MASSACHUSETTS HISTORY & SOCIAL PAGE(S) WHERE TAUGHT SCIENCE LEARNING STANDARDS 8 12 CONCEPTS AND SKILLS

Size: px
Start display at page:

Download "MASSACHUSETTS HISTORY & SOCIAL PAGE(S) WHERE TAUGHT SCIENCE LEARNING STANDARDS 8 12 CONCEPTS AND SKILLS"

Transcription

1 Prentice Hall America: Pathways to the Present Survey Edition 2005 Massachusetts History and Social Science Curriculum Framework Learning Standards, U.S. History (I & II) (Grades 8-12) Grades 8 12 CONCEPTS AND SKILLS The concepts and skills for grades 8 through 12 are defined below. The concepts and skills may be taught at the grade level that each district deems appropriate. Concepts and Skills, Grades 8 12 Students should be able to: HISTORY AND GEOGRAPHY 1. Apply the skills of prekindergarten through grade seven. 2. Identify multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the U. S. and explain the basis for the difference. (H) 3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H) found in the Prentice Hall textbook World History: Connections to Today. SE: Timelines: 2-3, 34-35, 68-69, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ; Skills for Life: 58 TE: Time Line Activity: 2, 34, 68, 102, 142, 198, 238, 270, 308, 344, 378, 422, 454, 486, 518, 550, 582, 612, 644, 682, 710, 738, 766, 798, 824, 866, 898, 928, 966, 994, 1022, 1056, 1094,

2 4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E) 5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E) 6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E) 7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E) 8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C) 9. Distinguish intended from unintended consequences. (H, E, C) SE: Charts, Graphs and Tables: 6, 13, 26, 46, 61, 86, 113, 114, 120, 134, 146, 152, 154, 155, 160, 161, 202, 218, 242, 274, 275, 277, 282, 288, 291, 295, 296, 313, 320, 350, 354, 365, 383, 399, 416, 437, 438, 443, 445, 464, 471, 474, 496, 502, 504, 507, 522, 523, 529, 537, 540, 554, 565, 566, 587, 591, 620, 624, 626, 660, 670, 685, 693, 717, 719, 724, 726, 732, 741, 742, 743, 752, 775, 782, 786, 829, 850, 877, 880, 888, 902, 904, 909, 944, 952, 971, 987, 989, 985, 988, 997, 1006, 1016, 1032, 1035, 1048, 1060, 1068, 1073, 1080, 1086, 1097, 110, 1105, 1106, 1107, 1112, 1119, 1134, 1143, 1192, 1193, 1196, 1197; Skills for Life: 164, 540, 919 SE: Skills for Life: 919 SE: Skills for Life: 919 SE: Fast Forward to Today: 7, 52, 81, 136, 156, 162, 209, 263, 302, 329, 372, 406, 415, 460, 524, 531, 571, 594, 615, 662, 685, 731, 758, 789, 816, 836, 892, 902, 934, 990, 1014, 1039, 1061, 1098 SE: Focus on Citizenship: 159, 168, 439, 503, 529, 567, 637, 656, 658, 847, 890, 934, 951, 1038; Focus on Culture: 5, 14, 47, 62, 85, 217, 252, 292, 301, 311, 428, 479, 555, 573, 607, 650, 696, 753, 779, 788, 803, 881, 937, 972, 998, 1011, 1033, 1041, 1143; Focus on Daily Life: 24, 129, 259, 278, 408, 545, 553, 811, 827, 830, 906, 909; Focus on Economics: 40, 57, 71, 134, 201, 227, 251, 261, 288, 399, 454, 468, 472, 508, 525, 562, 733, 741, 782, 957, 1103, 1117, 1147; Focus on Geography: 18, 147, 247, 255, 323, 371, 403, 536, 629, 672, 727, 746, 772, 1015; Focus on Government: 145, 155, 157, 211, 330, 356, 360, 367, 382, 393, 427, 431, 492, 622, 673, 703, 713, 759, 915, 977, 1027, 1045, 1062, 1069, 1080; Focus on Technology: 115, 250, 281, 411, 474, 560, 649, 692, 902, 1111; Focus on World Events: 12, 105, 333, 391, 443, 530, 585, 590, 603, 667, 835, 843, 879, 885, 989, 1004, 1088, 1099, 1129 SE: Skills for Life:

3 10. Distinguish historical fact from opinion. (H, E, C) 11. Using historical maps, locate the boundaries of the major empires of world history at the height of their powers. (H, G) SE: Skills for Life: 784 found in the Prentice Hall textbook World History: Connections to Today. CIVICS AND GOVERNMENT Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C) SE: Text: 12-13, 71-72, 120, 395; Interpreting Timelines: 13; Focus on Economics: 71 TE: Activity: 12, 71 GENERAL ECONOMICS SKILLS 13. Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E) 14. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E) 15. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E) 16. Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E) 17. Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E) 18. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E) 19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E) SE: Text: 11, 71, 470; Reading Check: 11; Interpreting Diagrams: 471 TE: Activity: 71 found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. 3

4 20. Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E) 21. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E) 22. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E) 23. Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E) 24. Differentiate between fiscal and monetary policy. (E) found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. U. S. ECONOMICS SKILLS 25. Explain the basic economic functions of the government in the economy of the United States. (E) 26. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E) 27. Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H) 28. Analyze how federal tax and spending policies affect the national budget and the national debt. (E) found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. 4

5 US HISTORY I THE REVOLUTION THROUGH RECONSTRUCTION, Students examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed to the outbreak of the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U. S. Constitution. Students also study the basic framework of American democracy and the basic concepts of America government such as popular sovereignty, federalism, separation of powers, and individual rights. Students study America s westward expansion, the establishment of political parties, and economic and social change. Finally, students will learn about the growth of sectional conflict, how sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction. The reading of primary source documents is a key feature of the two-year set of U. S. history standards. Below the appropriate standards are listed selected primary source documents with which students should become familiar. Students should read an excerpt or the whole text when appropriate. Those documents listed as seminal primary documents to read are required and may be included in the history and social science MCAS. Those documents listed as seminal primary documents to consider are only suggested. In addition to the seven broad historical themes articulated in the introductory pages of this document, teachers of U. S. history might also consider the two following themes that are specific to U. S. history. These are suggestions only, and we encourage history and social science teachers to develop other themes that might help students gain a deeper understanding of U. S. history in high school. U. S. History I Learning Standards THE POLITICAL AND INTELLECTUAL ORIGINS OF THE AMERICAN NATION: THE REVOLUTION AND THE CONSTITUTION, USI.1 Explain the political and economic factors that contributed to the American Revolution. (H, C) SE: Text: ; Focus on World Events: 105; Map Skills: 106; Viewing History: 108 TE: Bellringer: 104; Target Reading Skill: 104; Lesson Plan: 105; Activity: 104, 106, 107; Resource Directory: 104, 106, 108; Customize For: 105; Background: 106, 107; Test Preparation: 107 A. the impact on the colonies of the French and Indian War, including how the war led to an overhaul of British imperial policy from 1763 to 1775 B. how freedom from European feudalism and aristocracy and the widespread ownership of property fostered individualism and contributed to the Revolution SE: Text: ; Focus on World Events: 105; Map Skills: 106; Viewing History: 108 TE: Bellringer: 104; Target Reading Skill: 104; Lesson Plan: 105; Activity: 104, 106, 107; Resource Directory: 104, 106, 108; Customize For: 105; Background: 106, 107; Test Preparation: 107 found in the Prentice Hall textbook World History: Connections to Today. 5

6 USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government. (H, C) SE: Text: ; Interpreting Charts: 120 TE: Activity: 120; Background: 120 A. the legacy of ancient Greece and Rome SE: Text: 120; Interpreting Charts: 120 TE: Activity: 120; Background: 120 B. the political theories of such European philosophers as Locke and Montesquieu SE: Text: ; Interpreting Charts: 120 TE: Activity: 120; Background: 120 Seminal Primary Documents to Read: Mayflower Compact (1620); SE: Key Documents: 51, 1178 TE: Activity: 51; Customize for ESL: 51; Background: 51 Seminal Primary Documents to Consider: Massachusetts Body of Liberties (1641) and found in other Prentice Hall textbooks. John Locke s Treatises of Civil Government (1690) SE: Text: ; Interpreting Charts: 120; Key Documents: 120 TE: Activity: 120; Background: 120 USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C) SE: Text: ; ; Interpreting Charts: 120; Key Documents: 120; Reading Focus: 118; Comparing Historian s Viewpoints: 119; Primary Source Document: ; Assessment: 122 TE: Bellringer: 118; Activity: 118, 120; Background: 120; Resource Directory: 118, 120, 122, 123; Customize for Less Proficient Writers: 121 Seminal Primary Documents to Read: the Declaration of Independence (1776) SE: Primary Source Document: TE: Customize for Less Proficient Writers: 121, 124; Customize for Gifted and Talented: 124; Customize for ESL: 124; Customize for Less Proficient Readers: 124 Seminal Primary Documents to Consider: the Suffolk Resolves (1774) and The background for this document can be found in Chapter 5 of this textbook. the Virginia Statute for Religious Freedom (1786) SE: Text: 162; Key Documents: 162; Fast Forward to Today: 162 TE: Activity: 162; Background: 162 6

7 USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat during the Revolutionary war. (H) SE: Text: , , , , ; Reading Focus: 102, 109, 118, 127, 133; Focus on World Events: 105; Reading Check: 106, 111, 120, 128, 136; Map Skills: 106, 110, 129, 135; Viewing Fine Art: 107, 114, 130, 137; Viewing History: 108, 111, 118, 122, 128; Focus on Technology: 115; Focus on Economics: 134; Fast Forward to Today: 136Assessment: 108, 116, 122, 132, 137; Skills for Life: 117; Interpreting Charts: 113, 120; Interpreting Graphs: 114; Comparing Historians Viewpoints: 119; American Biography: 121; Focus on Daily Life: 129 TE: Bellringer: 102, 109, 118, 127, 133; Lesson Plan: 103, 110, 119, 128, 134; Resource Directory: 102, 104, 106, 108, 109, 110, 112, 114, 116, 117, 118, 120, 122, 123, 127, 128, 130, 132, 133, 134, 136; Background: 106, 107, 111, 112, 113, 115, 120, 121, 129, 130, 131, 135, 136; Activity: 102, 106, 107, 109, 111, 112, 113, 114, 115, 118, 120, 121, 127, 129, 130, 131, 133, 135, 136; Customize for Gifted and Talented: 115, 124, 129; Customize for ESL: 105, 124, 135; Customize for Less Proficient Readers: 111, 124; Customize for Less Proficient Writers: 121, 124 USI.5 Explain the role of Massachusetts in the Revolution, including important events that took place in Massachusetts and important leaders from Massachusetts. (H) SE: Text: 52-54, 114; Viewing Fine Art: 114 Viewing History: 53 TE: Resource Directory: 52; Activity: 53; Background: 53 A. the Boston Massacre SE: Text: 114; Viewing Fine Art: 114 TE: Activity: 114; Resource Directory: 114 B. the Boston Tea Party SE: Text: 114; Interpreting Graphs: 114 TE: Activity: 114; Resource Directory: 114 C. the Battles of Lexington and Concord and Bunker Hill D. Sam Adams, John Adams, and John Hancock Seminal Primary Documents to Consider: the Massachusetts Constitution (1780) SE: Text: ; Focus on Technology: 115 TE: Activity: 115; Background: 115; Customize for Gifted and Talented: 115 SE: Text: , ; Reading Focus: 207; Viewing History: 207; Interpreting Political Cartoons: 208; Fast Forward to Today: 209; Reading Check: 208; Map Skills: 212 TE: Bellringer: 207; Resource Directory: 207, 208; Lesson Plan: 208; Activity: 208, 209, 210, 211; Background: 209, 210, 211 7

8 USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e. g., Shays s Rebellion) leading to the Constitutional Convention. (H, C) SE: Text: ; Reading Focus: 144; Viewing History: 144, 149; Focus on Government: 145; Interpreting Charts: 146; Reading Check: 146; Focus on Geography: 147; Comparing Primary Sources: 148; Assessment: 149 TE: Bellringer: 144; Resource Directory: 144, 146, 148; Lesson Plan: 145; Background: 145, 146, 147, 148; Customize for Less Proficient Readers: 145; Activity: 146, 147, 148; Customize for Gifted and Talented: 149 Seminal Primary Documents to Read: the Northwest Ordinance (1787) SE: Text: 215, 228 USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the Great Compromise that was reached. (H, C) SE: Text: ; Reading Focus: 150; American Biography: 151; Interpreting Charts: 152; Interpreting Diagrams: 154, 155; Focus on Government: 155, 157; Reading Check: 156; Fast Forward to Today: 156; Assessment: 157 TE: Bellringer: 150; Lesson Plan: 151; Activity: 150, 152, 153, 154, 155, 156; Resource Directory: 150, 152, 154, 156; Background: 152, 153, 154, 155, 156; Customize for ESL: 153; Customize for Gifted and Talented: 157 Major Debates A. the distribution of political power SE: ; Interpreting Charts: 152 TE: Activity: 153 B. the rights of individuals SE: ; Interpreting Charts: 152 TE: Activity: 153 C. the rights of states SE: ; Interpreting Charts: 152 TE: Activity: 153 D. slavery SE: ; Interpreting Charts: 152 TE: Activity: 153; Background: 153 Founders A. Benjamin Franklin SE: Text: 105, , 119, 122, 132, 157; Skills for Life: 117 TE: Background: 111 B. Alexander Hamilton SE: Text: , , TE: Customize for Less Proficient Readers: 201 8

9 C. James Madison SE: Text: 151; American Biography: 151 D. George Washington SE: Text: , , 158, ; Map Skills: 129; Viewing Fine Art: 130; Notable Presidents: 167 TE: Background: 160; Activity: 167; From the Archives of American Heritage: 166 Seminal Primary Documents to Read: the U. S. Constitution SE: Text: ; TE: Resource Directory: 172; Customize for Gifted and Talented: 173; Customize for ESL: 173; Customize for Less Proficient Readers: 173; Customize for Less Proficient Writers: 173 USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary. (H, C) SE: Text: ; Reading Focus: 158; Focus on Citizenship: 159; Interpreting Political Cartoons: 159; Interpreting Timelines: 160; Interpreting Charts: 161; Reading Check: 161, 162; Fast Forward to Today: 162; Assessment: 163 TE: Bellringer: 158; Activity: 158, 160, 161, 162; Resource Directory: 158, 160, 162; Lesson Plan: 159; Customize for Gifted and Talented: 161; Background: 160, 161, 162 Seminal Primary Documents to Read: Federalist Paper number 10 SE: Text: ; Key Documents: 159 Seminal Primary Documents to Consider: Federalist Papers numbers 1, 9, 39, 51, and 78 SE: Text: USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C) A. the influence of the British concept of limited government B. the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes SE: Text: ; Interpreting Timelines: 161; Reading Check: 162; Fast Forward to Today: 162 TE: Activity: 161, 162; Background: 161, 162 SE: Text: ; Interpreting Timelines: 161; Reading Check: 162; Fast Forward to Today: 162 TE: Activity: 161, 162; Background: 161, 162 SE: Text: ; Interpreting Timelines: 161; Reading Check: 162; Fast Forward to Today: 162 TE: Activity: 161, 162; Background: 161, 162 9

10 Seminal Primary Documents to Read: the Bill of Rights (1791) SE: Text: Seminal Primary Documents to Consider: Magna Carta (1215) and SE: Text: 12-13, 71-72, 120, 395; Interpreting Timelines: 13; Focus on Economics: 71 TE: Activity: 12, 71 the English Bill of Rights (1689) SE: Text: 12-13, 71-72, 120, 395; Interpreting Timelines: 13; Focus on Economics: 71 TE: Activity: 12, 71 USI.10 GRADE 11 On a map of North America, identify the first 13 states to ratify the Constitution. (H, G) SE: Map: 143 TE: Activating Prior Knowledge: 143; Previewing: 143 THE FORMATION AND FRAMEWORK OF AMERICAN DEMOCRACY USI.11 USI.12 USI.13 USI.14 USI.15 Describe the purpose and functions of government. (H, C) Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. (H, C) Explain why the United States government is classified as a democratic government. (H, C) Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C) Explain the varying roles and responsibilities of federal, state, and local governments in the United States. (H, C) found in Magruder s American Government. found in Magruder s American Government. found in Magruder s American Government. SE: Text: ; Reading Focus: 150; American Biography: 151; Interpreting Charts: 152; Interpreting Diagrams: 154, 155; Focus on Government: 155, 157; Reading Check: 156; Fast Forward to Today: 156; Assessment: 157 TE: Bellringer: 150; Lesson Plan: 151; Activity: 150, 152, 153, 154, 155, 156; Resource Directory: 150, 152, 154, 156; Background: 152, 153, 154, 155, 156; Customize for ESL: 153; Customize for Gifted and Talented: 157 SE: Text: ; Interpreting Diagrams: 154 TE: Activity: 154; Background:

11 USI.16 Describe the evolution of the role of the federal government, including public services, taxation, economic policy, foreign policy, and common defense. (H, C) found in Magruder s American Government. USI.17 USI.18 USI.19 USI.20 USI.21 Explain the major components of Massachusetts state government, including the roles and functions of the governor, state legislature, and other constitutional officers. (H, C) Explain the major components of local government in Massachusetts, including the roles and functions of school committees, town meetings, boards of selectmen, mayors, and city councils. (H, C) Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C) Explain the evolution and function of political parties, including their role in federal, state, and local elections. (H, C) Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. (H, C) found in other Prentice Hall textbooks. found in other Prentice Hall textbooks. SE: Focus on Citizenship: 159, 168, 439, 503, 529, 567, 637, 656, 658, 847, 890, 935, 951, 1038 SE: Text: ; Viewing History: 204 TE: Activity: 204 The extension of this standard can be found in Magruder s American Government. found in Magruder s American Government. **Though this unit on government is placed here, it can be studied at any juncture during the course of this set of standards. found in Magruder s American Government. 11

12 POLITICAL DEMOCRATIZATION, WESTWARD EXPANSION, AND DIPLOMATIC DEVELOPMENTS, USI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington ( ), John Adams ( ), and Thomas Jefferson ( ). (H, C) SE: Text: , , ; Reading Focus: 200, 207, 213; Focus on Economics: 201; Viewing History: 200, 205, 206, 207, 215; Interpreting Charts: 202; Reading Check: 202, 204, 208, 214; Interpreting Political Cartoons: 203, 208; Fast Forward to Today: 209; Notable Presidents: 210; Focus on Government: 211; Map Skills: 212, 216; American Biography: 214; Focus on Culture: 217; Interpreting Graphs: 218; Assessment: 206, 212, 218 TE: Bellringer: 200, 207, 213; Lesson Plan: 201, 208, 214; Customize for Gifted and Talented: 203; Customize for ESL: 211; Customize for Less Proficient Readers: 201, 215; Customize for Less Proficient Writers: 217; Resource Directory: 200, 202, 204, , , 216, 218; Activity: 200, 202, 203, 204, 208, 209, 210, 211, 213, 215, 216, 217; Background: 202, 203, 204, 205, 209, 210, 211, 214, 216, 217; From the Archives of American Heritage: 205, 209, 215 A. the origins of the Federalist and Democratic- Republican parties in the 1790s B. the conflicting ideas of Thomas Jefferson and Alexander Hamilton SE: Text: ; Viewing History: 204 TE: Activity: 204 SE: Text: 202; Interpreting Charts: 202 TE: Activity: 202; Background: 202 C. the Alien and Sedition Acts SE: Text: 208 D. the Louisiana Purchase Seminal Primary Documents to Consider: Washington s Farewell Address (1796) and Jefferson s First Inaugural Address (1801) SE: Text: 205, 212, ; Key Documents: 205, 212; Viewing History: 215; Map Skills: 216 TE: Resource Directory: 204, 216; Activity: 216; Background: 216 USI.23 Analyze the rising levels of political participation and the expansion of suffrage in antebellum America. (C, H) Seminal Primary Documents to Consider: A. Alexis de Tocqueville, Democracy in America, Volume I (1835) and Volume II (1839) SE: Text: 236,

13 USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson s actions as President. (H) SE: Text: 295, ; Reading Focus: 297; Reading Check: 298; Notable Presidents: 299; Map Skills: 300; Focus on Culture: 301; Fast Forward to Today: 302; Viewing History: 303; Assessment: 303 TE: Bellringer: 297; Background: 297, 299, 300, 301; Resource Directory: 297, 298, 300, 302; Lesson Plan: 298; Activity: 299, 300, 301, 302; From the Archives of American Heritage: 299, 302; Customize for Gifted and Talented: 303 A. the spoils system SE: Text: 298; Reading Check: 298 TE: Resource Directory: 298 B. Jackson s veto of the National Bank SE: Text: 302; Fast Forward to Today: 302 TE: Activity: 302; Resource Directory: 302 C. Jackson s policy of Indian Removal SE: Text: ; Map Skills: 300; Focus on Culture: 301 TE: Activity: 300, 301; Background: 300, 301; Resource Directory: 300 USI.25 USI.26 Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review as manifested in Marbury v. Madison (1803). (H, C) Describe the causes, course, and consequences of America s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. (H, E, G) SE: Text: ; American Biography: 214; Reading Check: 214 TE: Background: 214; Customize for Less Proficient Readers: 215; Resource Directory: 214 SE: Text: ; Reading Focus: 249; Focus on Technology: 250; Map Sills: 251, 252, 254; Focus on Economics: 251; Reading Check: 251, 253; Focus on Culture: 252; Viewing History: 253, 255, 256; Focus on Geography: 255; Assessment: 256 TE: Bellringer: 249; Resource Directory: 249, 250, 252, 254, 256; Activity: 249,, 251, 252, 253, 254, 255; Lesson Plan: 250; Background: 251, 253, 254; From the Archives of American Heritage: 255; Customize for ESL: 253 A. the War of 1812 SE: Text: ; Reading Focus: 224; Map Skills: 225, 229; Comparing Primary Sources: 226; Focus on Economics: 227; Viewing History: 228; Assessment: 229 TE: Bellringer: 224; Activity: 224, 226, 227, 228; Lesson Plan: 225; Customize for Less Proficient Readers: 225; Resource Directory: 224, 226, 228; Background: 226, 227; From the Archives of American Heritage:

14 B. the purchase of Florida in 1819 SE: Text: ; Map Sills: 251, 252; Focus on Economics: 251; Reading Check: 251; Focus on Culture: 252 TE: Activity: 252 C. the 1823 Monroe Doctrine SE: Text: ; Interpreting Political Cartoons: 292 TE: Activity: 293; Background: 292; Resource Directory: 292 D. the Cherokees Trail of Tears SE: Text: ; Map Skills: 300; Focus on Culture: 301 TE: Activity: 300, 301; Background: 300, 301; Resource Directory: 300 E. the annexation of Texas in 1845 SE: Text: , ; Reading Check: 263; Fast Forward to Today: 263; Map Skills: 264; American Biography: 265 TE: Activity: 263, 264, 351; Background: 263, 264; Resource Directory: 264, 351; Customize for ESL: 265 F. the concept of Manifest Destiny and its relationship to westward expansion G. the acquisition of the Oregon Territory in 1846 H. the territorial acquisitions resulting from the Mexican War SE: Text: 253; Reading Check: 253; Viewing History: 253 TE: Customize for ESL: 253; Activity: 253; Background: 253 SE: Text: 254; Map Skills: 254 TE: Background: 254 SE: Text: ; Viewing History: 352; Map Skills: 353; Reading Check: 353; Interpreting Charts: 354 TE: Customize for ESL: 353; Activity: 353; Background: 353 I. the search for gold in California SE: Text: ; Viewing History: 255, 256 TE: Activity: 255; From the Archives of American Heritage: 255; Customize for Less Proficient Writers: 255 J. the Gadsden Purchase of 1854 SE: Text: 353 ECONOMIC GROWTH IN THE NORTH AND SOUTH, USI.27 Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy. (H, E) SE: Text: ; Interpreting Charts: 275; Reading Check: 276 TE: Customize for Less Proficient Writers: 275; Activity: 275, 276; From the Archives of American Heritage: 275; Resource Directory:

15 USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E) A. the technological improvements and inventions that contributed to industrial growth B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s C. the rise of a business class of merchants and manufacturers D. the roles of women in New England textile factories SE: Text: , ; Interpreting Diagrams: 277; Focus on Daily Life: 278; Reading Check: 282 TE: Activity: 277, 278; Background: 277, 278, 282; Resource Directory: 278 SE: Text: ; American Biography: 273; Interpreting Diagrams: 274 TE: Customize for Gifted and Talented: 273; Activity: 274; Background: 274; Resource Directory: 274 SE: Text: , ; Interpreting Cartoons: 332; Focus on World Events: 333; Reading Check: 333 TE: Resource Directory: 332; Customize for Less Proficient Readers: 333; Activity: 333 SE: Text: ; Focus on Daily Life: 278 TE: Activity: 277, 278; Background: 277, 278; Resource Directory: 278 SE: Text: 282; Comparing Primary sources: 334 TE: Resource Directory: 282 USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H) SE: Text: 274, , 320; Interpreting Diagrams: 274; Comparing Primary Sources: 287; Reading Check: 287; Interpreting Graphs: 288; Focus on Economics: 288; Viewing History: 289 TE: Background: 274, 287, 288; Activity: 287, 288; Customize for ESL: 287; Resource Directory: 288 Seminal Primary Documents to Read: Frederick Douglass s Independence Day speech at Rochester, New York (1852) SE: Text: ; Viewing History: 320; Primary Sources: 321; American Biography: 321 TE: Activity: 321 SOCIAL, POLITICAL, AND RELIGIOUS CHANGE, USI.30 Summarize the growth of the American education system and Horace Mann s campaign for free compulsory public education. (H) SE: Text: 241, ; Viewing History: 314; Reading Check: 314 TE: Activity: 314; From the Archives of American Heritage: 313; Background: 314; Resource Directory: 314: Customize for Less Proficient Readers:

16 USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H) SE: Text: , 328; Reading Focus: 318; Interpreting Graphs: 320; Viewing History: 320, 324, 325; American Biography: 321; Focus on Geography: 323; Reading Check: 324 : Assessment: 325 TE: Bellringer: 318; Lesson Plan: 319; Activity: 319, 320, 321, 322, 323, 324; Resource Directory: 318, 320, 322, 324; Customize for Less Proficient Readers: 319; From the Archives of American Heritage: 320; Background: 321, 322, 323 A. Frederick Douglass SE: Text: ; Viewing History: 320; Primary Sources: 321; American Biography: 321 TE: Activity: 321 B. William Lloyd Garrison SE: Text: 320 TE: Activity: 322 C. Sojourner Truth SE Text: 322, 328, 331; Viewing History: 331 TE: Activity: 328; Background: 328 D. Harriet Tubman SE: Text: 323; Focus on Geography: 323; Viewing History: 324; Reading Check: 324 TE: Activity: 323; Background: 323 E. Theodore Weld found in other Prentice Hall textbooks. USI.32 Describe important religious trends that shaped antebellum America. (H) SE: Text: ; Viewing History: 245, 246, 248; Focus on Geography: 247; Assessment: 248 TE: Activity: 245, 246, 247; Background: 245, 246, 247; Customize for Less Proficient Readers: 244; Resource Directory: 246; 248 A. the increase in the number of Protestant denominations SE: Text: ; Viewing History: 246 TE: Activity: 246; Background: 246 B. the Second Great Awakening SE: Text: ; Viewing History: 245, 246 TE: Activity: 245, 246; Background: 245, 246; Customize for Less Proficient Readers: 244; Resource Directory: 246 C. the influence of these trends on the reaction of Protestants to the growth of Catholic immigration SE: Text: ; Interpreting Political Cartoons: 332; Focus on World Events: 333; Reading Check: 333 TE: Activity: 333; Customize for Less Proficient Writers:

17 USI.33 Analyze the goals and effect of the antebellum women s suffrage movement. (H) SE: Text: ; Reading Focus: 326; Reading Check: 327; Viewing History: 328, 330, 331; Fast Forward to Today: 329; Focus on Government: 330; Assessment: 331 TE: Bellringer: 326; Lesson Plan: 327; Activity: 326, 328, 329, 330; Resource Directory: 326, 328, 330; Customize for Gifted and Talented: 327; Background: 328, 329, 330 A. the 1848 Seneca Falls convention SE: Text: ; Fast Forward to Today: 329; Viewing History: 330 TE: Resource Directory: 328 B. Susan B. Anthony SE: Text: ; American Biography: 636; Focus on Citizenship: 637 TE: Activity: 636 C. Margaret Fuller SE: Text: 331 D. Lucretia Mott SE: Text: 326, 636 E. Elizabeth Cady Stanton Seminal Primary Documents to Read: the Seneca Falls Declaration of Sentiments and Resolutions (1848) SE: Text: ; Fast Forward to Today: 329; Viewing History: 330 TE: Resource Directory: 328 USI.34 Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and American literature, including the contributions of Henry David Thoreau and Ralph Waldo Emerson. (H) SE: Text: ; Focus on Culture: 311; Viewing History: 312 TE: Resource Directory: 312 THE CIVIL WAR AND RECONSTRUCTION, USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H) SE: Text: ; Reading Focus: 280, 285; Focus on Technology: 281; Reading Check: 282, 287; Interpreting Graphs: 282, 288; Assessment: 284, 289; Map Skills: 286; Viewing History: 286; Comparing Primary Sources: 287; Focus on Economics: 288 TE: Bellringer: 280, 285; Lesson Plan: 281, 286; Activity: 280, 283, 285, 287, 288; Resource Directory: 280, 282, 284, 285, 286, 288; Customize for Less Proficient Readers: 281; Customize for ESL: 287; Background: 282, 283, 287, 288; From the Archives of American Heritage: 282; Customize for Less Proficient Readers 17

18 USI.36 Summarize the critical developments leading to the Civil War. (H) SE: Text: , , , ; Reading Focus: 346, 351, 355, 363; Reading Check: 347, 348, 353, 360, 364, 366, 370; Viewing History: 347, 349, 352, 357, 358, 359, 363, 368; American Biography: 348; Interpreting Charts: 350, 354, 365; Map Skills: 353, 356, 364, 369; Assessment: 350, 354, 361, 368; Focus on Government: 356, 360; Interpreting Political Cartoons: 361 TE: Bellringer: 346, 351, 355, 363; Lesson Plan: 347, 352, 356, 364; Activity: 346, 347, 348, 349, 351, 353, 355, 357, 358, 359, 365, 366, 367; Background: 348, 349, 353, 357, 358, 359, 360, 365, 366, 367; Customize for Gifted and Talented: 365; Customize for ESL: 353; Customize for Less Proficient Readers: 347, 359; Resource Directory: 346, 348, 350, 351, 352, 354, 355, 356, 358, 360, 362, 363, 364, 366, 369, 370 A. the Missouri Compromise (1820) SE: Text: , ; Map Skills: 229; Reading Check: 228; Focus on Government: 356 B. the South Carolina Nullification Crisis ( ) SE: Text: C. the Wilmot Proviso (1846) SE: Text: 354; Interpreting Graphs: 354 D. the Compromise of 1850 SE: Text: ; Map Skills: 356; Viewing History: 357, 358, 359 TE: Resource Directory: 356, 358; Activity: 357, 358; Background: 357, 358; From the Archives of American Heritage: 357 E. the publication of Harriet Beecher Stowe s Uncle Tom s Cabin ( ) SE: Text: ; American Biography: 348; Viewing History: 347 TE: Activity: 347, 348; Activity: 348; Resource Directory: 346 F. the Kansas-Nebraska Act (1854) SE: Text: ; Focus on Government: 360; Reading Check: 360; Interpreting Political Cartoons: 361 TE: Background: 360; Resource Directory: 360 G. the Dred Scott Supreme Court case (1857) SE: Text: 365; Interpreting Charts: 365 TE: Activity: 365; Background: 365; Customize for Gifted and Talented: 365 H. the Lincoln-Douglas debates (1858) SE: Text: ; Focus on Government: 367 TE: Activity: 366, 367; Background: 366, 367; Resource Directory:

19 I. John Brown s raid on Harper s Ferry (1859) SE: Text: 368; Viewing History: 368 J. the election of Abraham Lincoln (1860) SE: Text: ; Map Skills: 369; Reading Check: 370 TE: Resource Directory: 369, 370 USI.37 USI.38 On a map of North America, identify Union and Confederate States at the outbreak of the war. (H, G) Analyze Abraham Lincoln s presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered. (H, C) SE: Text: ; Comparing Historians Viewpoints: 370; Focus on Geography: 371; Analyzing Cartoons: 371; Fast Forward to Today: 372; Reading Check: 372; Map Skills: 373 TE: Resource Directory: 370, 372, 373; Activity: 371, 372; Background: 371, 372; Customize for Less Proficient Writers: 371 SE: Text: ; Reading Focus: 390; Focus on World Events: 391; Viewing History: 392; Reading Check: 393; Focus on Government: 393; Notable Presidents: 394; Map Skills: 395 TE: Bellringer: 390; Lesson Plan: 391; Resource Directory: 390, 392, 394; Customize for Less Proficient Readers: 391; Activity: 391, 392, 393, 394, 395, 396; Background: 392, 393, 394, 395, 396; From the Archives of American Heritage: 394; Customize for Gifted and Talented: 395 Seminal Primary Documents to Read: D. Lincoln s Gettysburg Address (1863) and SE: Text: ; Key Documents: 409; Viewing History: 409 TE: Resource Directory: 408 E. Lincoln s second inaugural address (1865) SE: Text: ; Key Documents: 415 TE: Background: 414; Resource Directory: 414 Seminal Primary Documents to Consider: Lincoln s House Divided speech (1858) SE: Text: 367 TE: Background:

20 USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. (H) SE: Text: , , ; Reading Focus: 360, 402, 410; Viewing History: 381, 387, 389, 405, 409, 413, 414, 416; Comparing Primary Sources: 381; Focus on Government: 382; Interpreting Diagrams: 383; Reading Check: 383, 411, 413; Map Skills: 385, 386, 404, 407, 412; Focus on Geography: 403; Fast Forward to Today: 406, 415; Focus on Daily Life: 408; American Biography: 388; Focus on Technology: 411; Interpreting Graphs: 416; Assessment: 389, 409;, 417 TE: Bellringer: 380, 402, 410; Lesson Plan: 381, 403, 411; Activity: 380, 384, 385, 386, 387, 388, 403, 404, 405, 406, 407, 408, 411, 412, 416, 416; Background: 382, 383, 384, 385, 386, 387, 388, 404, 405, 406, 407, , 413, 414, 415; Resource Directory: 380, 382, 384, 386, 388, 402, 404, 406, 408, 410, 412, 414, 416; Customize for ESL: 381; Customize for Gifted and Talented: 385, 409, 411; From the Archives of American Heritage: 384; Customize for Less Proficient Readers: 387, 403; Customize for Less Proficient Writers: 413 Leaders Battles A. Jefferson Davis SE: Text: 371, 381, 383; Comparing Primary Sources: 381 B. Ulysses S. Grant SE: Text: , ; Map Skills: 385, 386 TE: Background: 385, 386; Activity: 385, 386 C. Robert E. Lee SE: American Biography: 388 TE: Resource Directory: 386 A. the Massachusetts 54th Regiment and the Battle at Fort Wagner The foundation of this standard can be found in Chapter 11 of this textbook. B. Antietam SE: Text: 389; Viewing History: 389 C. Vicksburg SE: Text: ; Map Skills: 407; Focus on Daily Life: 408 TE: Activity: 407, 408; Background: 407, 408; Resource Directory:

21 D. Gettysburg SE: ; Map Skills: 404; Viewing History: 405; Reading Check: 405; Fast Forward to Today: 406 TE: Activity: 404, 405, 406; Background: 404, 405, 406; Resource Directory: 404, 406 USI.40 Provide examples of the various effects of the Civil War. (H, E) SE: Text: 416, ; Interpreting Graphs: 416; Viewing History: 424, 425 TE: Resource Directory: 424; Customize for Less Proficient Writers: 425; Activity: 425 A. physical and economic destruction SE: Text: 425 B. the increased role of the federal government SE: Text: ; Viewing History: 426; Focus on Government: 427 TE: Resource Directory: 426; Activity: 426 C. the greatest loss of life on a per capita basis of any U. S. war before or since SE: Text: 425; Interpreting Graphs: 416 USI.41 Explain the policies and consequences of Reconstruction. (H, C) SE: Text: ; Reading Focus: 430; Viewing History: 426, 428, 429; Focus on Government: 427, 431; Focus on Culture: 428; Reading Check: 431, 434; Map Skills: 432; Comparing Primary Sources: 433; American Biography: 434; Assessment: 435 TE: Bellringer: 430; Lesson Plan: 431; Customize for ESL: 431; Resource Directory: 426, 430, 432, 434; Activity: 426, 428, 431, 432, 433, 434; Background: 427, 428, 433, 434; Customize for Less Proficient Readers: 427; From the Archives of American Heritage: 432 A. Presidential and Congressional Reconstruction SE: Text: ; Reading Focus: 430; Viewing History: 426, 428, 429; Focus on Government: 427, 431; Focus on Culture: 428; Reading Check: 431, 434; Map Skills: 432; Comparing Primary Sources: 433; American Biography: 434; Assessment: 435 TE: Bellringer: 430; Lesson Plan: 431; Customize for ESL: 431; Resource Directory: 426, 430, 432, 434; Activity: 426, 428, 431, 432, 433, 434; Background: 427, 428, 433, 434; Customize for Less Proficient Readers: 427; From the Archives of American Heritage: 432 B. the impeachment of President Johnson SE: Text: 433 TE: Activity: 433; Background:

22 C. the 13th, 14th, and 15th Amendments SE: Text: 413, 431, , 437; Focus on Government: 431; Comparing Primary Sources: 433 TE: Activity: 431, 434; Background: 434 D. the opposition of Southern whites to Reconstruction E. the accomplishments and failures of Radical Reconstruction F. the presidential election of 1876 and the end of Reconstruction SE: Text: SE: Text: ; Reading Focus: 436; Interpreting Diagrams: 437; Interpreting Graphs: 438; Reading Check: 438; Focus on Citizenship: 439; Interpreting Political Cartoons: 440; Assessment: 440 TE: Bellringer: 436; Lesson Plan: 437; Resource Directory: 436, 438, 440; Customize for Less Proficient Writers: 437; Background: 437, 438, 439; Activity: 438, 439 SE: Text: ; Reading Focus: 442; Interpreting Graphs: 443; Focus on World Events: 443; Map Skills: 444; Interpreting Tables: 445; Reading Check: 444; Assessment: 445 TE: Bellringer: 442; Lesson Plan: 443; From the Archives of American Heritage: 443, 444; Activity: 442, 444 G. the rise of Jim Crow laws SE: Text: ; Interpreting Graphs: 565; Interpreting Political Cartoons: 565; Interpreting Graphs: 566 TE: Activity: 565, 566; Background: 565; Resource Directory: 566 H. the Supreme Court case, Plessy v. Ferguson (1896) SE: Text: TE: Activity: 566; Resource Directory:

23 US HISTORY II RECONSTRUCTION TO THE PRESENT, Students will analyze the causes and consequences of the Industrial Revolution and America s growing role in diplomatic relations. Students will study the goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the various factors that led to America s entry into World War II as well as the consequences of World War II on American life. Finally, students will study the causes and course of the Cold War, important economic and political changes during the Cold War, including the Civil Rights movement, and recent events and trends that have shaped modern-day America. The reading of primary source documents is a key feature of the two-year set of U. S. history standards. Below the appropriate standards are listed selected primary source documents with which students should become familiar. Students should read an excerpt or the whole text when appropriate. Those documents listed as seminal primary documents to read are required and may be included in the history and social science MCAS. Those documents listed as seminal primary documents to consider are only suggested. In addition to the seven broad historical themes articulated in the introductory pages of this document, teachers of U. S. history might also consider the two following themes that are specific to U. S. history. These are suggestions only, and we encourage history and social science teachers to develop other themes that might help students gain a deeper understanding of U. S. history in high school. U. S. History II Learning Standards INDUSTRIAL AMERICA AND ITS EMERGING ROLE IN INTERNATIONAL AFFAIRS, USII.1 Explain the various causes of the Industrial Revolution. (H, E) SE: Text: ; Focus on Economics: 457 TE: Customize for ESL: 456 A. the economic impetus provided by the Civil War B. important technological and scientific advances C. the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J. P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt SE: Text: ; Reading Focus: 456; Focus on Economics: 457; Reading Check: 457, 461, 464; Viewing History: 459, 461, 462, 464, 465; Fast Forward to Today: 460; Assessment: 465 TE: Bellringer: 456; Activity: 456, 458, 459, 460, 461, 462, 463, 464; Resource Directory: 456, 458, 460, 462, 464; Lesson Plan: 457; Background: 457, 458, 459, 460, 461, 462, 463, 464; Customize for Less Proficient Readers: 461 SE: Text: ; Focus on Economics: 468; American Biography: 469 TE: Background: 468; Resource Directory: 468; Activity:

24 USII.2 Explain the important consequences of the Industrial Revolution. (H, E) SE: Text: , ; Reading Focus: 467, 473; Focus on Economics: 468, 472; American Biography: 469; Reading Check: 469, 475; Interpreting Political Cartoons: 470; Focus on Technology: 474; Interpreting Graphs: 474; Viewing Fine Art: 475; Interpreting Diagrams: 471; Viewing History: 476; Assessment: 472 TE: Bellringer: 467, 473; Resource Directory: 467, 468, 470, 472, 473, 474, 476; Customize for ESL: 469; Lesson Plan: 46, 474; Background: 468, 469, 470, 471, 475; Activity: 469, 470, 471, 475; Customize for Gifted and Talented: 471; From the Archives of American Heritage: 474 A. the growth of big business SE: Text: ; Reading Focus: 467; Focus on Economics: 468, 472; American Biography: 469; Reading Check: 469; Interpreting Political Cartoons: 470; Interpreting Diagrams: 471; Assessment: 472 TE: Bellringer: 467; Resource Directory: 467, 468, 470, 472; Customize for ESL: 469; Lesson Plan: 468; Background: 468, 469, 470, 471; Activity: 469, 470, 471; Customize for Gifted and Talented: 471 B. environmental impact C. the expansion of cities SE: Text: ; Reading Focus: 534; Viewing Fine Art: 535; Focus on Geography: 536; Interpreting Diagrams: 537; American Biography: 538; Reading Check: 538; Interpreting Political Cartoons: 539; Assessment: 539 TE: Bell Ringer: 534; Activity: 534, 536, 537, 538; Lesson Plan: 535; From the Archives of American Heritage: 535; Background: 536, 537, 538; Customize for Less Proficient Writers: 537; Resource Directory: 534, 536, 538 USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H) SE: Text: ; Reading Focus: 527; Viewing History: 528, 532, 533; Focus on Citizenship: 529; Interpreting Graphs: 529; Focus on World Events: 530; Fast Forward to Today: 531; Comparing Primary Sources: 530; Reading Check: 532; Assessment: 533 TE: Bellringer: 527; Lesson Plan: 528; Resource Directory: 527, 528, 530, 532; Activity: 527, 529, 530, 531, 532; Background: 528, 529, 530, 531, 532; Customize for ESL: 529; Customize for Less Proficient Readers:

25 Seminal Primary Documents to Read: Emma Lazarus, The New Colossus (1883) TE: Resource Directory: 528 Seminal Primary Documents to Consider: Younghill Kang, East Goes West (1937) The foundation for this standard can be found in Chapter 15 of this textbook. USII.4 USII.5 Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H) Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era. (H, E) SE: Text: ; Reading Focus: 488, 491; Viewing History: 490, 497; Assessment: 490, 497; Viewing Fine Art: 491; Reading Check: 492; Focus on Government: 492; American Biography: 493, 495; Map Skills: 494; Interpreting Charts: 496 TE: Bellringer: 488, 491; Lesson Plan: 489, 492; Resource Directory: 488, 490, 491, 492, 494, 496, 497; Background:, 489, 492, 493, 494, 495, 496; Activity: 488, 493, 494, 495, 496; Customize for Gifted and Talented: 489; Customize for Less Proficient Readers: 495 SE: Text: ; Reading Focus: 477; Viewing History: 477, 481, 482, 483; Focus on Culture: 479; Comparing Primary Sources: 480; Reading Check: 481; Assessment: 483 TE: Bellringer: 477; Lesson Plan: 478; Resource Directory: 477, 478, 480, 482; Background: 478, 479, 480, 481, 482; Customize for Less Proficient Readers: 479; Activity: 479, 480, 481, 482; From the Archives of American Heritage: 480; Customize for Gifted and Talented: 481 A. the Knights of Labor SE: Text: ; Focus on Culture: 479 TE: Customize for Less Proficient Readers: 479 B. the American Federation of Labor headed by Samuel Gompers SE: Text: 479; Comparing Primary Sources: 480 C. the Populist Party SE: Text: ; Map Skills: 511 TE: Customize for Less Proficient Readers: 511 D. the Socialist Party headed by Eugene Debs SE: Text: ; Viewing History: 481 TE: Resource Directory:

Andover Public Schools Social Studies Benchmarks 2004 Grade 8 U. S. History I The Revolution Through Reconstruction

Andover Public Schools Social Studies Benchmarks 2004 Grade 8 U. S. History I The Revolution Through Reconstruction Students examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. They learn about the important political and economic factors that contributed

More information

UNITED STATES HISTORY I COURSE SYLLABUS

UNITED STATES HISTORY I COURSE SYLLABUS UNITED STATES HISTORY I COURSE SYLLABUS Course Title: United States History I H2 and H3 Department: Social Studies Primary Course Materials: America: Pathways to the Present Course Description: In the

More information

United States History I

United States History I PEABODY VETERANS MEMORIAL HIGH SCHOOL SOCIAL STUDIES DEPARTMENT United States History I Mid Year Exam Review Packet 2013-14 Exam Overview The Mid Year Exam serves as a summative assessment to measure your

More information

Massachusetts History and Social Science Curriculum Framework U.S. History I

Massachusetts History and Social Science Curriculum Framework U.S. History I A Correlation of Beginnings through Reconstruction To the Massachusetts History and Social Introduction This document demonstrates how Pearson, Beginnings Through Reconstruction, meets the Science Curriculum

More information

SUBJECT: History and Social Studies Grade Level: 10 United States History I. Unit: Early America through the American Revolution

SUBJECT: History and Social Studies Grade Level: 10 United States History I. Unit: Early America through the American Revolution Unit: Early America through the American Revolution Learning Standards / Essential Knowledge Concepts and Skills Essential Questions USI.A Discovery and Settlement of the New World, 1492 1650 A. Europe

More information

Texas Assessment of Knowledge and Skills - Answer Key

Texas Assessment of Knowledge and Skills - Answer Key Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02

More information

Standard 3: Causes of the American Revolution. e. Declaration of Independence

Standard 3: Causes of the American Revolution. e. Declaration of Independence Name Date Hour U.S. History to 1877 OCCT Review Study Guide Use your notes, your textbook and all of the knowledge gained this year to complete this O.C.C.T. Review Study Guide. This study guide will be

More information

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8)

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8) FOUNDATIONS IN UNITED STATES HISTORY AND GEOGRAPHY ERAS 1-3 These foundational expectations are included to help students draw upon their previous study of American history and connect 8th grade United

More information

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG)

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Eras 1-3 Addressed in 5th Grade Eras 3-5 Addressed in 8th Grade USHG ERA 1 Beginnings to 1620 (Grade 5) 1.1

More information

AGS United States Government Michigan Grade 8 Grade Level Content Expectations

AGS United States Government Michigan Grade 8 Grade Level Content Expectations Correlated to Michigan Grade 8 Grade Level Content Expectations 5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126 Copyright 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved. F1

More information

Texas Essential Knowledge and Skills (TEKS)

Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States

More information

Massachusetts History and Social Science Curriculum Framework U.S. History I & II

Massachusetts History and Social Science Curriculum Framework U.S. History I & II A Correlation of Grades 6-8, Realize Platform To the Massachusetts History and Social Science Curriculum Framework Introduction This document demonstrates how, meets the, History I, II. Citations are to

More information

8 th grade American Studies sample test questions

8 th grade American Studies sample test questions 8 th grade American Studies sample test questions PASS 1.2 Standard 1. The student will develop and practice process skills in social studies. PASS OBJECTIVE 1.2: Identify, analyze, and interpret primary

More information

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8. CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle

More information

TAKS Diagnostic and Practice Tests

TAKS Diagnostic and Practice Tests Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students

More information

SOCIAL STUDIES PACING GUIDE: 3rd Nine Weeks

SOCIAL STUDIES PACING GUIDE: 3rd Nine Weeks Week Standards Learning Targets Name of Unit Lessons 8.55 Explain the events and impact I can explain the events of the presidency of Andrew and impact of the Jackson, including the corrupt presidency

More information

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills Grade 8 Social Studies Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Social Studies Assessment Based on Revised Curriculum Reporting Category 1: History The student will demonstrate

More information

Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration?

Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? Name: Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? 2) What were the primary beliefs of the Democratic Republican Party? Who was the

More information

SCOPE & SEQUENCE United States History I Standard & Advanced (focus on 1800s Standards US.I.22 through US II.6)

SCOPE & SEQUENCE United States History I Standard & Advanced (focus on 1800s Standards US.I.22 through US II.6) (focus on 1800s US.I.22 through US II.6) Textbook - American Anthem published by Holt, Rinehart and Winston in 2009. CONTENT STANDARD - Political Democratization, Westward Expansion, and Diplomatic Developments,

More information

The Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions).

The Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions). U. S. History Survey Study Guide Test #2 Please bring a Green Scantron form for this test, (available in the GPC bookstore) along with a number 2 pencil. The professor will not provide them. If you forget

More information

United States History and Geography: Growth and Conflict

United States History and Geography: Growth and Conflict 33 Grade Eight United States History and Geography: Growth and Conflict Students in grade eight study the ideas, issues, and events from the framing of the Constitution up to World War I, with an emphasis

More information

FINAL EXAM (2018) STUDY GUIDE

FINAL EXAM (2018) STUDY GUIDE FINAL EXAM (2018) STUDY GUIDE *Semester Final will be divided into two parts: Part 1 DBQ Essay December 14 (B Day), December 17 (A Day) You will use one of the outlines you created to write ONE document-based

More information

Revised February 23, 2017

Revised February 23, 2017 Revised February 23, 2017 I-A-1 II-B-1* III-B-1* IV-A-3 Compare and contrast the settlement patterns Describe how individual and cultural Explain how the development of symbols, Explain that tension between

More information

Social Studies - Grade 8

Social Studies - Grade 8 investigating the question RELEASED TEST Aligned to the Standards Social Studies - Grade 8 For more information, visit www.lead4ward.com IQ Analysis Investigating the Question SE 8.1A RC: 1 8.1A identify

More information

Grade 8 Plainwell Social Studies Curriculum Map

Grade 8 Plainwell Social Studies Curriculum Map First Trimester Unit 1 Colonial Review: Causes of the American Revolution 1-3 3 weeks 4 5-6 Toward Independence - Before 1763 - French and Indian War - Proclamation of 1763 - Parliamentary Acts o Stamp

More information

7th Grade Social Studies GLEs

7th Grade Social Studies GLEs 7th Grade Social Studies GLEs Geography The World in Spatial Terms. Analyze various types of maps, charts, graphs, and diagrams related to U.S. history (G-A-M2) Places and Regions 2. Explain how physical

More information

AHSAA Homeschool Student Eligibility Exams United States History I: Beginnings to the Industrial Revolution Grade 10

AHSAA Homeschool Student Eligibility Exams United States History I: Beginnings to the Industrial Revolution Grade 10 AHSAA Homeschool Student Eligibility Exams United States History I: Beginnings to the Industrial Revolution Grade 10 Standards 1-4 37% Compare effects of economic, geographic, social, and political conditions

More information

TEKS Snapshot - Grade 8 Social Studies

TEKS Snapshot - Grade 8 Social Studies Process Standards (Social Studies Skills and Processes) 8.29 Social Studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies

More information

Eighth Grade, page 1 rev. May 10, 2011

Eighth Grade, page 1 rev. May 10, 2011 Eighth Grade, page 1 rev. May 10, 2011 PROCESS OBJECTIVES--------------------------------------------------------------------------------------------------1 st 9 Weeks 1 st 9 Weeks 1. Explain the political

More information

Fourth Grade United States History

Fourth Grade United States History Fourth Grade United States History Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands (history,

More information

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators Prentice Hall The American Nation 2005, Beginnings Through 1877 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 8) Grade-Level Indicators History Students use materials

More information

4 th Grade Social Studies

4 th Grade Social Studies 4 th Grade Social Studies UNITED STATES HISTORY Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands

More information

Grade 8 Social Studies

Grade 8 Social Studies Standard 1: History Students will examine the relationship and significance of themes, concepts, and movements in the development of United States history, including review of key ideas related to the

More information

Standard 1. Standard 2. Standard 3. Choices have consequences. Individuals have rights and responsibilities

Standard 1. Standard 2. Standard 3. Choices have consequences. Individuals have rights and responsibilities Standard 1 Choices have consequences 1.1 The student will recognize and evaluate significant choices made by individuals, communities, states and nations that have impacted our lives and futures. 1.2 The

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

Indiana Academic Standards Social Studies

Indiana Academic Standards Social Studies A Correlation of To the Introduction This document demonstrates how,, meets the for,. Correlation page references are to the Student Edition and Teacher Edition. The all new myworld Interactive encourages

More information

WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1

WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1 WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM United Sates History I Curriculum Term 1 Essential Questions: 1. How did life in colonial America make Americans more prone to self-government? 2.

More information

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7 A Correlation of 2016 To the Louisiana 2011 Social Studies Grade Level Expectations Grade 7 Introduction This document demonstrates how Pearson, 2016 meets the Louisiana 2011 Social Studies Grade Level

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

HAVERHILL PUBLIC SCHOOLS Grade 8 US History I Curriculum Map

HAVERHILL PUBLIC SCHOOLS Grade 8 US History I Curriculum Map August Week 4/ September Week 1 1. Why was owning land so important to American Colonists? 2. What were the effects of the Great Awakening? 3. How did John Locke apply the Enlightenment s idea of natural

More information

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement.

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Grade 4 Module Where People Live This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Matters This module may be used at the start of the

More information

Spanish Colonization Explain the causes and effects of the transatlantic slave trade.

Spanish Colonization Explain the causes and effects of the transatlantic slave trade. Middle School United States History - From Early Exploration Through the (1877) Unit Lesso Experience Objectives Identify reasons for European exploration of the Americas. European Exploration European

More information

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide

Name Period Teacher. Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide Name Period Teacher Wantagh Middle School 7 th Grade Social Studies Final Exam Review Guide 1. How did the earliest people migrate to North America? 2. How did Native Americans use the environment around

More information

Writing Prompts US History

Writing Prompts US History Writing Prompts US History In order to be successful in the classroom, students must have choice, write everyday and be able to defend positions. These prompts allow students to do all three. Please consider

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP CONTENT STRANDS: Domestic Affairs Global Affairs Civil Rights/Human Rights Economics Culture *denotes

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

Scope and Sequence 8 th Grade Social Studies

Scope and Sequence 8 th Grade Social Studies TEKS Across All Concepts: Process TEKS are Listed at the top of the document. Process TEKS extend across every concept. Additional pairings are at the teachers discretion Content TEKS 8.1(A) identify the

More information

America, History of Our Nation Civil War to the Present 2014

America, History of Our Nation Civil War to the Present 2014 A Correlation of Civil War to the Present 2014 To the Utah Core State Standards for Resource Title:, Civil War to the Present Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231441

More information

US HISTORY 1ST SEMESTER CUMULATIVE FORM A

US HISTORY 1ST SEMESTER CUMULATIVE FORM A US HISTORY 1ST SEMESTER CUMULATIVE FORM A AP US History DO NOT 1st Sem Cumulative Test Ch. 2-15 WRITE ON Colonies to Reconstruction Form A THIS TEST Directions: Answer all questions on a separate sheet

More information

Grade 8 - United States History: Constitutional Age to International Expansion

Grade 8 - United States History: Constitutional Age to International Expansion Grade 8 - United States History: Constitutional Age to International Expansion The eighth- grade course of study begins with a review of the major ideas, issues, and events of the founding of the nation

More information

Name Date Per. Social Studies Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere: Equator:

Name Date Per. Social Studies Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere: Equator: Name Date Per. Social Studies 7 7 th Grade Final Review Mrs. Myles- McAnally Geography/ Culture/ Native Americans: 1. Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere:

More information

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 : academic vocabulary directly taken from the standard : academic vocabulary used on the assessment (source released tests) STANDARD

More information

Arizona State Standards Strands American, History, Civics/Government, and Economics for Grade 7 Strand 1: American History

Arizona State Standards Strands American, History, Civics/Government, and Economics for Grade 7 Strand 1: American History Strand 1: American History Concept 1: Research Skills for History Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By

More information

United States History GPS Review: SSUSH1 Describe European settlement in North America during the 17th century (1600 s).

United States History GPS Review: SSUSH1 Describe European settlement in North America during the 17th century (1600 s). United States History GPS Review: 1492-1865 SSUSH1 Describe European settlement in North America during the 17th century (1600 s). a. Explain Virginia s development (Virginia Company, tobacco, relationships

More information

Course Title: Advanced Placement United States History I. American Beginnings to 1763

Course Title: Advanced Placement United States History I. American Beginnings to 1763 Unit 1, September American Beginnings to 1763 What is the state if the Atlantic world in 1492 What are the results of the clash of cultures and the early explorations and settlements of the Western hemispheres?

More information

4th Grade. Aligned State Standard Students will learn about the exploration period of the Americas.

4th Grade. Aligned State Standard Students will learn about the exploration period of the Americas. Theme District Curriculum Heading District Curriculum Statement Aligned State Standard Teacher Resources Performance Indicator Exploration exploration period of the Americas. 16.D.2a significant contributions

More information

APUSH REVIEW PERIODS 1-5

APUSH REVIEW PERIODS 1-5 APUSH REVIEW PERIODS 1-5 TABLE OF CONTENTS Cover.........1 Copyright Information.... 3 Teacher Instructions.... 4 Student Handouts...5-8 Key..9-12 Font, Image, & Document Information.... 13 Social Studies

More information

September. Unit Title Foundations and Revolution

September. Unit Title Foundations and Revolution September Unit Title Foundations and Revolution Limitations on the power of government and the protection of the political rights of individuals are important ideals of Americans. The ideals of a nation

More information

REBELS & FOUNDING FRAMERS: THEIR HUMANITY REVEALED A TWO WEEK UNIT PLAN

REBELS & FOUNDING FRAMERS: THEIR HUMANITY REVEALED A TWO WEEK UNIT PLAN Pamela J. Silva CCC / TAH Seminar Final Project September 25, 2008 REBELS & FOUNDING FRAMERS: THEIR HUMANITY REVEALED A TWO WEEK UNIT PLAN Overview: Many high school students--many Americans in general,

More information

September. Revised: Jennifer Gurick Date Reviewed: May 13, 2009 Department: Social Studies Course Title: HONORS UNITED STATES HISTORY I

September. Revised: Jennifer Gurick Date Reviewed: May 13, 2009 Department: Social Studies Course Title: HONORS UNITED STATES HISTORY I Revised: Jennifer Gurick Date Reviewed: May 13, 2009 Department: Social Studies Course Title: HONORS UNITED STATES HISTORY I September Essential Questions 1. Who were the first European explorers of America

More information

5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A-F

5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals Illinois Learning Standards A-F 5 TH GRADE SOCIAL SCIENCE CHECKLIST Goals 14-16 Illinois Learning Standards A-F Assessment Frameworks While ISBE is not currently assessing social science, many educators have requested copies of the framework

More information

Prentice Hall The American Nation, Beginnings Through Correlated to: Kansas Social Studies Standards (Grade 8)

Prentice Hall The American Nation, Beginnings Through Correlated to: Kansas Social Studies Standards (Grade 8) Prentice Hall The American Nation, Beginnings Through 1877 2005 Kansas Social Studies Standards (Grade 8) Eighth Grade Civics-Government Standard: The student uses a working knowledge and understanding

More information

Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War

Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8 th Grade History 1 st Nine Weeks TEKS Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8.1) History. The student understands

More information

Notes on the Pendulum Swing in American Presidential Elections,

Notes on the Pendulum Swing in American Presidential Elections, Notes on the Pendulum Swing in American Presidential Elections, 1789-1865 I Trends and Fluctuations Political Competition and Franchise Extension Parties compete against one another: Franchise extended

More information

UNITED STATES HISTORY

UNITED STATES HISTORY 8th Grade Social Studies Standards Crosswalk UNITED STATES HISTORY 1760 1877 The focus of the course in United States History for Grade 8 is the American Revolution through the Civil War and Reconstruction

More information

Eighth Grade Social Studies United States History Course Outline

Eighth Grade Social Studies United States History Course Outline Crossings Christian School Academic Guide Middle School Division Grades 5-8 Eighth Grade Social Studies Chapter : Early Exploration of the Americas How do new ideas change the way people live? Why do people

More information

8th Grade U.S. History STAAR Study Packet.

8th Grade U.S. History STAAR Study Packet. 8th Grade U.S. History STAAR Study Packet. NAME: HISTORY TEACHER: Complete the activities using your STAAR Review Sheet. Once you finish an assignment, check your answers by using the answer key provided

More information

Industrialization & Reform Learning Targets

Industrialization & Reform Learning Targets Industrialization & Reform Learning Targets Topic: History I can identify major eras and events in U.S. History and explain: Industrial Revolution Age of Reform Topic: Economics I can understand the origins

More information

America, History of Our Nation Beginnings Through

America, History of Our Nation Beginnings Through A Correlation of Beginnings Through 1877 2014 To the Utah Core State Standards for Resource Title: America History of Our Nation, Beginnings Through 1877 Publisher: Pearson Education publishing as Prentice

More information

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8 th Grade History 4 th Nine Weeks TEKS Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8.1) History. The student understands traditional historical

More information

Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter B. Middle School

Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter B. Middle School Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education Code, 7.102(c)(4),

More information

sources connections informed claims

sources connections informed claims This document is designed to assist educators in interpreting Louisiana s 2011 social studies standards. It contains the prioritized content and concepts aligned to GLEs for each unit. The intent of this

More information

REVIEW FOR CHAPTERS 15, 16, AND 17 TEST

REVIEW FOR CHAPTERS 15, 16, AND 17 TEST Define the following with detail: REVIEW FOR CHAPTERS 15, 16, AND 17 TEST 1. Wilmot Proviso A bill passed by the House of Representatives but not by the Senate that would have outlawed slavery in the Mexican

More information

TIME STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS. OBJECTIVE History

TIME STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS. OBJECTIVE History Grade 8 U.S History to 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS OBJECTIVE History Geography Economics Culture 8.1: Understand

More information

GRADE 8 United States History Growth and Development (to 1877)

GRADE 8 United States History Growth and Development (to 1877) GRADE 8 United States History Growth and Development (to 1877) Course 0470-08 In Grade 8, students focus upon United States history, beginning with a brief review of early history, including the Revolution

More information

The Civil War and Reconstruction ( ) Standards for Grades Big Idea Essential Question 4/7/13. Instructional Plan Support

The Civil War and Reconstruction ( ) Standards for Grades Big Idea Essential Question 4/7/13. Instructional Plan Support The Civil War and Reconstruction (1850-1877) Instructional Plan Support Standards for Grades 5-12 (1) Students will understand how the North and South differed and how their economic systems, politics,

More information

A Thematic approach to Sectionalism and the Civil War

A Thematic approach to Sectionalism and the Civil War Jason Scott Abington High School CHARMS Year 2 Final Project A Thematic approach to Sectionalism and the Civil War Background and Objective: Through this 5 day unit, students will take a thematic approach

More information

Critical Dates/Events to Remember Event Date Why it Matters Key Events Event Date Why it Matters

Critical Dates/Events to Remember Event Date Why it Matters Key Events Event Date Why it Matters Critical Dates/Events to Remember Event Date Jamestown 1607 First successful colony in North America Declaration of Independence 1776 Document stating that the 13 colonies were a free and independent nation

More information

Foundations of American Political and Social Thought. Unit #1 Chapter 1.4 Chapter 2.1, 2.3, & 2.4 Chapter 3.5

Foundations of American Political and Social Thought. Unit #1 Chapter 1.4 Chapter 2.1, 2.3, & 2.4 Chapter 3.5 Foundations of American Political and Social Thought Unit #1 Chapter 1.4 Chapter.1,.3, &.4 Chapter 3.5 Section 1 Colonial Resistance and Rebellion A. As you read this section, fill in the chart to trace

More information

A Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History

A Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History Virginia Standards of Learning United States History, 2018 T = Topic; L = Lesson The standards for Virginia and United States History expand upon the foundational knowledge and skills previously introduced

More information

Social Studies Grade 7

Social Studies Grade 7 September-October: Native Americans and Colonial Developments Standards: New York State: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate

More information

Alaska Content Standards Geo.D1, Geo.D4, Geo.D5, Hist.A7, Hist.B1c

Alaska Content Standards Geo.D1, Geo.D4, Geo.D5, Hist.A7, Hist.B1c 8 th Grade US Studies Instructional Focus: Students will study the ideas, issues, and events leading to framing of the Constitution through Reconstruction. After reviewing the development of America s

More information

Standard 1 Identify the five themes of geography; i.e., location, place, human-environmental interaction, movement, and region.

Standard 1 Identify the five themes of geography; i.e., location, place, human-environmental interaction, movement, and region. Course Description United States History for grade 8 covers events and issues from the Age of Exploration through Reconstruction and the western movement, emphasizing the 18th and 19th centuries. Topics

More information

Answers to Review Timeline

Answers to Review Timeline Answers to Review Timeline Colonial History 1607 Jamestown 1619 VA House of Burgesses & first African Slaves 1620 Mayflower compact 1636 Harvard 1639 Fundamental Orders of Connecticut 1647 Massachusetts

More information

United States History I CP

United States History I CP United States History I CP Social Studies Department North Brunswick Township High School Written by Elisa DePasquale, Social Studies Teacher Approved by Aaron Speller, Supervisor of Social Studies August

More information

8 th Grade United States History Curriculum Map

8 th Grade United States History Curriculum Map 8 th Grade United States History Curriculum Map Course Description: Eighth Grade: M/J U.S. History The eighth grade social studies curriculum consists of the following content area strands: American History,

More information

America, History of Our Nation Survey Edition 2014

America, History of Our Nation Survey Edition 2014 A Correlation of Survey Edition 2014 To the Utah Core State Standards for A Correlation of, Resource Title: America History of Our Nation, Survey Publisher: Pearson Education publishing as Prentice Hall

More information

8 th Grade: United States Studies 1607 to Suggested Units and Pacing

8 th Grade: United States Studies 1607 to Suggested Units and Pacing 8 th Grade: United States Studies 1607 to 1877 2005-06 Suggested Units and Pacing The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study

More information

Unit Maps: Grade 8 Social Studies United States History from Age of Jackson to Reconstruction

Unit Maps: Grade 8 Social Studies United States History from Age of Jackson to Reconstruction Age of Jackson 8.3 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. Analyze how God has revealed Himself

More information

Global: Spiraling essential questions, concepts and skills, and standards. Grade 5

Global: Spiraling essential questions, concepts and skills, and standards. Grade 5 History and Geography (H,G) Geography- Why do people move?, How does a region s geography, climate, and natural resources affect the way people live? What information and stories do maps and globes tell?

More information

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD

More information

7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history?

7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history? Name: Rondinelli Date: 7 th Grade Review 7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history? 2) What is Geography? 3) What is archeology? 4.)

More information

Constitution (4 weeks) What factors influenced the development of the US government? SS4H1 Explain the causes, events, and results of the

Constitution (4 weeks) What factors influenced the development of the US government? SS4H1 Explain the causes, events, and results of the 4 th Grade Social Studies Teaching and Learning Framework 2017-2018* (Transition Plan) Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Launching Social Studies (2 weeks)

More information

America, History of Our Nation Beginnings to

America, History of Our Nation Beginnings to A Correlation of Beginnings to 1914 2014 To the Utah Core State Standards for Resource Title:, Beginnings to 1914 Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231427 TE: 9780133230116

More information

Eighth Grade Social Studies. Standards and Learning Targets

Eighth Grade Social Studies. Standards and Learning Targets Course Description: In this course, students will continue learning about the history of the United States from the pre-columbian Exchange era until Post-Civil War. Students will be asked to engage the

More information

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce Shamokin Area 7 th Grade American History I Common Core Marking Period Content Targets Common Core Standards Objectives Assessments Formative/Performan ce MARKING PERIOD 1 I. UNIT 1: THREE WORLDS MEET

More information

Name: Date: Class: The Antebellum Era ( ): TEST

Name: Date: Class: The Antebellum Era ( ): TEST Name: Date: Class: The Antebellum Era (1781-1860): TEST Part A: Multiple Choice: Instructions: Choose the option that answers the question or completes the sentence. 1. What did the Judiciary Act of 1789

More information