizations. (6-W3.1.1, 6-W3.1.2, 6-W3.1.3, 6-W3.1.4, 6-W3.1.5)
Related Learning Targets
 Construct a timeline showing key events in the development of Mayan, Aztec, Olmec, and
Incan societies. (6-W3.1.5)
 Compare and contrast key features of the Mayan, Aztec, and Incan societies, including
economy, human-environment interaction, religion, and regional relationships.
(6W3.1.1, 6-W3.1.2, 6-W3.1.3, 6-W3.1.4)
 Understand and use the following terms: class structure, Inca Road, and trade routes. (6W3.1.2, 6-W3.1.3)
SS6.4: Demonstrate an understanding of the tools (various types of maps, GPS, GIS, aerial
photos, photos, and film) that geographers use to organize and explain human activities over
time. (6-G1.1.1, 6-G1.1.2, 9-G1.2.1, 6-G1.2.5, 6-G1.2.6, 6-G2.1.1, 6-G2.1.2)
Related Learning Targets
 Describe how geographers use mapping to represent places and natural phenomena in the
world and why they may vary based on cultural perspectives and modern technology (6G1.1.1, 6-G1.2.2)
 Draw a sketch map of the Western Hemisphere from memory and locate major physical
features on a map (landforms, rivers, climate regions). (6-G1.1.1, 6-G1.1.2, 6-G1.2.1, 6G1.2.2, 6-G1.2.5, 6-G1.2.6)
 Identify what information geographers can get from technology (such as GPS and GIS) and
how they use this information to solve modern problems. (6-G1.2.5, 6-G1.2.6)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
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Understand and use the following terms: technology, GPS, GIS, topographic maps, spatial
patterns, thematic maps, and geographic inquiry. (6-G1.2.2, 6-G1.2.3, 6-G1.2.5, 6-G1.2.6, 6G2.1.2)
Geographic Perspective
SS6.5: Demonstrate an understanding of how the physical characteristics of the Western
Hemisphere (such as climate, tectonic plates, topographic features, and proximity to natural
hazards) impact where and how people live and how people impact the physical environment
(such as aqueducts, canals, pollution, irrigation, and technology). (6-G1.2.3, 6-G1.2.4, 6-G1.3.1,
6-G1.3.2, 6-G2.1.2, 6-G2.2.2, 6-G3.1.1, 6-G3.2.1, 6-G3.2.2, 6-G4.3.1, 6-G4.3.2, 6-G5.1.1, 6-G5.1.2,
6-G5.1.3, 6-G5.2.1)
Related Learning Targets
 Create or interpret thematic maps and graphs showing patterns of human population and
ecosystems as well as photos and film to develop generalizations and patterns about location
and density of people. (6-G1.2.3, 6-G1.3.2, 6-G1.2.4, 6-G2.1.2, 6-G3.2.1, 6-G3.2.2, 6-G4.3.2,
6-G5.2.1)
 Construct and analyze climate graphs for two locations at different latitudes and elevations in
the region to answer geographic questions and make predictions based on patters (6-G3.1.1)
 Apply the five themes of geography (location, place, movement, region, and humanenvironment interaction) using specific historical and/or geographic examples from the
Western Hemisphere. (6-G1.3.1)
 Describe how human activity, including technology, affects the environment (generally
speaking) and relate it to specific contemporary environmental concerns. (6-G2.2.2, 6-G3.2.1,
6-G4.3.1, 6-G5.1.1, 6-G5.1.2, 6-G5.1.3)
 Understand and use the following terms: tectonic plates, seismic events, ecosystems, climate,
natural hazards, atmosphere, biosphere, lithosphere, hydrosphere, population density, spatial
patterns, proximity, arid, deforestation, hydroelectric power, river basin, watershed, and
drought. (6-G1.3.2, 6-G2.1.2, 6-G2.2.2, 6-G5.1.1, 6-G5.1.3, 6-G5.2.1)
SS6.6: Demonstrate an understanding of culture and the role it plays. (6-G1.2.2, 6-G1.3.3, 6G2.2.1, 6-G2.2.3, 6-G4.1.1, 6-G4.4.2, 6-G4.4.1)
Related Learning Targets
 Identify and explain examples of cultural traits and how cultures have evolved through the
movement of people, things, and ideas. (6-G2.2.1, G-6.1.3.3, 6-G4.1.1, 6-G4.2.1)
 Identify factors that contribute to conflict and cooperation between and among cultural group
(control and use of natural resources, power, wealth, people’s perceptions of culture, and
cultural diversity) in history and contemporary issues. (6-G2.2.3, 6-G4.4.1)
 Understand and use the following terms: cultural perspective, immigrants, cultural diffusion,
indigenous, conflicts between First Peoples in Canada, French and English conflicts in Canada,
and establishment of Nunavut (1999). (6-G1.2.2, 6-G2.2.3, 6-G4.1.1, 6-G4.4.2)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
Civic Perspective
SS6.7: Demonstrate an understanding of the characteristics of a democracy and a dictatorship,
and the role government plays in political, cultural, and economic relationships. (6-C1.1.1, 6C3.6.1, 6-C3.6.2, 6-C4.3.1, 6-C4.3.2, 6-C4.3.3, 6-E2.3.1)
Related Learning Targets
 Compare and contrast a democracy, a dictatorship, and a parliamentary system, including the
role of government policy in the economy. (6-C1.1.1, 6-C3.6.2)
 Identify key characteristics that define a nation-state and the purpose of its government. (6C3.6.1)
 Explain the challenges and benefits of the interdependence of nations. (6-C4.3.1, 6-C4.3.2, 6C4.3.3, 6-E2.3.1)
 Understand and use the following terms: interdependence, parliamentary system, geopolitical
relationships, representative democracy, military dictatorship, dictatorship, NAFTA, OAS, UN,
NGO, Fidel Castro and Cuba, sanction, tariff, and treaty. (6-C1.1.1, 6-C3.6.2, 6-C4.3.3, 6E2.3.1)
Economic Perspective
SS6.8: Demonstrate an understanding of various economic systems, including global
relationships and the movement of goods and services. (6-E2.3.1, 6-E3.1.1, 6-E3.1.2, 6-E3.1.3,6E3.3.1)
Related Learning Targets
 Analyze and create charts, graphs, and maps to show patterns of economic interdependence in
the Western Hemisphere. (6-E3.1.1, 6-E3.1.2)
 Explain and compare how economics systems (traditional, command, and market) answer the
four basic questions: What should be produced? How will it be produced? How will it be
distributed? Who will receive the benefits of productions? (6-E3.3.1)
 Explain how advances in communications have affected economic interactions and where and
how people work. (6-E3.1.3)
 Understand and use the following terms: incentives, perishable, communist, capitalist, (free)
market economy, command economy, socialism, trade, traditional economy, consumer,
producer, global economy, mutual benefit, incentives, imports, exports, supply chain,
materials, capitol, and labor. (6-E1.1.1, 6-E2.3.1, 6-E3.1.2)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
Public Discourse, Decision Making, and Citizen Involvement
SS6.9: Investigate a global issue resulting in public policy, research of all perspectives, and
generation and evaluation of alternative resolutions. (6-P3.1.1, 6-P4.2.1, 6-P4.2.2, 6-P4.2.3, 6G6.1.1, 6-G6.1.2)
Related Learning Targets
 State the issue as a question of public policy and use inquiry methods to find supporting
information and data from multiple perspectives. (6-P3.1.1, 6-P4.2.1)
 Share and discuss findings of their research and analysis in group discussion and/or debates.
(6-P4.2.2)
 Compose a persuasive essay including an action plan to inform others of the issue.
(6G6.1.1, 6-G6.1.2)
 Participate in projects to help or inform others. (6-P4.2.3)
 Understand and use the following terms: inquiry methods, action plan, and public policy. (6G6.1.1, 6-P3.1.1, 6-P4.2.1)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
Grade 7 Power Standards
Eastern Hemisphere
Foundation Power Standard*: Demonstrate an understanding of the tools historians use to
organize and explain human activities and cultural institutions over time. (7-H1.1.1, 7-H1.1.2, 7H1.2.1, 7-H1.2.2, 7-H1.2.3, 7-H1.2.4, 7-H1.2.5, 7-H1.2.6, 7-H1.4.1, 7-H1.4.2, 7-H1.4.3)
Related Learning Targets
 Construct and interpret timelines. (7-H1.1.1)
 Read and interpret calendars. (7-H1.1.2)
 Use primary and secondary sources. (7-H1.2.1, 7-H1.2.2)
o Identify perspective. (7-H1.2.3, 7-H1.2.4)
o Identify the significance of the individual in history. (7-H1.2.6)
o Evaluate competing perspectives. (7-H1.2.4, 7-H1.2.5, 7-H1.4.3)
o Determine context. (7-H1.4.2)
 Use cultural institutions to study an era and a region. (7-H1.4.1)
 Identify patterns throughout history and connect to today. (7-H1.4.2)
 Understand and use the following terms: eras, periods, calendar system, contemporary, secular,
artifacts, primary sources, secondary sources, quantitative data, radio-carbon dating,
perspective, BC/AD/BCE/CE, cultural institutions, and continuity. (7-H1.1.1, 7-H1.1.2, 7H1.21., 7-H1.4.1)
*This should be a review of K-5 skills. These skills will be used throughout the course.
WH ERA 1
SS7.1: Demonstrate an understanding of the development and initial impact of the Agricultural
Revolution on early people. (7-W1.1.1, 7-W1.1.2, 7-W1.2.1, 7-W1.2.2, 7-W1.2.3)
Related Learning Targets
 Compare and contrast the environmental, economic, and social institutions of two early
civilizations from different world regions.(7-W1.2.3)
 Analyze various sources that show how and when human communities populated the Eastern
Hemisphere and use this information to determine the benefits and challenges of modern
human migration (Africa, Australia, Europe, and Asia). (7-W1.1.1, 7-W1.2.1)
 Relate the concepts of stable food supply, surplus, population growth, trade, division of labor,
and development of settlements to the development of culture at the time of the Agricultural
Revolution as well as to contemporary times. (7-W1.2.2)
 Understand and use the following terms: Paleolithic, Neolithic, Yangtse River, Indus River
Valley, Tigris River, Euphrates River, Nile River, and social institutions. (7-W1.1.2, 7-W1.2.3)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
WH ERA 2
SS7.2: Demonstrate an understanding of the role location played in the development of early
Eastern Hemisphere societies (location, location, location ). (7-W2.1.1, 7-W2.1.2, 7-W2.1.3, 7W2.1.4, 7-W2.1.5, 7-G6.1.2)
Related Learning Targets
 Relate the development of language (oral and written) to significant and lasting civilizations.
(7-W2.1.1)
 Identify defining cultural characteristics (government, religion, social structure, technology,
and division of labor) of early Eastern Hemisphere peoples from various sources including
texts, videos, pictures, and secondary sources.
(7-W2.1.3)
 Use historical and modern maps to locate, describe, and analyze major river systems in the
Eastern Hemisphere and locate the development of civilizations. (7-W2.1.2)
 Investigate the significance of contemporary sustainable agriculture and its role in helping
societies produce enough food for people. (7-G6.1.2)
 Understand and use the following terms: pictographs, cultural diffusion, pastoralism, steppes,
division of labor, and sustainable agriculture. (7-W2.1.1, 7-W2.1.3, 7-W2.1.4, 7-W2.1.5)
WH ERA 3
SS7.3: Demonstrate an understanding of the features, contributions, and interactions of the
ancient Eastern Hemisphere civilizations and empires. (7-W3.1.1, 7-W3.1.2, 7-W3.1.3, 7-W3.1.4,
7-W3.1.5, 7-W3.1.6, 7-W3.1.7, 7-W3.1.8, 7-W3.1.9, 7-W3.1.10, 7-W3.2.1, 7-W3.2.2, 7-W3.2.3, 7G6.1.2)
Related Learning Targets
 Locate the major early empires in the Eastern Hemisphere using historic and modern maps
(Indian, Chinese, Mediterranean, African, SW and Central Asian). (7-W3.1.2)
 Identify major contributions of each of the early Eastern Hemisphere civilizations/empires
including art, architecture, culture, science, technology, mathematics, political life and ideas,
philosophy and ethical beliefs, trade, trade routes and military strategy. (7-W3.1.1, 7-W3.1.5,
7-W3.1.6, 7-W3.1.7, 7-W3.1.8)
 Create a timeline showing the rise and fall of empires during the classical period including
China (Han), India (Gupta), Greek, and Roman. (7-W3.1.10)
 Identify and describe the major beliefs of the six major religions, (Christianity, Islam, Judaism,
Confucianism, Buddhism, and Hinduism) map their spread, and investigate conflict that arises
from varying religious beliefs in contemporary times. (7-W3.2.1, 7-W3.2.2, 7-W3.2.3)
 Identify the location and causes of internal and external conflicts between various groups in
classical China, the Mediterranean world, and south Asia (India) prior to 300 C.E. (7-G6.1.2)
 Understand and use the following terms: city-state, civilization, empire, Greek democracy,
slavery, legal codes, and belief systems. (7-W3.1.3, 7-W3.1.4, 7-W3.1.8, 7-W3.1.9)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
Geographic Perspective
SS7.4: Develop an understanding of physical geography of the Eastern Hemisphere (7-G1.1.1, 7G1.1.2, 7-G1.2.1, 7-G1.2.2, 7-G1.2.3, 7-G1.2.4, 7-G1.2.5, 7-G1.2.6, 7-G2.1.1, 7-G2.1.2, 7-G3.1.1)
Related Learning Targets
 Draw a sketch map of the Eastern Hemisphere from memory and locate major physical
features on a map (landforms, rivers, climate regions). (7-G1.1.2)
 Use information and observations from maps, photos, air photos, films, etcetera to locate the
major physical features of the Eastern Hemisphere including climate zones, landforms, rivers,
and rivers. (7-G1.1.1, 7-G1.2.1, 7-G1.2.3, 7-G2.1.1)
 Use information from GPS, GIS, climate maps, and other data to make predictions based on
patterns in the data. (7-G1.2.5, 7-G3.1.1)
 Use information from GIS and other Web tools to compare and contrast surface features and
vegetation of the continents of the Eastern Hemisphere (7-G2.1.2)
 Understand and use the following terms: technology, GPS, GIS, topographic maps, spatial
patterns, thematic maps, geographic inquiry, and cartography. (7-G1.2.2,
7-G1.2.5, 7G1.2.6)
 Apply the skills of geographic inquiry to analyze a problem or issue of importance to a region
of the Eastern Hemisphere (7-G1.2.6)
SS7.5: Demonstrate an understanding of how the physical characteristics of the Eastern
Hemisphere (climate, tectonic plates, topographic features, proximity to natural hazards) impact
where and how people live, and how people impact the physical environment (aqueducts, dams,
reclamation, desertification, deforestation, irrigation, canals, pollution, irrigation, technology,
etc.) (7-G1.2.4, 7-G1.3.1, 7-G1.3.2, 7-G2.2.2, 7-G3.2.2, 7-G4.2.1, 7-G4.3.1, 7-G4.3.1, 7-G5.1.1, 7G5.1.2, 7-G5.1.3, 7-G5.2.1)
Related Learning Targets
 Create or interpret thematic maps and graphs showing patterns of human population and
ecosystems to develop generalizations and patterns about location and population density. (7G1.2.4, 7-G3.2.1, 7-G4.3.2)
 Identify and describe the effects that physical environments, especially natural hazards, have
on human activities and the adaptations/modifications they make to survive. (7-G1.3.2, 7G.2.1.2, 7-G4.3.1, 7-G5.2.1)
 Apply the five themes of geography (location, place, movement, region, and humanenvironment interaction) using specific historical and/or geographic examples from the Eastern
Hemisphere. (7-G1.3.1)
 Describe how human activity, including technology, affects the environment (generally
speaking) and relate it to specific contemporary environmental concerns. (7-G2.2.2, 7-G3.2.2,
7-G4.2.1, 7-G5.1.1, 7-G5.1.2, 7-G5.1.3, 7-G5.2.1)
 Understand and use the following terms: seismic events, ecosystems, climate, atmosphere,
biosphere, lithosphere, hydrosphere, population density, spatial patterns, proximity, arid,
hydro-electric power, Congo Basin, Sahel, river basin, watershed, and drought. (7-G1.3.2, 7G2.2.1, 7-G3.1.1, 7-G4.3.1, 7-G4.2.2, 7-G5.1.1)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
SS7.6: Demonstrate an understanding of culture and the role it plays. (7-G1.3.3, 7-G2.2.1, 7G2.2.2, 7-G2.2.3, 7-G4.1.1, 7-G4.4.1, 7-G4.4.2, 7-G6.1.1)
Related Learning Targets
 Identify and explain examples of Eastern Hemisphere cultural traits and how cultures have
evolved through the movement of people, things, and ideas.(7-G2.2.1)
 Identify factors that contribute to conflict and cooperation between and among cultural and/or
regional groups especially the European Union. Include control and accessibility to and use of
natural resources, power, wealth, interdependence, people’s perceptions of culture, and cultural
diversity. (7-G2.2.3, 7-G4.4.1, 7-G.4.4.2, 7-G1.3.3)
 Identify positive and negative changes to communities caused by technology. (7-G2.2.2)
 Conduct research on contemporary global topics and issues, compose persuasive essays, and
develop a plan for action. (7-G6.1.1)
 Understand and use the following terms: cultural diffusion, indigenous, multi-lingual, and fish
factories. (7-G2.2.2, 7-G4.1.1)
Civic Perspective
SS7.7: Demonstrate an understanding of the different types of governments and how their
policies address national and international issues. (7-C1.1.1, 7-C3.6.1, 7-C4.3.1, 7-C4.3.2, 7C4.3.3)
Related Learning Targets
 Compare and contrast a monarchy, theocracy, dictatorship, and representative government
including the relationship between the government, citizens, and society. (7-C1.1.1)
 Explain the challenges to governments and the cooperation needed to address national and
international issues. (7-C4.3.1, 7-C4.3.2)
 Understand and use the following terms: nation-state, society, jurisdiction, migration, quotas,
human rights, UN, NATO, OPEC, EU, AU, and G-8. (7-C3.6.1, 7-C4.3.1, 7-C4.3.2, 7-C4.3.3)
Economic Perspective
SS7.8: Demonstrate an understanding of various economic systems, including the role economics
play in global relationships and the movement of goods and services. (7-G4.1.2, 7-E1.1.1, 7E1.1.2, 7-E2.3.1, 7-E3.1.1, 7-E3.1.2, 7-E3.1.3, 7-E3.1.4, 7-E3.3.1, 7-G4.1.2)
Related Learning Targets
 Analyze charts, graphs, and maps to show patterns of economic interdependence in the Eastern
Hemisphere, focusing on trade patterns. (7-E3.1.1)
 Apply knowledge of the traits of economic systems to specific countries of the Eastern
Hemisphere. Include the four basic questions (What should be produced? How will it be
produced? How will it be distributed? Who will receive the benefits of production?). (7E3.1.1, 7-E3.3.1)
 Read, interpret, and analyze data showing economic indicators. (7-E3.1.3)
 Compare and contrast the changing economic role of women in developing countries,
especially women in Africa. (7-G4.1.2)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09


Explain how communication technology has affected economic interactions and where and
how people work. (7-E3.1.4)
Understand and use the following terms: circular flow model, gross domestic product, gross
national product, global supply chain, most favored trade agreements, sanctions, tariffs, public
service, incentives, profits, job placement, and micro-entrepreneurs. (7-E1.1.1, 7-E1.1.2, 7E2.3.1, 7-E3.1.2)
Public Discourse, Decision Making, and Citizen Involvement
SS7.9: Investigate a global issue resulting in public policy, research all perspectives, and
generate and evaluate alternative resolutions. (7-G6.1.1, 7-G6.1.2, 7-P3.1.1, 7-P4.2.1, 7-P4.2.2, 7P4.2.3)
Related Learning Targets
 State the global issue as a question and use inquiry methods to find supporting information and
data from multiple perspectives. (7-P3.1.1, 7-P4.2.1)
 Share and discuss findings of their research and analysis in group discussion and/or debates.
(7-P4.2.2)
 Compose a persuasive essay including an action plan to inform others of the global issue. (7G6.1.1, 7-G6.1.2, 7-P4.2.2)
 Understand and use the following terms: inquiry methods, action plan, and public policy. (7G6.1.1, 7-P3.1.1, 7-P4.2.1)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
Grade 8 Power Standards
Integrated United States History
Foundations in United States History and Geography Eras 1-3 - Political and intellectual
Transformations (F1.1, F1.2, F1.3)
This is a review of the Grade 5 Content Expectations.
 Describe the ideas, experiences, and interactions that influenced the colonists’ decisions to
declare independence by analyzing
o Colonial ideas about government
o Experiences with self-government
o Changing interactions with the royal government of Great Britain after the French and
Indian War.
 Using the Declaration of Independence, including the grievances at the end of the document,
describe the role this document played in expressing
o Colonists’ views of government
o Their reasons for separating from Great Britain.
USHG Era 3 – Revolution and the New Nation
SS8.1 (U3.3) Creating New Government(s) and a New Constitution: Explain the challenges faced
by the new nation and analyze the development of the Constitution as a new plan for governing.
(8-U3.3.1, 8-U3.3.2, 8-U3.3.3, 8-U3.3.4, 8-U3.3.5, 8-U3.3.6, 8-U3.3.7)
Related Learning Targets
 Explain the reasons for the adoption of the Articles of Confederation and its failure, including
the economical and political questions facing the nation. (8-U3.3.1, 8-U3.3.2)
 Use important documents to describe the origins of the constitution. (8-U3.3.7)
 Describe the major issues debated at the Constitutional Convention. (8-U3.3.3)
 Explain how the new constitution resolved the major issues. (8-U3.3.4)
 Explain the Bill of Rights. (8-U3.3.3.6)
USHG Era 4 – Expansion and Reform (1792 – 1861)
SS8.2 (U4.1): Analyze the challenges the new government faced and the role of political and
social leaders in meeting these challenges. (8-U4.1.1, 8-U4.1.2, 8-U4.1.3, 8-U4.1.4)
Related Learning Targets
 Examine Washington’s Farewell. (8-U4.1.1)
 Analyze the establishment of America’s place in the world by using primary documents. (8U4.1.2)
 Explain the emergence of political parties. (8-U4.1.3)
 Explain the development of a national judiciary and its power through the review of historical
court cases. (8-U4.1.4)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
SS8.3 (U4.2): Describe and analyze the nature and impact of the territorial, demographic, and
economic growth in the first three decades of the new nation using maps, charts, and other
evidence. (8-U4.2.1, 8-U4.2.2, 8-U4.2.3, 8-U4.2.4)
Related Learning Targets
 Compare and contrast the social and economic systems of the Northeast and South. (8-U4.2.1)
 Explain the institution of slavery, westward expansion and its consequences. (8-U4.2.2, 8U4.2.3, 8-U4.2.4,)
SS8.4 (U4.3): Analyze the growth of antebellum American reform movements. (8-U4.3.1, 8U4.3.2, 8-U4.3.3, 8-U4.3.4, 8-U4.3.5)
Related Learning Targets
 Explain, analyze, and evaluate origins of American education, formation and development of
the abolitionist movement, women’s rights (and suffrage), the temperance movement, and
religion. (8-U4.3.1, 8-U4.3.2, 8-U4.3.3, 8-U4.3.5)
USHG Era 5 – Civil War and Reconstruction (1850 – 1877)
SS8.5 (U5.1): Analyze and evaluate the early attempts to abolish or contain slavery and to realize
the ideals of the Declaration of Independence. (8-U5.1.1, 8-U5.1.2, 8-U5.1.3, 8-U5.1.4, 8-U5.1.5, 8U5.1.6)
Related Learning Targets
 Explain the differences in the lives of free blacks, free whites, and enslaved people. (8-U5.1.1)
 Describe the role of the Northwest Ordinance in relation to slavery. (8-U5.1.2)
 Describe the competing views on the nature of the union. (8-U5.1.3)
 Describe sectional tensions using primary sources. (8-U5.1.4)
 Describe resistance of enslaved people and the effects of their actions before and during the
war. (8-U5.1.5)
 Describe how major issues debated at the Constitutional Convention help explain the Civil
War. (8-U5.1.6)
SS8.6 (U5.2): Evaluate the multiple causes, key events, and complex consequences of the Civil
War. (8-U5.2.1, 8-U5.2.2, 8-U5.2.3, 8-U5.2.4, 8-U5.2.5)
Related Learning Targets
 Explain the reasons and timing of Southern states secession. (8-U5.2.1)
 Explain why the North won. (8-U5.2.2)
 Examine Abraham Lincoln’s presidency. (8-U5.2.3)
 Describe the role of African Americans in the war. (8-U5.2.4)
 Construct generalizations about how the war affected combatants, civilians, the physical
environment, and the future of warfare. (8-U5.2.5)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09
SS8.7 (U5.3): Using evidence, develop an argument regarding the character and consequences of
Reconstruction. (8-U5.3.1, 8-U5.3.2, 8-U5.3.3, 8-U5.3.4, 8-U5.3.5)
Related Learning Targets
 Describe the different positions concerning reconstruction. (8-U5.3.1)
 Describe the Freedman’s Bureau and the Black Codes. (8-U5.3.2)
 Describe the role of African Americans in local, state, and federal government and Southern
white resistance including the Ku Klux Klan. (8-U5.3.3)
 Analyze the 13th, 14th, and 15th Amendments. (8-U5.3.4)
 Explain the decision to remove Union troops in 1877 and its impact. (8-U5.3.5)
USHG Era 6 – The Development of an Industrial, Urban, and Global United States (1870 –
1930)
SS8.8 (U6.1): Analyze the major changes in communication, transportation, demography, and
urban centers, including the location and growth of cities linked by industry and trade, in last
half of the 19th century. (8-U6.1.1)
Related Learning Targets
 Compare and contrast the United States in 1800 with the United States in 1898. (8-U6.1.1)
SS8.9 (U6.2) – Investigation Topics and Issue Analysis - Use the historical perspective to
investigate a significant historical topic from United States History Eras 3-6 that also has
significance as an issue or topic in the United States today. (8-U6.2.1)
Related Learning Targets
 Create a project that uses historical perspectives to analyze issues in the United States from
past to present. (8-U6.2.1)
Public Discourse, Decision Making, and Citizen Involvement
SS8.10 (P3.1, P4.2) Identifying and analyzing issues, decision-making, persuasive
communication about a public issue, and citizen involvement. (8-P3.1.1, 8-P4.2.1, 8-P4.2.2, 8P4.2.3)
Related Learning Targets
 Identify, research, analyze, discuss, and defend a position on a national public policy issue, and
act constructively to further the public good. (8-P3.1.1, 8-P4.2.1, 8-P4.2.2, 8-P4.2.3)
5-8 Social Studies Power Standards and Related Learning Targets, Mid-Michigan Consortium
2/3/09