Chetek-Weyerhaeuser Middle School
Social Studies 8 Units and Learning Targets
Social Studies 8A
Unit 1
Three Worlds Meet (8 days)
Learning Targets
1. I can describe how climate change and land bridges led to migration from Asia.
(A.8.7)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can describe how climate change and land bridges led to
migration from Asia.
Developing I can explain how land bridges were created during the Ice
Age.
Basic
I can explain how Paleo-Indians migrated to the new
world.
Minimal
I can identify the terms Land Bridge and Migration.
No Evidence No evidence.
2. I can compare and contrast the influence of geography on Native American cultures.
(E8.3, E.8.9, A.8.9)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can compare and contrast the influence of geography on
Native American cultures.
Developing I can connect native cultures to the regional environments
in which they live.
Basic
I can give an example of a resource available to people
living in different regions of North America.
Minimal
I can identify environmental factors in different regions of
North America.
No Evidence No evidence.
3. I can describe how European historical eras changed society and influenced
exploration. (B.8.2, B.8.3)
Proficiency Descriptor
4
Proficient
3
Developing
2
Basic
Mr. Loy/Mrs. Hable
Definition
I can describe how European historical eras changed
society and influenced exploration.
I can trace the evolution of European development prior to
Exploration.
I can describe the government within two historical eras of
European history.
3/2/2017
1
1
0
Minimal
I can list three historical eras in European history.
No Evidence No evidence.
Unit 2 European Exploration of the Americas (12 days)
Learning Targets
1. I can explain new technologies and economic conditions that allowed Vikings and
Portuguese to explore. (B.8.8)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can explain new technologies and economic conditions
that allowed Vikings and Portuguese to explore.
Developing I can make connections between economic conditions and
technologies which encouraged exploration.
Basic
I can describe how several inventions aided in world
discovery.
Minimal
I can list two inventions that influenced world discovery.
No Evidence No evidence.
2. I can explain how Christopher Columbus’s voyages encouraged the Columbian
Exchange and changed the lives of people in both the Americas and Europe. (A.8.7,
A.8.10)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can explain how Christopher Columbus’s voyages
encouraged the Columbian Exchange and changed the lives
of people in both the Americas and Europe
Developing I can describe two ways life changed in the Americas and
in Europe.
Basic
I can map the direction products moved in the Columbian
Exchange.
Minimal
I can list products that exchanged between Europeans and
the new world.
No Evidence No evidence.
3. I can identify European explorers of America (such as Magellan, Cartier, Champlain,
LaSalle, Hudson, Cortes, Pizarro, de Leon, and Coronado) and link them with the
regions explored, sponsor nation, and economic benefit of the mother country. (B.8.7
B.8.12 D.8.7)
Proficiency Descriptor
4
Proficient
Mr. Loy/Mrs. Hable
Definition
I can identify European explorers of America (such as
Magellan, Cartier, Champlain, LaSalle, Hudson, Cortes,
Pizarro, de Leon, and Coronado) and link them with the
regions explored, sponsor nation, and economic benefit of
3/2/2017
2
3
2
1
0
4.
each region.
Developing I can name ten explorers, their mother country and
territories that they explored and resources sought.
Basic
I can name six explorers, their mother country and
territories that they explored.
Minimal
I can name four explorers and territory that they explored.
No Evidence No evidence.
I can compare and contrast slavery to other labor options (indentured servant and
Native Americans) available at that time. (E.8.6)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can compare and contrast slavery to other labor options
(indentured servant and Native Americans) available at that
time.
Developing I can explain the reasons slave labor was deemed necessary
by Southern colonists.
Basic
I can describe conditions that slaves endured on the Middle
Passage from Africa.
Minimal
I can list reasons that slaves were brought to America on
the Middle Passage.
No Evidence No evidence.
5. I can compare how European empires organized colonization and the affect this had
upon the Native population.(B.8.11)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can compare how European empires organized
colonization and the affect this had upon the Native
population.
Developing I can describe the economic benefit of regions colonized by
European nations.
Basic
I can connect European nations to the regions colonized.
Minimal
I can list three European nations that colonized the
Americas.
No Evidence No evidence.
Unit 3 The English Colonies (10 days)
Learning Targets
1. I can compare and contrast the lives of British colonists in three regions of the
colonies.(A.8.5)
Proficiency Descriptor
4
Proficient
Mr. Loy/Mrs. Hable
Definition
I can compare and contrast the lives of British colonists in
3/2/2017
3
3
2
1
0
three regions of the colonies.
Developing I can identify the reasons the English settled each of the
three regions (New England, Middle and Southern) of the
colonies
Basic
I can explain geographical differences between the three
regions of English settlement in North America.
Minimal
I can identify the three regions of English settlement in
North America.
No Evidence No evidence.
2. I can map the physical, political, and economic geography of the early British
colonies. (A.8.1)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can draw conclusions on how geography shaped
economic development of the colonies.
Developing I can map physical features that affected the economy of
each region on a map.
Basic
I can identify the 13 original colonies on a map.
Minimal
I can name three English colonies from each regions
settled.
No Evidence No evidence.
3. I can identify and associate key people and terms with their colonized region (such as
Puritans, pilgrims, John Smith, Pocahontas, John Winthrop, Anne Hutchinson,
Quakers, and William Penn) (B.8.7)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can identify seven colonial leaders, link them to the areas
they helped to colonize and state their contributions to the
development of the colonies.
Developing I can identify six colonial leaders and link them to the areas
they helped to colonize.
Basic
I can identify five colonial leaders within three regions.
Minimal
I can identify four colonial leaders.
No Evidence No evidence.
4. I can write a thesis explaining why Jamestown colony failed using primary source
documents. (B.8.1)
Proficiency Descriptor
4
Proficient
3
2
Mr. Loy/Mrs. Hable
Developing
Basic
Definition
I can write a thesis explaining why Jamestown colony
failed using and citing primary source documents.
I can write a thesis using some primary source evidence.
I can create an outline to support a thesis statement with
evidence from primary documents.
3/2/2017
4
1
0
Minimal
I can read primary source data and answer simple questions
about that document.
No Evidence No evidence.
Unit 4 Seeds of Conflict and Revolution (9 days)
Learning Targets
1. I can analyze the effect The English Bill of Rights, the Great Awakening, and
Enlightenment had upon colonial development. (C.8.1)
Learning
Target
Proficiency
4
3
2
1
0
I can analyze the effect The English Bill of Rights, the Great Awakening,
and Enlightenment had upon colonial development.
Descriptor
Definition
Proficient
I can analyze the effect The English Bill of Rights, the
Great Awakening, and Enlightenment had upon colonial
development
Developing I can give examples of the impact the English Bill of
Rights, the Great Awakening, and Enlightenment had upon
shaping the thought of colonists.
Basic
I can describe political and economic terms corresponding
to the Great Awakening, The English Bill of Rights, and
the Enlightenment.
Minimal
I can define the movements of the English Bill of Rights,
the Great Awakening, and Enlightenment.
No Evidence No evidence.
2. I can explain and map the origins and outcome of conflict between European powers
(such as the French and British) and identify the alliances specific Native American
groups chose. (B.8.10)
Learning
Target
I can explain and map the origins and outcome of conflict between
European powers (such as the French and British) and identify the
alliances specific Native American groups chose.
Proficiency Descriptor
Definition
4
Proficient
I can explain and map the origins and outcome of conflict
between European powers (such as the French and British)
and identify the alliances specific Native American groups
chose.
3
Developing I can describe the political motives of groups during the
French and Indian War and represent those interests on a
map visual.
2
Basic
I can recognize general alliances formed during the French
and Indian War and explain the political position of each.
1
Minimal
I can identify the groups involved in the French and Indian
War.
0
No
No evidence.
Mr. Loy/Mrs. Hable
3/2/2017
5
Evidence
3. I can describe the effect European conflicts had upon the English colonies in terms of
geography and political taxation. (D.8.6)
Learning
Target
Proficiency
4
3
2
1
0
I can describe the effect European conflicts had upon the English colonies
in terms of geography and political taxation.
Descriptor
Definition
Proficient
I can describe the effect European conflicts had upon
the English colonies in terms of geography and
political taxation.
Developing
I can explain the effects the French and Indian War
had upon Europe, and the New world by recalling key
people and events on a timeline.
Basic
I can list new problems colonists experienced as a
result of the French and Indian War.
Minimal
I can complete a map showing territory gained by the
British following the French and Indian War.
No Evidence
No evidence.
4. I can describe the cause and effect that the British taxation and occupation had upon
colonial life (Stamp Act, Tea Act, Boston Tea Party, and Boston Massacre, Intolerable
Acts).(B.8.5)
Learning
Target
I can describe the cause and effect that the British taxation and occupation
had upon colonial life (Stamp Act, Tea Act, Boston Tea Party, and Boston
Massacre, Intolerable Acts).
Proficiency Descriptor
Definition
4
Proficient
I can describe the cause and effect that the British
taxation and occupation had upon colonial life (Stamp
Act, Tea Act, Boston Tea Party, and Boston Massacre,
Intolerable Acts)
3
Developing
I can recall and explain colonial reactions to harsh
British policies. (Boston Tea Party, and Boston
Massacre)
2
Basic
I can explain the hardships that four British actions
had upon colonial life following the French and Indian
War.
1
Minimal
I can list three new taxes or conditions imposed upon
the colonists by the British.
0
No Evidence
No evidence.
Unit 5 American Revolution (9 days)
Learning Targets
Mr. Loy/Mrs. Hable
3/2/2017
6
1. I can compare and contrast the goals, actions, and results of the first and second
Continental Congress.(B.8.2)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can compare and contrast the goals, actions, and results of
the first and second Continental Congress.
Developing I can explain and give an example of the goals, actions, and
results of the first and second Continental Congress.
Basic
I can explain the goals and actions of the first and second
Continental Congress.
Minimal
I can identify the goals of the first and second Continental
Congress.
No Evidence No evidence.
2. I can deconstruct the Declaration of Independence in order to rewrite the document
using contemporary language. (B.8.1, C.8.1)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can deconstruct the Declaration of Independence in order
to rewrite the document using contemporary language.
Developing I compare the parts of the Declaration of Independence and
point out the significance of the words used in each part of
the document.
Basic
I can read the Declaration of Independence and break it
into sections in order to answer questions about the
document.
Minimal
I can read the Declaration of Independence to answer basic
questions about the document.
No Evidence No evidence.
3. I can use significant vocabulary and people of the Revolutionary War (such as
redcoats, patriots, minutemen, loyalists, mercenaries, Washington, Paine, Franklin,
and Lafayette) to explain significant historical events in an essay. (B.8.7)
Proficiency Descriptor
4
Proficient
3
Developing
2
Basic
1
Minimal
Mr. Loy/Mrs. Hable
Definition
I can use significant vocabulary and people of the
Revolutionary War (such as redcoats, patriots, minutemen,
loyalists, mercenaries, Washington, Paine, Franklin, and
Lafayette) to explain significant historical events of the
Revolutionary War.
I can explain how terms and people influenced the
Revolutionary War.
I can connect terms and people to major events of the
Revolutionary War.
I can identify important terms and people of the
3/2/2017
7
0
Revolutionary War.
No Evidence No evidence.
4. I can map the major battles of the Revolutionary War and explain the strategies each
side used.(A.8.1)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can map the major battles of the Revolutionary War and
explain the strategies each side used.
Developing I can locate at least seven major of battles of the
Revolutionary War and explain the significance of the
battle.
Basic
I can locate at least five major battles of the Revolutionary
War and state which side won the battle.
Minimal
I can locate some of the battles of the Revolutionary War
on a pre-marked map.
No Evidence No evidence.
Social Studies 8B
Unit 7 Principles of American Government (10 days)
Learning Targets
1. I can use the U.S. Constitution to describe the powers of both state and national
government under federalism.
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can use the U.S. Constitution to describe the powers of
both state and national government under federalism.
Developing I can provide multiple examples of state and national
powers.
Basic
I can explain how federalism works.
Minimal
I can list two state and two national powers granted in the
Constitution.
No Evidence No evidence.
2. I can describe how checks and balances promote cooperation and limits power
between the branches of government as it pertains to creating a law.
Proficiency Descriptor
4
Proficient
3
Mr. Loy/Mrs. Hable
Developing
Definition
I can describe how checks and balances promote
cooperation and limits power between the branches of
government as it pertains to creating a law.
I can give multiple examples of checks branches have on
each other.
3/2/2017
8
2
1
0
Basic
I can describe role of each branch in the lawmaking
process.
Minimal
I can list three branches of government and their function.
No Evidence No evidence.
3. I can use primary documents to argue how the Constitution guards against tyranny.
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can write a five paragraph grammatically correct essay to
argue how the Constitution guards against tyranny using
support from primary source documents.
Developing I can write a five paragraph essay to argue how the
Constitution guards against tyranny using support.
Basic
I can identify three ways our Constitution guards against
tyranny in an essay format.
Minimal
I can define tyranny and identify attempts to guard against
it.
No Evidence No evidence.
4. I can explain the process of how a bill becomes a law with different outcomes of the
bill in a diagram format.
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can explain the process of how a bill becomes a law with
different outcomes of the bill in a diagram format.
Developing I can explain the process of how a bill becomes a law in a
diagram format.
Basic
I can show multiple steps in a diagram format of how a bill
becomes a law.
Minimal
I can define both a bill and a law.
No Evidence No evidence.
Unit 8 The Bill of Rights and Citizenship (9 days)
Learning Targets
1. I can prioritize the rights granted to every citizen under the 1st Amendment.
Proficiency
4
3
2
1
0
Mr. Loy/Mrs. Hable
Descriptor
Definition
Proficient
Developing
Basic
Minimal
No Evidence No evidence.
3/2/2017
9
2. I can connect the need for each of the amendments found in the Bill of Rights to
revolutionary concerns and contemporary times.
Proficiency
4
3
2
1
0
Descriptor
Definition
Proficient
Developing
Basic
Minimal
No Evidence No evidence.
3. I can provide examples of the rights of being a U.S. citizen compared to the privileges
of being a U.S. citizen.
Proficiency
4
3
2
1
0
Descriptor
Definition
Proficient
Developing
Basic
Minimal
No Evidence No evidence.
Unit 9 Early Application of the U. S. Government (9 days)
Learning Targets
1. I can analyze the role that precedence played in the Electoral College and
Washington’s presidency.
2. I can compare and contrast national policies proposed by Hamilton and Jefferson.
3. I can differentiate between foreign and domestic issues which faced the young nation.
Unit 10 The Jefferson Era (11 days)
Learning Targets
1. I can explain how Jefferson’s political administration differed from the previous
Federalist presidents using examples.
2. I can explain the acquisition of the Louisiana Territory, map the route Lewis and
Clark took and explain obstacles they faced.
3. I can take a position on the need for the U.S. to go to war in 1812 and sequence the
events of that war.
Unit 11 A New National Identity (6 days)
Learning Targets
1. I can explain how the Monroe Doctrine continues to influence foreign policies.
2. I can categorized historical events into one of two categories—Nationalism or
Sectionalism—based on a set of criteria.
Mr. Loy/Mrs. Hable
3/2/2017
10
Unit 12 Age of Jackson (11 days)
Learning Targets
1. I can evaluate changes made to the democratic process and the office of president
during the Jacksonian Era.
2. I can explain economic and political differences between emerging regions within the
country.
3. I can argue for or against the issue of States’ Rights.
4. I can interpret primary documents to evaluate the need for the Indian Removal Act.
5. I can argue the appropriateness of placing President Jackson’s image on the twenty
dollar bill.
Social Studies 8C
Unit 13 Expanding West (12 days)
Learning Targets
1. I can analyze the causes and effects of Americans moving into Mexican territory.
(empesarios, gold rush, Texas annexation, Trails, Manifest Destiny)
Proficiency Descriptor
4
Proficient
3
2
Developing
Basic
1
Minimal
Definition
I can analyze the causes and effects of Americans moving
into Mexican territory.
I can explain how expansion changed the Western frontier.
I can identify trails going west and link them to trade routes
and hardships suffered.
I can define Manifest destiny and vocabulary associated
with the movement.
2. I can analyze the causes and effects of the Mexican-American War on a variety of
groups (Native Americans, Texas independence, African Americans, settlers,
governments).
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can analyze the causes and effects of the MexicanAmerican War on a variety of groups (Native Americans,
African Americans, Texans, settlers, governments).
Developing I can explain the role Texas independence had upon US
conflict with Mexico.
Basic
I can explain why conflict arose between Mexicans and US
citizens living in the west.
Minimal
I can identify groups affected by the Mexican American
War.
No Evidence No evidence.
3. I can use primary sources to write a thesis justifying or criticizing the U.S.’s decision
to go to war with Mexico. (DBQ)
Mr. Loy/Mrs. Hable
3/2/2017
11
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can use primary sources to write a five paragraph
grammatically correct essay to justifying or criticize the
U.S.’s decision to go to war with Mexico using support
from primary source documents.
Developing I can use primary sources to write a five paragraph essay to
justifying or criticize the U.S.’s decision to go to war with
Mexico.
Basic
I can identify three ways to justifying or criticize the U.S.’s
decision to go to war with Mexico
Minimal
I can state reasons why the US went to war with Mexico.
No Evidence No evidence.
Unit 14 The North (10 days)
Learning Targets
1. I can explain the origins and functions of industrial mills on waterways. (diagram a
mill, what is a textile, development of cities)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can explain the origins and functions of industrial mills
on waterways.
Developing I can explain the manufacturing process using a diagram of
a textile mill.
Basic
I can diagram how water and steam mills operate.
Minimal
I can identify where mills were built and what products
they manufactured.
No Evidence No evidence.
2. I can analyze how technology contributes to shaping labor and daily life of mill
workers. (Lowell vs. RI conditions, unionization)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can analyze how technology contributes to shaping labor
and daily life of mill workers.
Developing I can discuss how new technologies changed life for the
average American worker.
Basic
I can compare advantages and hardships of workers within
a northern mill.
Minimal
I can list hardships endured by mill workers.
No Evidence No evidence.
3. I can compare the development and use of canals to railroads during the mid-1800s,
and present how they affect business, travel, and communication in the U.S.
Proficiency Descriptor
Mr. Loy/Mrs. Hable
Definition
3/2/2017
12
4
3
2
1
0
Proficient
I can compare the development and use of canals to
railroads during the mid-1800s, and present how they affect
business, travel, and communication in the U.S.
Developing I can compare the development and use of canals to
railroads during the mid-1800s, and explain how they
affected business, travel, and communication in the U.S.
Basic
I can explain how each mode of transportation effects
business, travel, and communication.
Minimal
I can identify advantages of each mode of transportation.
No Evidence No evidence.
Unit 15 The South (10 days)
Learning Targets
1. I can analyze the benefit of growing cotton based on multiple variables in the
southern region of the US.
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can analyze the benefit of growing cotton based on
multiple variables in the southern region of the US.
Developing I can explain how the invention of the cotton gin affected
Southern society.
Basic
I can explain the process of producing cotton for market.
Minimal
I can identify 3 factors that encouraged the growth of
cotton.
No Evidence No evidence.
2. I can analyze demographic data on the southern population prior to the Civil War.
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can analyze demographic data on the southern population
prior to the Civil War.
Developing I can contrast the different social groups in the South.
Basic
I can explain the daily life of five social classes living in
the south.
Minimal
I can identify four distinct social classes in the south prior
to the Civil War.
No Evidence No evidence.
3. I can describe the challenges and culture created by the system of slavery. (E.8.4)
Proficiency Descriptor
4
Proficient
3
Mr. Loy/Mrs. Hable
Developing
Definition
I can describe the challenges and culture created by the
system of slavery using slave codes and division of labor.
I can explain the purpose of five slave codes created prior
to the Civil War.
3/2/2017
13
2
1
0
Basic
I can list three examples of slave codes.
Minimal
I can identify what a slave code is and give an example.
No Evidence No evidence.
4. I can evaluate the success of three forms of resistance to slavery. (Underground
railroad journal)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can evaluate the success of three forms of resistance to
slavery.
Developing I can connect people (Douglas, Tubman) to forms of
protest and resistance to slavery.
Basic
I can identify three methods of protest to and resistance of
slavery.
Minimal
I can define abolition and Underground Railroad.
No Evidence No evidence.
Unit 16 A Divided Nation (10 days)
Learning Targets
1. I can differentiate reasons that led voters to align themselves to a political party or
politician, and how parties affected the outcome of pre-civil war elections.
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can differentiate reasons that led voters to align
themselves to a political party or politician, and how
parties affected the outcome of pre-civil war elections
Developing I can connect regional concerns to party platforms and
associate key people with their party.
Basic
I can state the platforms of newly established parties on
slavery.
Minimal
I can identify political parties established in the pre-Civil
War period.
No Evidence No evidence.
2. I can describe and analyze the role each of the branches of government played in the
slavery argument. (Fugitive Slave Act, Dred Scott)
Proficiency Descriptor
4
Proficient
3
Developing
2
Basic
Mr. Loy/Mrs. Hable
Definition
I can describe and analyze the role each of the branches of
government played in the slavery argument
I can explain the role government branches played in three
slavery events using details and key people.
I can identify two pro and con slavery events and link it to
a branch of government.
3/2/2017
14
1
0
Minimal
I can identify a pro and con slavery events.
No Evidence No evidence.
3. I can identify the positions that pro-slavery and abolitionists had in regards to slavery
and critique the effectiveness of compromises made over the issue. (KansasNebraska, Compromise of 1850)
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can critique the effectiveness of compromises made over
the issue.
Developing I can describe the pro-slavery and abolitionist movement
using key people and events.
Basic
I can categorize events as being either pro or anti-slavery.
Minimal
I can identify the positions that pro-slavery and
abolitionists had.
No Evidence No evidence.
Unit 17 The Civil War (12 days)
Learning Targets
1. I can compare and contrast the strengths, weaknesses, and strategies of the Union and
Confederacy.
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can compare and contrast the strengths, weaknesses, and
strategies of the Union and Confederacy
Developing I can explain how the strategies used by each side were
supported by the advantages and disadvantages.
Basic
I can state and illustrate the strategies of the Union and
Confederacy.
Minimal
I can identify two strengths and two weaknesses of the
Union and the Confederacy.
No Evidence No evidence.
2. I can explain reactions to political events during the war from multiple perspectives.
(Emancipation Proclamation, Fort Sumter, Conscription, 54th Mass, Gettysburg
Address)
Proficiency Descriptor
4
Proficient
3
Developing
2
Basic
Mr. Loy/Mrs. Hable
Definition
I can explain reactions to political events during the war
from multiple perspectives
I can explain how significant events during the Civil War
changed the outcome.
I can identify eight significant events of the Civil War
using key vocabulary.
3/2/2017
15
1
0
Minimal
I can identify five significant events during the Civil War.
No Evidence No evidence.
3. I can identify five battles and state the significance of each battle to the outcome of
the war using key people and terms.
Proficiency Descriptor
4
Proficient
3
2
1
0
Definition
I can identify five battles and state the significance of each
battle to the outcome of the war using key people and
terms.
Developing I can identify and map five battles of the Civil War and
state their outcome using key people.
Basic
I can identify and map five battles of the Civil War and
state their outcome.
Minimal
I can identify and map three battles of the Civil War.
No Evidence No evidence.
4. I can evaluate leadership decisions made throughout the war. (Sherman’s March,
Surrender terms, naming generals)
Proficiency Descriptor
4
Proficient
3
2
1
0
Mr. Loy/Mrs. Hable
Definition
I can evaluate leadership decisions made throughout the
war from the perspective of each side.
Developing I can explain the impact key leadership positions had upon
multiple groups of people.
Basic
I can connect key leaders to major events or decisions
during the Civil War.
Minimal
I can identify key leaders for each side during the Civil
War.
No Evidence No evidence.
3/2/2017
16