WHCSD Scope and Sequence
Grade 8
Social Studies
2016-2017
Grade 8 Social Studies Scope and Sequence
COURSE OVERVIEW & TIMING
This section is designed to help you see the flow of the units/topics across the entire school year.
Unit
Unit Length
Unit 1 Early European Exploration
4 Weeks
Unit 2 Early Colonization
5 Weeks
Unit 3 Declaration of Independence and American Revolution
9 Weeks
Unit 4 U.S. Constitution
6 Weeks
Unit 5 Westward Expansion
6 Weeks
Unit 6 Civil War & Reconstruction
6 Weeks
OVERALL COURSE TIMING
This section is designed to help you compare the number of available instructional days to the number of days accounted for in
the Scope and Sequence.
Course Length
Total number of instructional days in school year:
176
Total number of instructional days for all units included in Scope and Sequence:
160
WHCSD Scope and Sequence
Grade 8
Social Studies
2016-2017
UNIT 1
LENGTH:
4 Weeks
FIRST QUARTER:
Resources
UNIT 1 STANDARDS
STRAND: HISTORY
Topic: Historical Thinking and Skills
HIS 1. Primary and secondary sources are used to examine events from multiple perspectives and
to present and defend a position.
Expectations for Learning: Analyze primary and secondary sources to describe the different
perspectives on an issue relating to a historical event in U.S. History and to present and defend a
position.
Topic: Colonization to Independence
HIS 2. North America, originally inhabited by American Indians, was explored and colonized by
Europeans for economic and religious reasons.
Expectations for Learning: Explain the economic and religious reasons for the exploration and
colonization of North America by Europeans.
HIS 3. Competition for control of territory and resources in North America led to conflicts among
colonizing powers.
Expectations for Learning: Explain how competition for control of territory and resources in
North America led to conflicts among colonizing powers.
STRAND: GEOGRAPHY
Topic: Spatial Thinking and Skills
GEO 13. Modern and historical maps and other geographic tools are used to analyze how historic
events are shaped by geography.
Expectations for Learning: Analyze the ways in which historical events are shaped by
geography using modern and historical maps and other geographic tools.
Topic: Human Systems
GEO 14. The availability of natural resources contributed to the geographic and economic
expansion of the United States, sometimes resulting in unintended environmental consequences.
Expectations for Learning: Analyze how the availability of natural resources contributed to the
geographic and economic expansion of the United States. Explain how this sometimes resulted in
unintended environmental consequences
GEO 15. 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.
Expectations for Learning: Describe the movement of people, products and ideas that
resulted in new patterns of settlement and land use and analyze its impact on the political and
economic development of the United States.
GEO 16. Cultural biases, stereotypes and prejudices had social, political and economic
consequences or minority groups and the population as a whole.
Expectations for Learning: Explain how cultural biases, stereotypes and prejudices had
social, political and economic consequences for minority groups and the population as a whole.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 22. Choices made by individual, businesses and governments have both present and future
consequences.
Expectations for Learning: Analyze how choices made individuals, businesses and
governments have both present and future consequences.
Topic: Markets
ECO 24. Governments can impact markets by means of spending, regulations, taxes & trade
barriers.
Expectations for Learning: Explain the impact government can have on markets by spending,
regulating, taxing and creating trade barriers.
Spiraling
ELA: RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
W. 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
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


ODE Model Curriculum
History Alive Ch 1
http://www.databases.a
bc-clio (“Mercantilism,
1754-a776 (overview).”
American History, ABCCLIO, 2014.” )
History:
http://www.darke.k12.oh
.us/curriculum/SocialStu
dies/EarlyEncounters.pd
f
Economics:
http://www.econedlink.or
g/lessons/index.php?lid
=552&type=educator
WHCSD Scope and Sequence
Grade 8
Social Studies
2016-2017
UNIT 2 LENGTH:
5 Weeks
FIRST QUARTER
Resources
UNIT 2 STANDARDS
STRAND: HISTORY
Topic: Colonization to Independence
HIS 3. Competition for control of territory and resources in North America led to conflicts among
colonizing powers.
Expectations for Learning: Explain how competition for control of territory and resources in
North America led to conflicts among colonizing powers.
HIS 4. The practice of race-based slavery led to the forced migration of Africans to the American
colonies. Their knowledge and traditions contributed to the development of those colonies and the
United States.
Expectations for Learning: Explain how the practice of race-based slavery led to the forced
migration of Africans to the American colonies. Describe the contributions of enslaved and free
Africans to the cultural and economical development of the American colonies.
STRAND: GEOGRAPHY
Topic: Spatial Thinking and Skills
GEO 13. Modern and historical maps and other geographic tools are used to analyze how historic
events are shaped by geography.
Expectations for Learning: Analyze the ways in which historical events are shaped by
geography using modern and other geographic tools.
Topic: Human Systems
GEO 14. The availability of natural resources contributed to the geographic and economic
expansion of the United States, sometimes resulting in unintended environmental consequences.
Expectations for Learning: Analyze how the availability of natural resources contributed to the
geographic and economic expansion of the United States. Explain how this sometimes resulted in
unintended environmental consequences.
GEO 15. 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.
Expectations for Learning: Describe the movement of people, products and ideas that
resulted in new patterns of settlement and land use and analyze its impact on the political and
economic development of the United States.
GEO 16. Cultural biases, stereotypes and prejudices had social, political and economic
consequences for minority groups and the population as a whole.
Expectations for Learning: Explain how cultural biases, stereotypes and prejudices had
social, political and economic consequences for minority groups and the population as a whole.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 18. Participation in social and civic groups can lead to the attainment of individual and public
goals.
Expectations for Learning: Explain how participation in social and civic groups can lead to the
attainment of individual and public goals.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 22. Choices made by individual, businesses and governments have both present and future
consequences.
Expectations for Learning: Analyze how choices made by individuals, businesses and
governments have both present and future consequences.
Topic: Markets
ECO 24. Governments can impact markets by means of spending, regulations, taxes and trade
barriers.
Expectations for Learning: Explain the impact government can have on markets by spending,
regulating, taxing and creating trade barriers.
Spiraling
ELA: RI.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
RI.6 Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.5 With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting or trying a new approach, focusing on how well
purpose and audience have been addressed.
W.6 Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with
others.
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


History Alive Ch 2-4
Geography:
http://education.national
geographic.com/archive/
xpeditions/lessons/15/g
912/greatplains.html?ar
_a=1
Government:
https://www.facinghistor
y.org/foreducators/educatorresources/lessons-andunits/taking-standmodels-civicparticipation
Economics:
http://www.econedlink.or
g/lessons/index.php?lid
=263&type=educator
WHCSD Scope and Sequence
Grade 8
Social Studies
2016-2017
UNIT 3 LENGTH:
9 Weeks
SECOND QUARTER
Resources
UNIT 3 STANDARDS
STRAND: HISTORY
Topic: Colonization to Independence
HIS 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.
Expectations for Learning: Connect the ideas of the Enlightenment and dissatisfaction with colonial
rule to the writing of the Declaration of Independence and launching the American Revolution.
Topic: A New Nation
HIS 6. The outcome of the American Revolution was national independence and new political, social and
economic relationships for the American people.
Expectations for Learning: Analyze the new political, social and economic relationships for the
American people that resulted from the American Revolution.
STRAND: GEOGRAPHY
Topic: Spatial Thinking and Skills
GEO 13. Modern and historical maps and other geographic tools are used to analyze how historic events
are shaped by geography.
Expectations for Learning Analyze the ways in which historical events are shaped by geography using
modern and historical maps and other geographic tools.
Topic: Human Systems
GEO 17. Americans begin to develop a common national identity among its diverse regional and cultural
populations based on democratic ideals.
Expectations for Learning: Identify the developments that helped bring about a common national
identity for the Americans and describe the democratic ideals around which that identity is based.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 18. Participation in social and civic groups can lead to the attainment of individual and public goals.
Expectations for Learning: Explain how participation in social and civic groups can lead to the
attainment of individual and public goals
GOV 19. Informed citizens understand how media and communication technology influence public opinion.
Expectations for Learning: Explain how media and communication technology influence public opinion.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 22. Choices made by individual, businesses and governments have both present and future
consequences.
Expectations for Learning: Analyze how choices made by individuals, businesses and governments
have both present and future consequences.
Topic: Markets
ECO 24. Governments can impact markets by means of spending, regulations, taxes and trade barriers.
Expectations for Learning: Explain the impact government can have on markets by spending,
regulating, taxing and creating trade barriers.
Spiraling
ELA: RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
RI.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges
and responds to conflicting evidence or viewpoints.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience
have been addressed.
W.6 Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas efficiently as well as to interact and collaborate with others.
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
History Alive Ch 5-7
http://databases.abcclio.com (“Ongoing
Colonial Resistance
(Overview)” &
“Declaring
Independence
(Overview).”
American History.
ABC-CLIO, 2014.)
History:
http://www.discoverye
ducation.com/teacher
s/free-lessonplans/the-americanrevolution-causes.cfm
Government:
http://72.32.58.69/les
son_plans/ExpressYo
urOpinion.php
Economics:
http://ushistorysite.co
m/industrialization.ph
p
WHCSD Scope and Sequence
Grade 8
Social Studies
2016-2017
UNIT 4 LENGTH:
6 Weeks
THIRD QUARTER
Resources
UNIT 4 STANDARDS
STRAND: HISTORY
Topic: A New Nation
HIS 7. Problems arising under the Articles of Confederation led to debate.
Expectations for Learning: Explain how the problems arising under the Articles of
Confederation led to debate over the adoption of the U.S. Constitution
HIS 8. Actions of early presidential administrations established a strong federal government,
provided peaceful transitions of power and repelled a foreign invasion.
Expectations for Learning: Explain how the actions of early presidential administrations
established a strong federal government, provided peaceful transitions of power & repelled a
foreign invasion.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 18. Participation in social and civic groups can lead to the attainment of individual and public
goals.
Expectations for Learning: Explain how participation in social and civic groups can lead to the
attainment of individual and public goals.
GOV 19. Informed citizens understand how media and communication technology influence public
opinion.
Expectations for Learning: Explain how media and communication technology influence
public opinion.
Topic: Roles and Systems of Government
GOV 20. The U.S. Constitution established a federal system of government, a representative
democracy and a framework with separation of powers and checks and balances.
Expectations for Learning: Describe and give examples of how the U.S. Constitution created
a federal system, representative democracy, separation of powers, and checks and balances.
GOV 21. The U.S. Constitution protects citizens’ rights by limiting the powers of government.
Expectations for Learning: Cite & evaluate how the U.S. Constitution protects citizens’ rights
by limiting the powers of government.
STRAND: GEOGRAPHY
Topic: Human Systems
GEO 17.Americans begin to develop a common national identity among ts diverse regional and
cultural populations based on democratic ideals.
Expectations for Learning: Identify the developments that helped bring about a common
national identity for the Americans and describe the democratic ideals around which that identity is
based.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 22. Choices made by individual, businesses and governments have both present and future
consequences.
Expectations for Learning: Analyze how choices made by individuals, businesses and
governments have both present and future consequences.
Topic: Markets
ECO 24. Governments can impact markets by means of spending, regulations, taxes and trade
barriers.
Expectations for Learning: Explain the impact government can have on markets by spending,
regulating, taxing and creating trade barriers.
Topic: Financial Literacy
ECO 25. The effective management of one’s personal finances includes using basic banking
services (e.g., savings accounts and checking accounts) and credit.
Expectations for Learning: Demonstrate how effective management of one’s personal
finances includes using basic banking services (e.g., savings accounts and checking accounts)
and credit.
Spiraling
ELA: RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence
is introduced.
RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic
and identify where the texts disagree on matters of fact or interpretation.
W.7 Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
W.8 Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
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


History Alive Ch 8-10
History:
http://teachingamerican
history.org/zvesper/chap
ter1/
Geography:
http://teachingamerican
history.org/zvesper/chap
ter1/
Government:
http://westernreservepu
blicmedia.org/constitutio
n/represen.htm,
Economics:
http://www.thirteen.org/e
donline/lessons/,
http://www.econedlink.or
g/lessons/index.php?lid
=515&type=educator
WHCSD Scope and Sequence
Grade 8
Social Studies
2016-2017
UNIT 5 LENGTH:
6 Weeks
THIRD-FOURTH QUARTER
Resources
UNIT 5 STANDARDS
STRAND: HISTORY
Topic: Expansion
HIS 9. The United States added to its territory through treaties and purchases.
Expectations for Learning: Describe how the United States added to its territory through
treaties and purchases.
HIS 10. Westward expansion contributed to economic and industrial development, debates over
sectional issues, war with Mexico, and the displacement of American Indians.
Expectations for Learning: Explain how westward expansion contributed to economic and
industrial development, debates over sectional issues, war with Mexico, and the displacement of
American Indians.
Topic: Civil War and Reconstruction
HIS 11. 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.
Expectations for Learning: Distinguish among the positions of the sections of the United
States on sectional issues of the 1820s through the 1850s. Illustrate how disputes over the nature
of federalism and into sectional issues and helped lead to the American Civil War
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 18. Participation in social and civic groups can lead to the attainment of individual and public
goals.
Expectations for Learning: Explain how participation in social and civic groups can lead to the
attainment of individual and public goals.
STRAND: GEOGRAPHY
Topic: Spatial Thinking and Skills
GEO 13. Modern and historical maps and other geographic tools are used to analyze how historic
events are shaped by geography.
Expectations for Learning
Analyze the ways in which historical events are shaped by geography using modern and other
geographic tools.
Topic: Human Systems
GEO 14. The availability of natural resources contributed to the geographic and economic
expansion of the United States, sometimes resulting in unintended environmental consequences.
Expectations for Learning: Analyze how the availability of natural resources contributed to the
geographic and economic expansion of the United States. Explain how this sometimes resulted in
unintended environmental
consequences
GEO 15. 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.
Expectations for Learning: Describe the movement of people, products and ideas that
resulted in new patterns of settlement and land use and analyze its impact on the political and
environmental development of the United States.
GEO 16. Cultural biases, stereotypes & prejudices had social, political, economic consequences
for minority groups and the population as a whole.
Expectations for Learning: Explain how cultural biases, stereotypes and prejudices had
social, political and economic consequences for minority groups and the population as a whole
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 22. Choices made by individual, businesses and governments have both present and future
consequences.
Expectations for Learning: Analyze how choices made by individuals, businesses and
governments have both present and future consequences.
Topic: Production and Consumption
ECO 23. The Industrial Revolution fundamentally changed the means of production as a result of
improvements in technology, use of new power resources, the advent of the interchangeable parts
and the shift from craftwork to factory work.
Expectations for Learning: Analyze the Industrial Revolution in the late 18th and early 19th
centuries changed the means of production.
ECO 24. Governments can impact markets by means of spending, regulations, taxes and trade
barriers.
Expectations for Learning: Explain the impact government can have on markets by spending,
regulating, taxing and creating trade barriers.
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





History Alive Ch 11-22
http://www.databases/a
bc-clio.com (“Louisiana
Purchase (Overview)”,
“Manifest Destiny, 17901850 (Overview)”,
“Settlement of the West
(Overview)” & “War with
Mexico (Overview).”
American History. ABCCLIO, 2014.)
History:
http://www.smithsoniane
ducation.org/educators/l
esson_plans/borders/int
ro.html,
http://teachingamerican
history.org/fed-antifed/
Geography:
http://education.national
geographic.com/archive/
xpeditions/lessons/15/g
912/greatplains.html?ar
_a=1
Government:
https://www.facinghistor
y.org/foreducators/educatorresources/lessons-andunits/taking-standmodels-civicparticipation
Economics:
http://www.econedlink.or
g/lessons/index.php?lid
=355&type=educator
http://ecedweb.unomah
a.edu/lessons/feoga.htm
WHCSD Scope and Sequence
Spiraling
Grade 8
Social Studies
2016-2017
ELA: RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence
is introduced.
RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic
and identify where the texts disagree on matters of fact or interpretation.
W.7 Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for
multiple avenues of exploration.
W.8 Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
WHCSD Scope and Sequence
Grade 8
Social Studies
2016-2017
UNIT 6 LENGTH:
6 Weeks
FOURTH QUARTER
Resources
UNIT 6 STANDARDS
STRAND: HISTORY
Topic: Civil War and Reconstruction
HIS 11. 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.
Expectations for Learning: Distinguish among the positions of the sections of the United
States on sectional issues of the 1820s through the 1850s. Illustrate how disputes over the nature
of federalism fed into sectional issues and helped lead to the American Civil War.
HIS 12. The Reconstruction Period resulted in changes to the U.S. Constitution, an affirmation of
federal authority and lingering social and political differences.
Expectations for Learning: Describe how the Reconstruction period resulted in changes to the
U.S. Constitution, an affirmation of federal authority, and lingering social and political differences.
STRAND: GEOGRAPHY
Topic: Spatial Thinking and Skills
GEO 13. Modern and historical maps and other geographic tools are used to analyze how historic
events are shaped by geography.
Expectations for Learning: Analyze the ways in which historical events are shaped by
geography using modern and other geographic tools
Topic: Human Systems
GEO 14. The availability of natural resources contributed to the geographic and economic
expansion of the United States, sometimes resulting in unintended environmental consequences.
Expectations for Learning: Analyze how the availability of natural resources contributed to the
geographic and economic expansion of the United States. Explain how this sometimes resulted in
unintended environmental consequences.
GEO 16. Cultural biases, stereotypes and prejudices had social, political and economic
consequences for minority groups and the population as a whole.
Expectations for Learning: Explain how cultural biases, stereotypes and prejudices had
social, political & economic consequences for minority groups and the population as a whole.
STRAND: GOVERNMENT
Topic: Civic Participation and Skills
GOV 18. Participation in social and civic groups can lead to the attainment of individual and public
goals.
Expectations for Learning: Explain how participation in social and civic groups can lead to the
attainment of individual and public goals.
GOV 19. Informed citizens understand how media and communication technology influence public
opinion.
Expectations for Learning: Explain how media and communication technology influence
public opinion.
Topic: Roles and Systems of Government
GOV 21. The U.S. Constitution protects citizens’ rights by limiting the powers of government.
Expectations for Learning: Cite and evaluate how the U.S. Constitution protects citizens’
rights by limiting the powers of government.
STRAND: ECONOMICS
Topic: Economic Decision Making and Skills
ECO 22. Choices made by individual, businesses and governments have both present and future
consequences.
Expectations for Learning: Analyze how choices made by individuals, businesses and
governments have both present and future consequences.
Topic: Production and Consumption
ECO 23. The Industrial Revolution fundamentally changed the means of production as a result of
improvements in technology, use of new power resources, the advent of the interchangeable parts
and the shift from craftwork to factory work.
Expectations for Learning: Analyze the Industrial Revolution in the late 18th and early 19th
centuries changed the means of production.
Topic: Markets
ECO 24. Governments can impact markets by means of spending, regulations, taxes and trade
barriers.
Expectations for Learning: Explain the impact government can have on markets by spending,
regulating, taxing and creating trade barriers.





History Alive Ch 21-24
www.abc.clio
History:
http://ushistorysite.com/r
econstruction.php;
Government:
http://westernreservepu
blicmedia.org/constitutio
n/represen.htm
Economics:
http://ushistorysite.com/i
ndustrialization.php
WHCSD Scope and Sequence
Spiraling
Grade 8
Social Studies
2016-2017
ELA: RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RI.2 Determine the central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text.
RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or
events (e.g., through comparisons, analogies, or categories).
RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular
sentences in developing and refining a key concept.
RI.6 Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
RI.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital
text, video, multimedia) to present a particular topic or idea.
RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence
is introduced.
RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic
and identify where the texts disagree on matters of fact or interpretation.
RI.10 By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6-8 text complexity band independently and proficiently.
W.1 Write arguments to support claims with clear reasons and relevant evidence.
W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
W.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
W.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.5 With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting or trying a new approach, focusing on how well
purpose and audience have been addressed.
W.6 Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with
others.