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 traditional historical points of reference in U.S. history through 1877. 8.2: Understand the causes of exploration an colonization eras. 8.3: Understand the foundations of representative government in 8.10: Uses geographic tools to collect, analyze and interpret data. 8.11: Understand the location and characteristics of places and regions of the United States, past and present. 8.13: Understand why various sections of the United States developed different patterns of economic activity. 8.24: Understand the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17 th, 8.1(a): Identify the major eras in U.S. history through 1877 and describe their defining characteristics. 8.1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 8.1(c): Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865. 8.2(b): Compare political, economic, and social reasons for establishment of the 13 colonies. 8.3(a): Explain the reasons for the growth of representative government and institutions during the colonial period. 8.10(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases]. 8.11(b): Compare places and regions of the United States in terms of physical and human characteristics. 8.11(c): Analyze the effects of physical and human geographic factors on major historical [and contemporary] events in 8.13(a): Identify economic differences among different regions of 8.24(d): Analyze the contributions of people of various racial, ethnic, and religious groups [to our national identity]. 18 th, and 19 th centuries. 8.24(e): Identify the political, social, and economic contributions of women to American society. (SS) OBJ 7: to interpret social studies data. (SS) OBJ 7: to interpret social studies data. and cultural influences on the historical development of the United and cultural influences on the historical development of the United (SS) OBJ 4: Political 10 days 10 days Page 1
Grade 8 U.S History to 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS OBJECTIVE Social Studies Skills 8.30(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. 8.30(c): Organize and interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps. 8.30(d): Identify points of view from the historical context surrounding an event and the frame of reference, which influenced the participants. 8.30(f): Identify bias in written, [oral], and visual material. (SS) OBJ 8: to use critical-thinking studies (SS) OBJ 7: to interpret social studies data. (SS) OBJ 8: to use critical-thinking studies (SS) OBJ 8: to use critical-thinking studies social studies social studies social studies social studies Page 2
Grade 8 U.S History to 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides America: The People and the Dream * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic * Economics America. Focus: Middle School * Economics America. National Content Standards in * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce * Parents and community leaders-survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ Page 3
Grade 8 U.S. History to 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS OBJECTIVE History Geography Economics 8.1: Understand traditional historical points of reference in U.S. history through 1877. 8.2: Understand the causes of exploration an colonization eras. 8.3: Understand the foundations of representative government in 8:4: Understand significant political and economic issues of the revolutionary era. 8.10: Use geographic tools to collect analyze and interpret data. 8.11: Understand the location and characteristics of places and regions of the United States, past and present. 8.12: Understand the physical characteristics of the United States during the 18 th and 19 th centuries and how humans adapted to and modified the environment. 8.13: Understand why various sections of the United States developed different patterns of economic activity. 8.15: Understand the origins and development of the free enterprise system in 8.1(a): Identify the major eras in U.S. history through 1877 and describe their defining characteristics. 8.1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 8.2(b): Compare political, economic, and social reasons for establishment of the 13 colonies. 8.3(a): Explain the reasons for the growth of representative government and institutions during the colonial period. 8.4(a): Analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War. 8.10(b): Pose and and answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases]. 8.11(b): Compare places and regions of the United States in terms of physical and human characteristics. 8.11(c): Analyze the effects of physical and human geographic factors on major historical [and contemporary] events in 8.11(c): Analyze the effects of physical and human geographic f4actors on major historical [and contemporary] events in 8.13(a): Identify economic differences among different regions of 8.13(b): Explain reasons for the development of the plantations system, the growth of the slave trade, and the spread of slavery. 8.15(a): Explain why a free enterprise system of economics developed in the new nation. 2 days 10 days Page 4
Grade 8 U.S. History to 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS OBJECTIVE Culture Social Studies Skills 8.24: Understand the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17 th, 18th, and 19 th centuries. 8.30: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 8.24(d): Analyze the contributions of people of various racial, ethnic, and religious groups [to our national identity]. 8.24(e): Identify the political, social, and economic contributions of women to American society. 8.30(a): Differentiate between, locate, and use primary and secondary sources [such as computer software, databases, media, and news services, biographies, interviews, and artifacts] to acquire information about 8.30(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. 8.30(c): Organize and interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps. 8.30(d): Identify points of view from the historical context surrounding an event and the frame of reference, which influenced the participants. and cultural influences on the historical development of the United and cultural influences on the historical development of the United (SS) OBJ 8: to use critical-thinking studies (SS) OBJ 8: to use critical-thinking studies social studies social studies social studies social studies Page 5
Grade 8 U.S. History to 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides America: The People and the Dream * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic * Economics America. Focus: Middle School * Economics America. National Content Standards in * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce * Parents and community leaders-survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ Page 6
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS OBJECTIVE History 8.1: Understand traditional historical points of reference in U.S. history through 1877. 8.1(a): Identify the major eras in U.S. history through 1877 and describe their defining characteristics. 8.1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 8.1(c): Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865. 1776: 2 days Geography 8.4: Understand significant political and economic issues of the revolutionary era. 8.5: Understand the challenges confronted by the government and its leaders in the early years of the Republic. 8.10: Use geographic tools to collect analyze and interpret data. 8.4(a): Analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War. 8.4(b): Explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, [the Marquis de Lafayette], Thomas Paine, and George Washington. 8.4(c): Explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Article of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris. 8.5(b): Summarize arguments regarding protective tariffs, taxations, [and the banking system]. 8.5(c): Explain the origin and development of American political parties. 8.10(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases]. historical historical 10 days 1 day 2 days 8.11: Understand the location and characteristics of places and regions of the United States, past and present. 8.11(b): Compare places and regions of the United States in terms of physical and human characteristics. 8.11(c): Analyze the effects of physical and human geographic factors on major historical [and contemporary] events in historical historical Page 7
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS OBJECTIVE Economics Government Culture Citizenship 8.12: Understand the physical characteristics of the United States during the 18 th and 19 th centuries and how humans adapted to and modified the environment. 8.13: Understand why various sections of the United States developed different patterns of economic activity. 8.15: Understand the origins and development of the free enterprise system in 8.16: Understand the American beliefs and principles related in the U.S. Constitution and other important historic documents. 8.24: Understand the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17 th,18 th, and 19 th centuries. 8.20: Understand the rights and responsibilities of citizens of the United 8.12(a): Analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18 th and 19 th centuries. 8.13(a): Identify economic differences among different regions of the United 8.15(a): Explain why a free enterprise system of economics developed in the new nation. 8.16(a): Identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of government. 8.16(c): Identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. 8.24(d): Analyze the contributions of people of various racial, ethnic, and religious groups [to our national identity]. 8.24(e): Identify the political, social, and economic contributions of women to American society. 8.20(a): Define and give examples of unalienable rights. historical historical historical historical historical and cultural the United and cultural the United (SS) OBJ 1: Civic values and the rights and responsibilities of American citizenship. (SS) OBJ 4: Political (SS) OBJ 4: Political (SS) OBJ 4: Political 1 day 10 days 2 days 1 day 8.22: Understand the importance of the expression of different points of view in a democratic society. 8.23: Understand the importance of effective leadership in a democratic society. 8.20(b): Summarize rights guaranteed in the Bill of Rights. 8.22(b): Describe the importance of free speech and press in a democratic society. 8.23(b): Describe the contributions of significant political, social, [and military] leaders of the United States such as Frederick Douglas, [John Paul Jones], James Monroe, and Elizabeth Cady Stanton. (SS) OBJ 1: Civic values and the rights and responsibilities of American citizenship. (SS) OBJ 1: Civic values and the rights and responsibilities of American citizenship. (SS) OBJ 4: Political (SS) OBJ 4: Political (SS) OBJ 4: Political 1 day 1 day Page 8
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS 2002 OBJECTIVE 2003 Social Studies Skills 8.30: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 8.30(a): Differentiate between, locate, and use primary and secondary sources [such as computer software, databases, media, and news services, biographies, interviews, and artifacts] to acquire information about 8.30(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. (SS) OBJ 8: Demonstrate the ability to use critical-thinking studies social studies social studies 8.30(c): Organize and interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps. 8.30(d): Identify points of view from the historical context surrounding an event and the frame of reference, which influenced the participants. 8: to use critical-thinking skills to analyze social studies social studies 5: Use critical thinking studies 8.30(f): Identify bias in written, [oral], and visual material. 8: to use critical-thinking skills to analyze social studies 5: Use critical thinking studies Instructional Resources: Professional Resources: Community Resources: Web Sites: Page 9
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 * Adopted Textbook and Supplemental Guides America: The People and the Dream Chapter 7: Experimenting with Self-Governance Chapter 8: Creating a Federal Government Chapter 9: The New Republic on Trial * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic * Economics America. Focus: Middle School * Economics America. National Content Standards in * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce * Parents and community leaders-survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS 2002 TAAS OBJECTIVE 2003 Page 10
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 History 8.1: Understand traditional historical points of reference in U.S. history through 1877. 8:4: Understand significant political and economic issues of the revolutionary era. 8.5: Understand the challenges confronted by the government and its leaders in the early years of the Republic. 8.6: Understands westward expansion and its effects on the political, economic, and social development of the nation. 8.7: Understand how political, economic, and social factors led to the growth of sectionalism and the Civil War. 8.1(a): Identify the major eras in U.S. history through 1877 and describe their defining characteristics. 8.1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 8.1(c): Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865. 8.4(d): Analyze the issues of the Philadelphia Convention of 1787, including major compromises and arguments for and against ratification. 8.5(b) Summarize arguments regarding protective tariffs, taxations, [and the banking system]. 8.5(c): Explain the origin and development of American political parties. 8.5(d): Explain the [causes of and] issues surrounding important events of the War of 1812 8.5(e): Trace the foreign policies of Presidents Washington through Monroe and explain the impact of Washington s Farewell Address and the Monroe Doctrine. 8.5(f): Explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party. 8.5(g): Analyze federal [and state] Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian era. 8.6(a): Explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United 8.7(a): Analyze the impact of tariff policies on sections of the United States before the Civil War. 8.7(b): Compare the effects of political, economic, and social factors on slaves and free blacks. events events events events events events events events events events events events 2 days 3 days 4 days 2 days (Presidents Washington and Adams) 3 days 3 days 3 days 1 day STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS 2002 OBJECTIVE 2003 Page 11
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 Geography Economics Government 8.10: Use geographic tools to collect analyze and interpret data. 8.11: Understand the location and characteristics of places and regions of the United States, past and present. 8.12: Understand the physical characteristics of the United States during the 18 th and 19 th centuries and how humans adapted to and modified the environment. 8.13: Understand why various sections of the United States developed different patterns of economic activity. 8.15: Understand the origins and development of the free enterprise system in 8.14: Understand how various economic forces resulted in the Industrial Revolution in the 19 th century. 8.16: Understand the American beliefs and principles related in the U.S. Constitution and other important historic documents. 8.7(c): Analyze the impact of slavery on different sections of 8.7(d): Compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster. 8.10(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases]. 8.11(b): Compare places and regions of the United States in terms of physical and human characteristics. 8.11(c): Analyze the effects of physical and human geographic factors on major historical [and contemporary] events in 8.12(a): Analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18 th and 19 th centuries. 8.13(a): Identify economic differences among different regions of the United 8.13(b): Explain reasons for the development of the plantations system, the growth of the slave trade, and the spread of slavery. 8.15(a): Explain why a free enterprise system of economics developed in the new nation. 8.14(b): Identify the economic factors that brought about rapid industrialization and urbanization. 8.16(a): Identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of government. events events issues and issues and issues and issues and (SS) OBJ 4: Political influences on historical 2 days 5 days 1 day 2 days 10 days STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS 2002 OBJECTIVE 2003 Page 12
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 Culture Social Studies Skills 8.17 Understand the process of changing the U.S,. Constitution and the impact of amendments on American society. 8.18: Understand the dynamic nature of the powers of the national government and state governments in a federal system. 8.19: Understand the impact of landmark Supreme Court cases. 8.24: Understand the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17 th,18 th, and 19 th centuries. 8.30: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 8.16(b): Summarize the strengths and weaknesses of the Articles of Confederation. 8.16(c): Identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. 8.16(d): Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. 8.17(a): Summarize the purposes for and processes of changing the U.S. Constitution. 8.18(a): Analyze the arguments of the federalists and Anti-Federalist, including those of Alexander Hamilton, Patrick Henry, James Madison, [and George Mason]. 8.19(a): Summarize the issues, decisions, and significance of landmark Supreme Court cases including Mulbury v. Madison, [ McCullochv. Maryland, and Gibbons v. Ogden}. 8.24(d): Analyze the contributions of people of various racial, ethnic, and religious groups [to our national identity]. 8.24(e): Identify the political, social, and economic contributions of women to American society. 8.30(a): Differentiate between, locate, and use primary and secondary sources [such as computer software, databases, media, and news services, biographies, interviews, and artifacts] to acquire information about and cultural influences on the historical development of the United and cultural influences on the historical development of the United (SS) OBJ 4: Political influences on historical (SS) OBJ 4: Political influences on historical (SS) OBJ 4: Political influences on historical (SS) OBJ 4: Political influences on historical (SS) OBJ 4: Political influences on historical (SS) OBJ 4: Political influences on historical social studies 3 days 2 days 5 days STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS 2002 OBJECTIVE 2003 Page 13
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 8.30(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. 8.30(c): Organize and] interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps. 8.30(d): Identify points of view from the historical context surrounding an event and the frame of reference, which influenced the participants. 8.30(f): Identify bias in written, [oral], and visual material. (SS) OBJ 8: to use critical-thinking studies (SS) OBJ 8: to use critical-thinking studies (SS) OBJ 8: to use critical-thinking studies social studies social studies social studies social studies Instructional Resources: Professional Resources: Community Resources: Web Sites: Page 14
Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 * Adopted Textbook and Supplemental Guides America: The People and the Dream * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic * Economics America. Focus: Middle School * Economics America. National Content Standards in * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce * Parents and community leaders-survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ Page 15
Grade 8 U.S. History to 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 TAAS STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS 2002 OBJECTIVE 2003 History Geography 8.1: Understand traditional historical points of reference in U.S. history through 1877. 8.5: Understands the challenges confronted by the gobernment and its leaders in the early years of the Republic. 8.6: Understand westward expansion and its effects on the political, economic, and social development of the nation. 8.7: Understand how political, economic, and social factors led to the growth of sectionalism and the Civil War. 8.10: Use geographic tools to collect analyze and interpret data. 8.1(a): Identify the major eras in U.S. history through 1877 and describe their defining characteristics. 8.1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 8.5(f): Explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party. 8.5(g): Analyze federal [and state] Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian era. 8.6(b): Explain the political, economic, and social roots of Manifest Destiny. 8.6(c): Analyze the relationship between the concept of manifest Destiny and the westward growth of the nation. 8.6(d): Explain the major issues [and events] of the Mexican War and their impact on 8.7(a): Analyze the impact of tariff policies on sections of the United States before the Civil War. 8.7(c): Analyze the impact of slavery on different sections of 8.7(d): Compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster. 8.10(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases]. events events events events events events events events events events issues and from 1818-1865 from 1818-1865 3 days 3 days 2 days 3 days 5 days from 1818-1865 from 1818-1865 from 1818-1865 from 1818 to 1865 Page 16
Grade 8 U.S. History to 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 TAAS STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS 2002 OBJECTIVE 2003 Economics Government Culture 8.11: Understand the location and characteristics of places and regions of the United States, past and present. 8.12: Understand the physical characteristics of the United States during the 18 th and 19 th centuries and how humans adapted to and modified the environment. 8.13: Understand why various sections of the United States developed different patterns of economic activity. 8.17: Understands the process of changing the U.S. Constitution and the impact of amendments on American society. 8.18: Understand the dynamic nature of the powers of the national government and state governments in a federal system. 8.19: Understand the impact of landmark Supreme Court cases. 8.24: Understand the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17 th,18 th, and 19 th centuries. 8.25: Understand the major reform movements of the 19 th century. 8.11(b): Compare places and regions of the United States in terms of physical and human characteristics. 8.11(c): Analyze the effects of physical and human geographic factors on major historical [and contemporary] events in 8.12(a): Analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18 th and 19 th centuries. 8.13(a): Identify economic differences among different regions of the United 8.17(b): Describe the impact of 19 th century amendments including the 13 th, 14 th, and 15 th amendments on life in the United 8.18(b): Describe historical conflicts arising over the issue of states rights, including the Nullification Crisis and the Civil War. 8.19(a): Summarize the issues, decisions, and significance of landmark Supreme Court cases including Mulbury v. Madison, [ McCullochv. Maryland, and Gibbons v. Ogden}. 8.19(b): Evaluate the impact of selected landmark Supreme court decisions including Dred Scott v. Sandford on life in 8.24(d): Analyze the contributions of people of various racial, ethnic, and religious groups [to our national identity]. 8.24(e): Identify the political, social, and economic contributions of women to American society. 8.25(a): Describe the historical development of the abolitionist movement. (SS) OBJ : Geographic and cultural influences on the historical development of the United and cultural influences on the historical development of the United and cultural influences on the historical development of the United issues and issues and issues and (SS) OBJ 4: Political influences on historical (SS) OBJ 4: Political influences on historical (SS) OBJ 4: Political influences on historical (SS) OBJ 4: Political influences on historical 2 days 1.5 days Page 17
Grade 8 U.S. History to 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 TAAS STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS 2002 OBJECTIVE 2003 Science, technology, and society Social Studies Skills 8.28: Understand the impact of science and technology on the economic 8.29: Understand the impact of scientific discoveries and technological innovations on daily life in 8.30: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 8.25(b): Evaluate the impact of reform movements including public education, temperance, women s rights, [prison reform and care of the disabled]. 8.28(a): Explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, [and the Bessemer steel process]. 8.28(b) Analyze the impact of transportation systems on the growth, development, and urbanization of the United 8.28(c): Analyze how technological innovations changed the way goods were manufactured and marketed, nationally [and internationally. 8.28(d): Explain how technological innovations led to rapid industrialization. 8.29(c): Identify examples of how industrialization changed life in the United 8.30(a): Differentiate between, locate, and use primary and secondary sources [such as computer software, databases, media, and news services, biographies, interviews, and artifacts] to acquire information about 8.30(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. 8.30(c): Organize and] interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps. 8.30(d): Identify points of view from the historical context surrounding an event and the frame of reference, which influenced the participants. and cultural influences on the historical development of the United (SS) OBJ 8: to use critical-thinking studies (SS) OBJ 8: to use critical-thinking studies social studies social studies social studies social studies 3 days Page 18
Grade 8 U.S. History to 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides America: The People and the Dream * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic * Economics America. Focus: Middle School * Economics America. National Content Standards in * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc. * Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce * Parents and community leaders-survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library. Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education texecon@aol.com Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/nationalhistoryday/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/ Page 19
Grade 8 U.S. History to 1877 Curriculum Alignment Guide Sixth Six Weeks Working Draft 2001-2002 STRAND History Geography KNOWLEDGE AND SKILLS 8.1: Understand traditional historical points of reference in U.S. history through 1877. 8.6: Understand westward expansion and its effects on the political, economic, and social development of the nation. 8.7: Understand how political, economic, and social factors led to the growth of sectionalism and the Civil War. 8.8: Understand individuals, issues, and events of the Civil War. 8.10: Use geographic tools to collect, analyze and interpret data. 8.11: Understand the location and characteristics of places and regions of the United States, past and present. STUDENT EXPECTATIONS 8.1(a): Identify the major eras in U.S. history through 1877 and describe their defining characteristics. 8.1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. 8.1(c): Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865. 8.6(b): Explain the political, economic, and social roots of Manifest Destiny. 8.6(c): Analyze the relationship between the concept of manifest Destiny and the westward growth of the nation. 8.7(a): Analyze the impact of tariff policies on sections of the United States before the Civil War. 8.7(c): Analyze the impact of slavery on different sections of 8.8(a): Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln. 8.8(b): Explain the issues surrounding significant events of the Civil War, including the firing on Fort Sumter, the battles of Gettysburg and Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln, and Lee s surrender at Appomattox court House. 8.10(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases]. 8.11(b): Compare places and regions of the United States in terms of physical and human characteristics. 8.11(c): Analyze the effects of physical and human geographic factors on major historical [and contemporary] events in 2002 historical historical historical OBJECTIVE 2003 2 days 3 days from 1818-1865 from 1818-1865 5 days 10 days Page 20