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8th Grade Social Studies Open Response Questions

 

8th Grade
Government and Civics

Alexander Hamilton and Thomas Jefferson had very different ideas about government and who should participate in the government. Compare 3 of their ideas including the people’s opportunity to participate in the government.

Which man has had the most influence on our government today? Provide two examples to support your opinion.

 

8th Grade
Government and Civics

Score Point

Description

4
  • The student provides an extensive comparison of 3 different ideas, including the people’s opportunity to participate in the government.
  • The student extensively describes the influence Hamilton or Jefferson had on our government today, and provides two examples to support his opinion.
  • The student communicates in an organized way, through the use of extensive detail.

3
  • The student provides a broad comparison of 3 different ideas, including the people’s ability to participate in the government.
  • The student communicates in an organized way, through the use of broad details.

2
  • The student provides a basic comparison of 2 different ideas, including the people’s ability to participate in the government.
  • The student provides a basic description of the influence Hamilton or Jefferson had on our government today, and provides one example to support his opinion.
  • The student does not communicate in an organized way, and includes little detail.

1
  • The student provides a minimal comparison of 1 idea of Jefferson and Hamilton.
  • The student provides a minimal description of the influence Hamilton or Jefferson had on our government today, but does not provide any examples to support his opinion.
  • The student does not communicate in an organized way and includes inaccurate information.

0
  • Response is totally incorrect or irrelevant.

Blank
  • No response.

Suggestions:

  • Jefferson: narrow interpretation of the constitution, ordinary citizens could participate in government, more power should belong to the state government, with a limited federal government, government should focus on farming and stay out of economics as much as possible, did not favor national bank.
  • Hamilton: broad interpretation of the constitution, only educated, property-owning citizens could participate in the government, more power should belong to the federal government, with limited state government, government should encourage diversity in the economy (industrialization), favored national bank.

 

8th Grade
Culture and Society

Immigrants to the United States brought with them the ideals, traditions and customs of their homelands.

  • Describe the immigrants who came to America between 1600 and 1865 and indicate where they settled in the United States.
  • Explain how their traditions or customs have influenced American culture today. Provide two examples to support your opinion.
8th Grade
Culture and Society Rubric

Score Point

Description

4
  • The student describes the groups of people who came to the United States between 1600 and 1865 using extensive detail.
  • The student explains the impact of the immigrants’ ideas, traditions, and customs on American cultural today using extensive detail. The student provides two examples of this impact. Two examples are included in the explanation.
  • The student communicates in and organized way and uses extensive detail.

3
  • The student describes the groups of people who came to the United States between 1600 and 1865 using broad detail.
  • The student explains the impact of the immigrants’ ideas, traditions, and customs on American cultural today using broad detail. The student provides two examples of this impact.
  • The Student communicates in an organized way using broad detail.

2
  • The student describes the groups of people who came to the United States between 1600 and 1865 using basic detail.
  • The student explains the impact of the immigrants’ ideas, traditions, and customs on American cultural today using basic detail. The student provides one examples of this impact.
  • The student does not communicate in an organized way using only basic detail.

1
  • The student describes the groups of people who came to the United States between 1600 and 1865 using minimal detail.
  • The student explains the impact of the immigrants’ ideas, traditions, and customs on American cultural today using minimal detail, and does not provide any examples of this impact.
  • The student does not communicate in an organized way and provides inaccurate information.

0
  • Response is totally incorrect or irrelevant.

Blank
  • No response.

 

Suggestions:

  • Specific groups that students may discuss:
    Dutch, English, Pilgrims, Africans, Germans, Irish, Chinese, Mexicans, Italians.
  • Native Americans are not an immigrant group between 1600 - 1865
  • Examples of traditions or customs:
    Food, art, music government/laws, religion, language, holidays, etc.

 

8th Grade
Economics

Kentucky has had summertime droughts. These droughts impact the total economy in this state. Explain how each of the following groups could be affected by a drought. Give an example of an economic impact on each group.

  • Farmers
  • Consumers
  • Bankers
  • Merchants

 

8th Grade
Economics Rubric

Score Point

Description

4
  • The student provides an extensive explanation how each of the 4 groups could be affected by a drought.
  • The student provides a description of an example for each group using extensive detail.
  • The student communicates in an organized way, through the use of extensive detail.

3
  • The student provides a broad explanation how each of the 4 groups could be affected by a drought.
  • The student provides a broad description of an example for each group.
  • The student communicates in an organized way using broad details.

2
  • The student explains how 2 groups could be affected by a drought using basic detail.
  • The student provides a basic description of an example for each group.
  • The student does not communicate in an organized way and provides little detail.

1
  • The student explains how 1group could be affected by a drought.
  • The student provides a minimal description of an example.
  • The student does not communicate in an organized way and includes inaccurate or irrelevant information.

0
  • Response is totally incorrect or irrelevant.

Blank
  • No response.

Suggestions:

Loss of income, loss of business/farm, loss of home, scarcity of products, higher prices, tourism, recreation, loss of landscaping, loan foreclosures.

 

 

8th Grade
Geography

This map shows that the center of America’s population has shifted westward over time. There are many social and economic factors that have influenced this shift. Explain the reasons for this shift, using 2 social and 2 economic factors.

8th Grade
Geography Rubric

Score Point

Description

4
  • The student explains 2 social factors that influenced the population shift westward using extensive detail.
  • The student explains 2conomic factors that influenced the shift in population westward, using extensive detail.
  • The student communicates in an organized way.

3
  • The student explains, using broad detail, 2 social factors that influence the population shift westward.
  • The student explains 2 economic factors that influenced the population shift westward using broad detail.
  • The student communicates in an organized way

2
  • The student explains, using basic detail, 1 social reason for the population shift westward.
  • The student explains, using basic detail, 1 economic reason that influenced the population shift westward.
  • The student does not communicate in an organized way and provides little detail.

1
  • The student gives 1 reason for the population shift westward.
  • The student uses minimal detail to explain the 1 reason for the population shift westward.
  • The student does not communicate in an organized way and includes inaccurate information.

0
  • Response is totally incorrect or irrelevant.

Blank
  • No response.

Suggestions:

  • Reasons for movement west:
  • To follow Daniel Boone and other frontiersman
  • Availability of land:
    • Treaty of Paris after Revolutionary War
    • Louisiana Purchase
    • Missouri Compromise
    • Gadsden Purchase
    • Guadeloupe-Hidalgo
    • Gold rush
  • Railroad
  • Overcrowding of the east coast

 

8th Grade
History

The American colonists often used the phrase "no taxation without representation" to express their criticism of how the British governed the American colonies.

Explain what the American colonists meant by the phrase, "no taxation without representation."

Using specific examples, explain the three conflicts between the American colonists and the British government related to the issue of "no taxation without representation."

8th Grade
History Rubric

Score Point

Description

4
  • The student provides an extensive explanation for the meaning of the phrase.
  • The student extensively explains 3 conflicts between the American colonists and the British government related to this issue "no taxation without representation."
  • The student communicates in an organized way through the use of extensive detail.

3
  • The students provides a broad explanation for the meaning of the phrase.
  • The student broadly explains 3 conflicts between American colonists and British Government for related to the issue "No, taxation without representation."
  • The student communicates in an organized way, through the use of broad detail.

2
  • The student provides a limited explanation of the phrase
  • The student explains in basic terms 2 conflicts between American colonists and British Government for related to the issue, No, taxation without representation."
  • The student does not communicate in an organized way and provides little detail.

1
  • The student provides a minimal explanation of the phrase.
  • The student provides a minimally explanation of one conflict between American colonists and British Government related to the issue," No, taxation without representation."
  • The student does not communicate in an organized way and provides inaccurate information.

0
  • Response is totally incorrect or irrelevant.

Blank
  • No response.

Suggestions:

Specific examples of conflict that student may discuss:

  • Boston Massacre (1770)
  • Continental Congress (1774)
  • Revolutionary War (1775)
  • Lexington Concord,
  • Declaration of Independence (1776)
  • Quartering Act Housing of soldiers
  • Writs of Assistance
  • Paying for Troops

Acts Passed by British government include:

  • Navigation Acts (1651-1673)
  • Molasses Act (1733)
  • Sugar Act (1764) Revenue Act
  • Stamp Act (1765)
  • Townsend Acts (1767) Regulated trade
  • Boston Tea Act (1773)
  • Intolerable Acts (1774)

 
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