OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators
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1 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 drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world. Grade Eight Chronology 1. Select events and construct a multiple-tier time line to show relationships among events. SE/TE: See Timelines pages 2 4, 34 35, 66 67, , , , , , , , , , , , , , , ; Creating a Timeline, 294 The First Global Age 2. Describe the political, religious and economic aspects of North American colonization including: a. Reasons for colonization, including religion, desire for land and economic opportunity; b. Key differences among the Spanish, French and British colonies; SE/TE: Exploration and Colonization, 66 67; An Era of Exploration, 68 73; Spain Builds an Empire, 74 80; Colonizing North America, 81 86; Building the Jamestown Colony, 87 92; Seeking Religious Freedom, 93 97; Review and Assessment, 98 99; The Thirteen English Colonies, ; The New England Colonies, ; The Middle Colonies, ; The Southern Colonies, ; Review and Assessment, TE: 66A 66D, 100A 100D SE/TE: The Renaissance Expands Horizons, 59 60; An Era of Exploration, SE/TE: Spain Builds an Empire, 74 80; Colonizing North America, 81 86; Building the Jamestown Colony, 87 92; Seeking Religious Freedom, 93 97; The Thirteen English Colonies, ; The New England Colonies, ; The Middle Colonies, ; The Southern Colonies, ; Review and Assessment,
2 c. Interactions between American Indians and European settlers, including the agricultural and cultural exchanges, alliances and conflicts; d. Indentured servitude and the introduction and institutionalization of slavery; e. Early representative governments and democratic practices that emerged, including town meetings and colonial assemblies; f. Conflicts among colonial powers for control of North America. SE/TE: Native American Influences, 72; Spanish Conquistadores, 74 76; Settling New Spain, 77 78; Society in New Spain, 78; Harsh Life for Native Americans, 78 80; Missionary Work, 84; Impact on Native Americans, 86; Early Hardships, SE/TE: The Atlantic Slave Trade Begins, 79 80; The Slave Trade Begins, 80; Growth of Slavery and the Slave Trade, ; Indentured Servants, 126 TE: Connecting with Economics, 118; Connecting with Culture, 118 SE/TE: The Mayflower Compact, 94 95; Colonial Government, SE/TE: Colonizing North America, 81 86; The French and Indian War, Revolution 3. Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British concerning: a. The Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea Act and the Intolerable Acts; b. The Boston Tea Party, the boycotts, the Sons of Liberty and petitions and appeals to Parliament. 4. Explain the results of important developments of the American Revolution including: SE/TE: Crisis in the Colonies, ; The French and Indian War, ; Turmoil Over Taxation, ; From Protest to Revolution, ; Review and Assessment, TE: 138A 138D SE/TE: Turmoil Over Taxation, TE: 138A 138D SE/TE: From Protest to Revolution, ; Review and Assessment, TE: 138A 138D SE/TE: The American Revolution, ; Fighting Begins in the North, ; The Colonies Declare Independence, ; Struggles in the Middle States, ; Fighting for Liberty on Many Fronts, ; Winning the War in the South, ; Review and Assessment, TE: 166A 166D a. A declaration of American independence; SE/TE: The Colonies Declare Independence,
3 b. Character and significance of the military struggle in the North in the early years of the war and the shift of the battle to the South after 1779; SE/TE: The American Revolution, ; Fighting Begins in the North, ; Struggles in the Middle States, ; Fighting for Liberty on Many Fronts, ; Winning the War in the South, ; Review and Assessment, TE: 166A 166D c. Creation of state constitutions; SE/TE: The States Write Constitutions, d. Impacts on women, African-Americans and American Indians. SE/TE: Women Take Part in the War, ; African Americans Face Hard Choices, ; The War on the Western Frontier, A New Nation 5. Explain major domestic problems faced by the leaders of the new republic under the Articles of Confederation including: SE/TE: A Loose Confederation, 200; A Loose Confederation, ; Weaknesses of the Confederation, ; Admitting New States, 203; A Call for Change, 204 TE: Drawing Political Cartoons, 203 a. Maintaining national security; SE/TE: Other Nations Take Advantage, b. Creating a stable economic system; SE/TE: Money Problems, 202 TE: Connecting with Economics, 202 c. Dealing with war debts; SE/TE: Money Problems, 202 TE: Connecting with Economics, 202 d. Collecting revenue; SE/TE: Money Problems, 202 TE: Connecting with Economics, 202 e. Defining the authority of the central government. 6. Explain the challenges in writing and ratifying the U.S. Constitution including: SE/TE: A Loose Confederation, ; Weaknesses of the Confederation, ; Admitting New States, 203; A Call for Change, 204 SE/TE: Creating a Republic, ; A Loose Confederation, ; The Constitutional Convention, ; Ideas Behind the Constitution, ; Ratification and the Bill of Rights, ; Review and Assessment, ; Constitution of the United States, TE: 198A 198D - 3 -
4 a. Issues debated during the convention resulting in compromises (i.e., the Great Compromise, the Three-Fifths Compromise and the compromise over the slave trade); SE/TE: The Constitutional Convention, ; Ideas Behind the Constitution, b. The Federalist/Anti-Federalist debate; SE/TE: Ratification and the Bill of Rights, c. The debate over a Bill of Rights. SE/TE: Ratification and the Bill of Rights, Describe the actions taken to build one country from 13 states including: a. The precedents established by George Washington, including the cabinet and a twoterm presidency; b. Alexander Hamilton's actions to create a financially strong country, including the creation of a national bank; c. The establishment of an independent federal court system. SE/TE: Launching the New Government, ; Washington Takes Office, ; Creating a Foreign Policy, ; Political Parties Emerge, ; The Second President, ; Review and Assessment, TE: 276A 276D SE/TE: Washington Takes Office, ; Creating a Foreign Policy, TE: 276A 276D SE/TE: Reducing the Nation s Debt, ; Plans to Build the Economy, 281 TE: 276A 276D SE/TE: Strengthening the Supreme Court, TE: Linking Past and Present, 304 Civil War and Reconstruction 8. Describe and analyze the territorial expansion of the United States including: SE/TE: Admitting New States, 203; Americans Move Westward, ; Westward Expansion, ; Oregon Country, ; The Republic of Texas, ; California and the Southwest, ; The Mexican War, ; Americans Rush West, ; Review and Assessment, TE: D a. Northwest Ordinance; SE/TE: Admitting New States, 203 b. The Louisiana Purchase and the Lewis and Clark expedition; c. Westward movement including Manifest Destiny; SE/TE: The Louisiana Purchase, TE: 300A 300D SE/TE: Americans Move Westward, ; Westward Expansion, ; Oregon Country, TE: D - 4 -
5 d. The Texas War for Independence and the Mexican-American War. SE/TE: The Republic of Texas, ; The Mexican War, TE: D 9. Explain causes of the Civil War with emphasis on: SE/TE: Opposing Slavery, ; Slavery Divides the Nation, ; Slavery in the Territories, ; The Compromise of 1850, ; The Crisis Deepens, ; The Republican Party Emerges, ; A Nation Divides, ; Review and Assessment, TE: 458A 458D a. Slavery; SE/TE: Opposing Slavery, ; Slavery Divides the Nation, ; Slavery in the Territories, b. States' rights; SE/TE: State s Rights, , 488, 502 c. The different economies of the North and South; d. The extension of slavery into the territories, including the Dred Scott Decision and the Kansas-Nebraska Act; e. The abolitionist movement and the roles of Frederick Douglass and John Brown; f. The addition of new states to the Union and their impact on the balance of power in the Senate, including the Missouri Compromise and the Compromise of 1850; g. The emergence of Abraham Lincoln as a national figure in the Lincoln-Douglas debates, the presidential election of 1860, and the South's secession. 10. Explain the course and consequences of the Civil War with emphasis on: SE/TE: Industry in the North, ; Cotton Kingdom in the South, TE: 406A 306D SE/TE: The Crisis Deepens, TE: 458A 458D SE/TE: Opposing Slavery, ; Frederick Douglas, 440; John Brown, SE/TE: Slavery in the Territories, ; The Compromise of 1850, ; Kansas- Nebraska Act, SE/TE: Abe Lincoln of Illinois, ; The Election of 1860, 478; The South Reacts, TE: Group Work, 475 SE/TE: A Nation Divides, ; The Civil War, ; The Conflict Takes Shape, ; No Easy Victory, ; A Promise of Freedom, ; Hardships of War, ; The War Ends, ; Review and Assessment, TE: 478A 478D - 5 -
6 a. Contributions of key individuals, including Abraham Lincoln, Robert E. Lee and Ulysses S. Grant; SE/TE: A Nation Divides, ; The Civil War, ; The Conflict Takes Shape, ; No Easy Victory, ; A Promise of Freedom, ; Hardships of War, ; The War Ends, ; Review and Assessment, TE: 478A 478D b. The Emancipation Proclamation; SE/TE: A Promise of Freedom, TE: 478A 478D c. The Battle of Gettysburg. SE/TE: Union Victory at Gettysburg, ; The Gettysburg Address, Analyze the consequences of Reconstruction with emphasis on: a. President Lincoln's assassination and the ensuing struggle for control of Reconstruction, including the impeachment of President Andrew Johnson; b. Attempts to protect the rights of and enhance opportunities for the freedmen, including the basic provisions of the 13th, 14th and 15th Amendments to the U.S. Constitution; c. The Ku Klux Klan and the enactment of black codes. SE/TE: Reconstruction and the Changing South, ; Early Steps to Reunion, ; Radical Reconstruction, ; The South Under Reconstruction, ; The End of Reconstruction, ; Review and Assessment, TE: 514A 514D SE/TE: Lincoln is Assassinated, ; Radical Reconstruction, TE: 514A 514D SE/TE: The New President, 519; Radical Reconstruction, TE: 514A 514D SE/TE: The South Under Reconstruction, TE: 514A 514D Grade-Level Indicators People in Societies Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings. Grade Eight Interaction 1. Trace the development of religious diversity in the colonies, and analyze how the concept of religious freedom has evolved in the United States. SE/TE: Religion, 53, 58 59, 82 83, 102, 110, 113, 113, 119, 188, 416,
7 2. Describe and explain the social, economic and political effects of: a. Stereotyping and prejudice; SE/TE: Identifying Bias, 367, 471, 477, 483; Jim Crow Laws, 532; Slavery, 91, , 127, , , , b. Racism and discrimination; SE/TE: Jim Crow Laws, 532; Slavery, 91, , 127, , , , ; The Civil Rights Movement, c. Institutionalized racism and institutionalized discrimination. 3. Analyze how contact between white settlers and American Indians resulted in treaties, land acquisition and Indian removal. SE/TE: Black Codes Anger Congress, 521; Jim Crow Laws, 532; Plessy v Ferguson, ; Dred Scott Decision, SE/TE: Native Americans, 36 41, 42 47, 63, 72, 83 86, 89, 97, 106, 107, 110, , 141, , 301, 317, 322, 372, 382, 383, 384, Analyze the economic, geographic, religious and political factors that contributed to: a. The enslavement of Africans in North America; SE/TE: African American Slavery, 91, , 127, , , , b. Resistance to slavery. SE/TE: Opposing Slavery, ; Slavery Divides the Nation, ; Slavery in the Territories, Describe the historical limitations on participation of women in U.S. society and their efforts to gain equal rights. SE/TE: Contributions of Women, 47 48, 90 91, 105, 107, 114, 123, 152, 156, 175, , 190, 309, 322, 333, 382, 403, , 417, , , 441, , 450, 453, 466, 467, 504, 528 Diffusion 6. Explain how the diverse peoples of the United States developed a common national identity. SE/TE: African Americans, 60, 91, 125, , 257, 259, 350, 402, 416, 417, 421, , , 437, 440, , , 520, 528, 521, , 528, ; Chinese Immigrants, 398, 402; Mexican Americans, 397, 401; Native Americans, 36 41, 42 47, 63, 72, 83 86, 89, 97, 106, 107, 110, , 141, , 301, 317, 322, 372, 382, 383, 384,
8 Grade-Level Indicators Geography Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world. Grade Eight Places and Regions 1. Compare places and regions in the United States as they existed prior to 1877 with the same places and regions today to analyze changes in land use and population, political, social and economic characteristics. SE/TE: Thinking Geographically, 4 10; Lands and Climates of the United States, 11 19; Region, 77, 90, 144, 192, 201, 317, 349, 381, 405, 469, 479, 531 Human Environmental Interaction 2. Analyze how physical characteristics of the environment influenced population distribution, settlement patterns and economic activities in the United States during the 18th and 19th centuries. SE/TE: Geography Skills: Movement, 32, 37, 59, 62, 76, 82, 98, 111, 170, 182, 308, 323, 340, 386, 395, 400, 410, 491; Colonizing North America, 81 91; The Thirteen Colonies, ; Westward Migration, , , , 403, ; Northwest Territory, 203, 205; Oregon Country, ; Homestead Act, 543; Resettlement of Native Americans, 371, 372, 373, 374, 376 Movement 3. Explain how colonization, westward expansion, immigration and advances in transportation and communication changed geographic patterns in the United States. SE/TE: Settling the Western Frontier, 205; Westward Migration, , , , 403, ; Northwest Territory, 203, 205; Oregon Country, ; Homestead Act,
9 Grade-Level Indicators Economics Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world. Grade Eight Scarcity and Resource Allocation 1. Explain how the uneven distribution of productive resources influenced historic events such as the Civil War. SE/TE: Industry in the North, ; Cotton Kingdom in the South, ; Civil War: Strengths and Weaknesses, Markets 2. Discuss how mercantilism and the establishment of colonies led to increased global trading during the 17th and 18th centuries. 3. Explain the purpose and effects of trade barriers such as tariffs enacted before the Civil War. SE/TE: Mercantilism, ; Trade in Rum and Slaves, SE/TE: Tariffs, 281, , Government and the Economy 4. Explain how lack of power to regulate the economy contributed to the demise of the Articles of Confederation and the creation of U.S. Constitution. 5. Explain how governmental protection of property rights and regulation of economic activity impacted the development of the U.S. economy. SE/TE: A Loose Confederation, 200; A Loose Confederation, ; Weaknesses of the Confederation, TE: Drawing Political Cartoons, 203 SE/TE: For related information see: Business and Labor pages ; A Global Economy, ; Tariffs, 281, 296, 344, 345, 346, 370,
10 Grade-Level Indicators Government Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare. Grade Eight Role of Government 1. Analyze the principles of self-government and natural rights expressed in the Declaration of Independence and their relationship to Enlightenment ideas. 2. Explain how political parties developed as a result of attempts to resolve issues in the early years of the United States including: SE/TE: The Colonies Declare Independence, ; The Declaration of Independence, SE/TE: Development of Political Parties, ; The Federalist Party Splits, 292; Review and Assessment, a. Payment of debt; SE/TE: Reducing the Nation s Debt, b. Establishment of a national bank; SE/TE: Plans to Build the Economy, 281 c. Strict or loose interpretation of the Constitution; SE/TE: Strict of Loose Interpretation, 288 d. Support for England or France. SE/TE: Creating a Foreign Policy, Rules and Laws 3. Explain how events and issues demonstrated the need for a stronger form of governance in the early years of the United States: SE/TE: A Loose Confederation, TE: 198A 198D a. Shays' Rebellion; SE/TE: The Whiskey Rebellion, 282 b. Economic instability; SE/TE: Weaknesses of the Confederation, 202 c. Government under the Articles of Confederation. SE/TE: A Loose Confederation, TE: 198A 198D
11 4. Explain the political concepts expressed in the U.S. Constitution: SE/TE: Government, Citizenship, and the Constitution ; Goals and Principles of the Constitution, ; How the Federal Government Works, ; Changing the Constitution, ; State and Local Governments, ; Rights and Responsibilities of Citizenship, ; Review and Assessment, TE: 246A 246D a. Representative democracy; SE/TE: Seven Basic Principles, b. Federalism; SE/TE: Federalism, , 251, , , 307 c. Bicameralism; SE/TE: The Legislative Branch, d. Separation of powers; SE/TE: Separation of Powers, 251 e. Checks and balances. SE/TE: System of Checks and Balances, 250, Explain how the U.S. Constitution protects the rights of citizens, regulates the use of territory, manages conflict and establishes order and security. 6. Explain how specific provisions of the U.S. Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals with emphasis on: a. Freedom of religion, speech, press, assembly and petition; SE/TE: The Bill of Rights, ; The Constitution of the United States of America, ; Government, Citizenship, and the Constitution ; Goals and Principles of the Constitution, ; How the Federal Government Works, ; Changing the Constitution, ; State and Local Governments, ; Rights and Responsibilities of Citizenship, ; Review and Assessment, TE: 246A 246D SE/TE: Ratification and the Bill of Rights, ; The Constitution of the United States of America, ; Government, Citizenship, and the Constitution ; Goals and Principles of the Constitution, ; How the Federal Government Works, ; Changing the Constitution, ; State and Local Governments, ; Rights and Responsibilities of Citizenship, ; Review and Assessment, TE: 246A 246D SE/TE: Ratification and the Bill of Rights, ; Government, Citizenship, and the Constitution ; Rights and Responsibilities of Citizenship,
12 b. Right to trial by jury and the right to counsel; SE/TE: Ratification and the Bill of Rights, ; Government, Citizenship, and the Constitution ; Rights and Responsibilities of Citizenship, c. Due process and equal protection of the laws. SE/TE: Ratification and the Bill of Rights, ; Government, Citizenship, and the Constitution ; Rights and Responsibilities of Citizenship, Explain how the Northwest Ordinance established principles and procedures for the orderly expansion of the United States. 8. Describe the process by which a bill becomes a law. SE/TE: Admitting New States, 203 SE/TE: For related information see How the Federal Government Works pages Grade-Level Indicators Citizenship Rights and Responsibilities Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system. Grade Eight Participation 1. Show the relationship between participating in civic and political life and the attainment of individual and public goals including: a. The Sons of Liberty and Committees of Correspondence/American independence; b. The Underground Railroad and the abolitionist movement/abolition of slavery. 2. Explain how the opportunities for civic participation expanded during the first half of the 19th century including: SE/TE: An American Profile, 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, 527; Government, Citizenship, and the Constitution ; Goals and Principles of the Constitution, ; How the Federal Government Works, ; Changing the Constitution, ; State and Local Governments, ; Rights and Responsibilities of Citizenship, ; Review and Assessment, SE/TE: From Protest too Revolution, ; Review and Assessment, SE/TE: Opposing Slavery, ; Frederick Douglas, 440 SE/TE: For related information see The Progressive era pages ; See also Rights and Responsibilities of Citizenship pages
13 a. Nominating conventions; SE/TE: For related information see The Progressive era pages ; See also Rights and Responsibilities of Citizenship pages b. Expansion of the franchise; SE/TE: For related information see The Progressive era pages ; See also Rights and Responsibilities of Citizenship pages c. Active campaigning. SE/TE: For related information see The Progressive era pages ; See also Rights and Responsibilities of Citizenship pages Rights and Responsibilities 3. Evaluate the role of historical figures and political bodies in furthering and restricting the rights of individuals including: a. Jefferson and the contradiction between the ideals of the Declaration of Independence and his role as a slave owner; b. State constitutional conventions and the disenfranchisement of free blacks; SE/TE: An American Profile, 13, 40, 89, 105, 109, 152, 156, 189, 202, 208, 257, 266, 288, 309, 322, 343, 371, 382, 393, 414, 423, 4440, 445, 481, 489, 494, 527 SE/TE: The Colonies Declare Independence, ; Text of the Declaration of Independence, SE/TE: Black Codes Anger Congress, ; Restricted Rights, c. Jackson and his role in Indian removal; SE/TE: Jackson in the White House, d. Frederick Douglass and the abolitionist movement; SE/TE: Opposing Slavery, ; Frederick Douglas, 440 e. Elizabeth Cady Stanton and women's rights. SE/TE: A Call for Women s Rights, ; Elizabeth Cady Stanton, 445, 446, 591, Show connections between the rights and responsibilities of citizenship including: SE/TE: Rights and Responsibilities of Citizenship, ; Review and Assessment, TE: 248A 248D a. Voting and staying informed on issues; SE/TE: Responsibilities of a Citizen, b. Being tried by a jury and serving on juries; SE/TE: Serving on a Jury, 268 c. Having rights and respecting the rights of others. SE/TE: Rights and Responsibilities of Citizenship, ; Review and Assessment, TE: 248A 248D
14 Grade-Level Indicators Social Studies Skills and Methods Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings. Grade Eight Obtaining Information 1. Compare accuracy and point of view of fiction and nonfiction sources about a particular era or event. SE/TE: Skills for Life: Identifying Points of View, 172; Recognizing Points of View, 98, 141, 172, 197, 286, 292, 318, 331, 465, 474, 528; Supporting Point of View, 72, 153, 220, 257, 267, 270, 282, 290, 305, 319, 361, 364, 376, 377, 389, 393, 476, 482, 510, 524 Communicating Information 2. Construct a historical narrative using primary and secondary sources. 3. Write a position paper or give an oral presentation that includes citation of sources. SE/TE: Analyzing Primary Sources, 219; Write a Report, 112, 133, 327, 377, 389, 405, 426, 437, 453, 504 SE/TE: Write a Report, 112, 133, 327, 377, 389, 405, 426, 437, 453, 504 Problem Solving 4. Organize and lead a discussion. SE/TE: Section Assessment, 9, 17, 25, 30, 41, 48, 54, 60, 72, 80, 86, 91, 97, 107, 112, 119, 123, 130, 142, 153, 160, 171, 176, 185, 189, 195, 204, 210, 214, 218, 251, 257, 264, 268, 282, 286, 290, 305, 310, 314, 319, 325, 335, 341, 346, 351, 364, 368, 374, 384, 389, 393, 397, 411, 417, 421, 426, 437, 442, 447, 451, 462, 466, 472, 481, 489, 494, 499, 504, 510, 519, 524, 529, 533, 546, 551, 557, 561, 566; Review and Assessment, 32 33, 62 63, 98 99, , , , , , , , , , , , , , , ,
15 5. Identify ways to manage conflict within a group. SE/TE: Identifying Points of View, 172; Distinguishing Facts from Opinions, 369; Identifying Bias, 477; Solving Problems, 520; Activities, 33, 63, 99, 133, 163, 197, 221, 271, 297, 327, 353, 377, 405, 429, 453, 483, 513, 535, 569 Reference: andards
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