America History of Our Nation, Beginnings Through 1877,...

Prentice HallAmerica History of Our Nation, Beginnings Through 1877, Oklahoma Edition © 2007

C O R R E L A T E D T O

Oklahoma Priority Academic Student Skills (PASS) for Grade 8 US History 1760-1877

Grade 8

G r a d e 8

Prentice Hall America History of Our Nation, Beginnings through 1877 © 2007, (James West Davidson and Michael B. Stoff)

Correlated to:Oklahoma Priority Academic Student Skills (PASS)

Grade 8 US History 1760-1877(Grade 8)

OKLAHOMA SOCIAL STUDIES STANDARDSPAGE(S) WHERE TAUGHT

(If submission is not a text, cite appropriate resource(s))

1. Develop and apply cause and effect reasoning and chronological thinking to past, present, and potential future situations.

SE: HT7, HT16, 1, 2, 3, 32-33, 58, 62-63, 98-99, 134-135, 136-137, 163, 166-167, 200-201, 222, 224, 276-277, 278-279, 292, 306-307, 308, 317, 336-337, 338, 347, 364, 376-377, 378-379, 410-411, 418, 429, 440-441, 472-475, 465, 476-477, 478-479, 480, 510, 536, 542-543, 562, 574-575, 588, 604-605, 623, 640, 641

TE: T1

TR: Unit 1 Resources, 51; Unit 2 Resources, 79; Unit 3 Resources, 45, 78; Unit 5 Resources, 14, 45

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Social Studies Skills Tutor CD ROM

2. Identify, analyze, and interpret primary and secondary sources, such as artifacts, diaries, letters, photographs, art, documents, newspapers, and contemporary media (e.g., television, motion pictures, and computer-based technologies) that reflect events and life in United States history.

SE: HT2-3, 4, 14, 23, 31, 34, 61, 64, 94, 96, 97, 103, 105, 114, 121, 124-125, 129, 138, 154, 157, 162, 165, 168, 171, 174, 181, 199, 202, 205, 218, 225, 280, 296, 305, 308, 311, 334, 335, 338, 351, 358, 360-361, 371, 380, 388-389, 398, 406, 408, 409, 412, 418, 423, 424, 428, 436, 439, 442, 468, 470, 471, 480, 484, 492-493, 501, 503, 507, 510, 524, 525, 536, 538, 540, 541, 544, 567, 576, 606, 616, 624, 630, 636, 638, 639, 642, 1033-1040TE: T1

The student will describe and analyze the major causes, key events, and important personalities of the American Revolution. He or she will examine in greater depth the factors, events, documents, significant individuals, and political ideas that led to the formation of the United States of America. These will be pursued through a chronological study of the early national period, westward expansion, and the Civil War and Reconstruction eras. Citizenship skills will focus upon the development and understanding of constitutional government in the United States. The student will continue to gain, develop, and put to use a variety of social studies skills.

Standard 1: The student will develop and practice process skills in social studies.

UNITED STATES HISTORY

1760-1877Grade 8The focus of the course in United States History for Grade 8 is the American Revolution through the Civil War and Reconstruction era (1760-1877). However, for the Grade 8 criterion-referenced test over “History, Constitution and Government of the United States,” the time frame is 1760-1860, or from approximately George III’s succession to the British throne to the election of Abraham Lincoln as president.

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology






TR: Unit 1 Resources, 71, 84; Unit 2 Resources, 14, 22, 41, 47; Unit 4 Resources, 14, 25, 44, 56, 75, 88; Unit 5 Resources, 14, 77; Unit 6 Resources, 15, 46, 60, 80

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Social Studies Skills Tutor CD ROM; Exploring Primary Sources in US History CD ROM

3. Construct various timelines of United States, highlighting landmark dates, technological changes, major political, economic and military events, and major historical figures.

SE: HT16

TE: 2h, 32h, 306h, 320, 378h, 410h, 478g, 542f

TR: Interactive Reading and Notetaking Guide


4. Locate on a United States map major physical features, bodies of water, exploration and trade routes, and the states that entered the Union up to1877.

SE: A4, A5, A12, A13, HT10, HT11, HT13, HT14, 67, 74, 80, 86, 91, 180, 193, 207, 295, 316, 325, 356, 402, 445, 452, 456, 489, 500, 513, 520, 534, 559, 564, 566, 580, 587, 591, 600, 602, 609

TR: Unit 5 Resources, 85

TECH: Teacher Express; PHSchool.com; Student Express; Social Studies Skills Tutor CD ROM

5. Interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and economic graphs.

SE: A2, A3, A6-A11, HT10, HT11, HT12, HT15, HT17, HT19, 18, 19, 80, 86, 88, 122, 141, 146, 180, 187, 193, 220, 225, 284, 295, 299, 305, 312, 316, 324, 325, 356, 363, 371, 394, 397, 429, 489, 500, 513, 514, 520, 529, 534, 554, 556, 559, 616, 626, 628, 645, 646, 652, 659



6. Make distinctions among propaganda, fact and opinion; evaluate cause and effect relationships; and draw conclusions.

SE: HT4, HT5, 15, 30, 52, 70, 76, 117, 123, 146, 198, 208, 209, 222, 297, 301, 302, 304, 368, 370, 408, 429, 453, 459, 470, 485, 502, 517, 527, 536, 537, 540, 563, 566, 589, 591, 613, 623, 638, 648, 689, 692







TR: Unit 3 Resources, 25, 84

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Social Studies Skills Tutor CD ROM; Exploring Primary Sources IN US History CD ROM

7. Interpret patriotic slogans and excerpts from notable quotations, speeches and documents (e.g., “Give me liberty or give me death,” “Don’t Tread On Me,” "One if by land and two if by sea," "The shot heard 'round the world," "E Pluribus Unum," the Declaration of Independence, the Preamble to the Constitution, “Fifty-four forty or Fight,” and the Gettysburg Address).

SE: HT2-3, 4, 14, 23, 31, 34, 61, 64, 94, 96, 97, 103, 105, 114, 121, 124-125, 129, 138, 154, 157, 162, 165, 168, 171, 174, 181, 199, 202, 205, 218, 225, 280, 296, 305, 308, 311, 334, 335, 338, 351, 358, 360-361, 371, 380, 388-389, 398, 406, 408, 409, 412, 418, 423, 424, 428, 436, 439, 442, 468, 470, 471, 480, 484, 492-493, 501, 503, 507, 510, 524, 525, 536, 538, 540, 541, 544, 567, 576, 606, 616, 624, 630, 636, 638, 639, 642, 1033-1040TE: T1

TR: Unit 1 Resources, 71, 84; Unit 2 Resources, 14, 22, 41, 47; Unit 4 Resources, 14, 25, 44, 56, 75, 88; Unit 5 Resources, 14, 58, 77; Unit 6 Resources, 15, 46, 60, 80TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Social Studies Skills Tutor CD ROM; Exploring Primary Sources IN US History CD ROM

1. Read, write, and present a variety of products, such as tables, charts, graphs, maps, reports, letters, computer presentations, checklists, resumes, brochures, pamphlets, and summaries.

SE: HT17, HT18, HT20-23, 4-5, 7, 28, 30, 31, 34, 38-39, 45, 54, 64, 67, 74, 75, 79, 80, 86, 88, 100, 130-133, 138, 168, 185, 187, 193, 196, 198, 202, 207, 272-275, 280, 284, 295, 308, 312, 325, 346, 356, 371, 372-375, 380, 388-389, 394, 397, 402, 404, 429, 430, 438, 445, 452, 456, 468, 470, 472-475, 480, 489, 492-493, 500, 501, 507, 513, 514, 554, 559, 564, 568-571, 576, 580, 587, 591, 600, 602, 606, 609, 626, 633TE: 2g, 2h, 32g, 32h, 62h, 98g, 98h, 136g, 136h, 166g, 166h, 251f, 278g, 278h, 306g, 306h, 378g, 378h, 410g, 440g, 440h, 478g, 478h, 508h, 640g, 640h

TR: Unit 1 Resources, 71, 104, 141; Unit 2 Resources, 14, 41, 52, 70; Unit 3 Resources, 15, 16; Unit 4 Resources, 14, 56, 88; Unit 5 Resources, 14, 25, 85; Unit 6 Resources, 15, 46

Standard 2: The student will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events.








2. Write on, speak about, and dramatize different historical perspectives of individuals and groups (e.g., settlers, slaves, indentured servants, and slave holders; Patriots and Loyalists; Federalists and Anti-Federalists; political parties; rural and urban dwellers; and peoples of different cultural, economic, and ethnic backgrounds).

SE: HT20-23, 79, 144, 148, 149, 174, 185, 202, 220, 224, 286, 293, 296, 299, 300, 324, 332, 334, 360, 363, 367, 372-375, 408, 419, 425, 447, 455, 484, 485, 497, 506, 529, 530, 554, 556, 568-571, 581, 589, 602, 616, 684, 685

TE: 2g, 2h, 62h, 98g, 98h, 136g, 136h, 166g, 278g, 278h, 306g, 306h, 378g, 378h, 410g, 440g, 440h, 478g, 478h, 508h, 640g, 640h

TR: Unit 3 Resources, 58


3. Write on, speak about, and dramatize different evaluations of the causes and effects of major events (e.g., the American Revolution, the Constitutional Convention, the Industrial Revolution, westward expansion, the Civil War, and Reconstruction).

SE: HT20-23, 15, 30, 52, 70, 76, 117, 123, 184, 198, 202, 208, 209, 222, 224, 295, 301, 315, 329, 331, 360, 408, 429, 453, 459, 470, 472-475, 485, 502, 536, 568-571, 589, 591, 613, 623, 638, 648

TE: 166g, 166h, 278g, 278h, 378g, 378h, 478g, 478h, 508h

TR: Unit 2 Resources, 70, 79; Unit 5 Resources, 14


4. Examine the development and emergence of a unique American culture (e.g., art, music, and literature).

SE: 10-15, 22-27, 110-112, 117, 118-123, 288-289, 431-435, 632-635

TE: 2a, 2b, 2d, 2f, 2g, 2h, 98a, 98b, 98e, 98f, 410a, 410b, 410f, 604a, 604b, 604g

TR: Unit 1 Resources, 17, 19, 23, 25, 27, 107, 109, 116, 117, 118; Unit 4 Resources, 49, 61; Unit 6 Resources, 52, 59, 66; Interactive Reading and Notetaking Guide







TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; Color Transparencies

1. Explain the political and economic consequencesof the French and Indian War in both Europe and North America, and the overhaul of English imperial policy following the Treaty of Paris of 1763 and the Proclamation of 1763.

SE: 140-144, 145-146, 147, 152, 193

TE: 136a, 136b, 136c, 136d;

TR: Interactive Reading and Notetaking Guide; Unit 2 Resources, 16, 17, 24, 25


2. Compare and contrast the arguments advanced by defenders and opponents of the new imperial policy on the traditional rights of English people and the legitimacy of asking the colonies to pay a share of the costs of the empire, including the Sugar, Stamp, and Declaratory Acts.

SE: 146-149, 150-152, 154-155

TE: 136a, 136b, 136d, 136e

TR: Unit 2 Resources, 17, 18, 25, 26; Interactive Reading and Notetaking Guide

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View

a. Colonial opposition to and protests against “taxation without representation” (e.g., the Sons of Liberty and boycotts of British goods).

SE: 146-149, 150-153, 154, 155

TE: 136a, 136b, 136d, 136e


3. Reconstruct the chronology and recognize the significance of the critical events leading to armed conflict between the colonies and England.

Standard 3: The student will examine and explain the causes of the American Revolution and the ideas and interests involved in forging the revolutionary movement.








b. The Quartering Act and the Townshend Acts. SE: 147, 148, 151

TE: 136a, 136b, 136d, 136e



c. The Boston Massacre. SE: 136, 137, 148, 149

TE: 136a, 136b, 136d

TR: Unit 2 Resources, 17, 25; Interactive Reading and Notetaking Guide


d. The Boston Tea Party and the "Intolerable Acts." SE: 1136, 137, 151, 152

TE: 136a, 136b, 136e



e. The First Continental Congress. SE: 136, 137, 152, 153

TE: 136a, 136b, 136e









4. Analyze political, ideological, religious, and economic origins of the Revolution.

SE: 141, 142, 145-149, 150-152, 154-155, 156-158, 170-171

TE: 136a, 136b, 136c, 136d, 136e, 136f, 166a, 166b, 166c

TR: Unit 2 Resources, 16, 17, 18, 19, 21, 24, 25, 26, 27, 43, 54; Interactive Reading and Notetaking Guide


5. Examine the arguments between Patriots and Loyalists about independence and draw conclusions about how the decision to declare independence was reached at the Second Continental Congress.

SE: 156-161, 170, 171, 191

TE: 136a, 136b, 136f

TR: Unit 2 Resources, 19, 21, 27; Interactive Reading and Notetaking Guide


a. Explain the major ideas expressed in the Declaration of Independence and their intellectual origins.

SE: 134, 167, 170-173, 174, 175-178, 197, 199

TE: 166a, 166b, 166c, 166g, 166h



b. Describe how key principles of the Declaration of Independence grew in importance to become unifying ideas of democracy in the United States.

SE: 134, 167, 170-173, 174, 175-178, 197, 199, 252, 253

TE: 166a, 166b, 166c, 166g, 166h

Standard 4: The student will evaluate and describe the factors which affected the course of the American Revolution and contributed to the American victory.

1. Analyze the ideological war between Great Britain and her North American colonies as expressed in the Declaration of Independence.









2. Explain the significance of the political, economic, geographic and social advantages and disadvantages of each side.

SE: 141, 142, 145-149, 150-152, 154-155, 156-158, 170-171

TE: 136a, 136b, 136c, 136d, 136e, 136f, 166a, 166b, 166c

TR: Unit 2 Resources, 16, 17, 18, 19, 21, 24, 25, 26, 27, 43, 54; Interactive Reading and Notetaking Guide


3. Compare and contrast different roles and perspectives on the war (e.g., men and women, white colonists of different social classes, free and enslaved African Americans, and Native Americans).

SE: 186, 187, 188, 189, 190

TE: 166a, 166b, 166e



4. Identify and chronologically detail significant developments, battles and events, including Lexington and Concord, the publication of Common Sense, Saratoga, the French Alliance, the Valley Forge encampment, Yorktown, and the Treaty of Paris of 1783, and explain how the colonists won the war against superior British resources.

SE: 179-184, 185, 187, 189-190, 191-195

TE: 166a, 166b, 166d, 166e, 166f

TR: Unit 2 Resources, 44, 45, 46, 50, 51, 55, 56, 57; Interactive Reading and Notetaking Guide








5. Trace the formation of a national government of the United States by the Second Continental Congress in the Articles of Confederation.

SE: 204-206, 209, 212, 217, 225

TE: 200a, 200b, 200c



6. Recognize the significance of key individuals, including King George III, Lord North, John Adams,Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Lord Cornwallis, Thomas Jefferson, Patrick Henry, and Thomas Paine.

SE: 18, 37, 87, 120, 124-125, 147, 192, 219, 285, 330, 352. 392, 428, 457, 495, 532, 555, 586, 615, 658, 683



1. Evaluate the provisions of the Articles of Confederation, its provisions, strengths and weaknesses, and the various state constitutions.

SE: 204-206, 209, 212, 217, 225

TE: 200a, 200b, 200c



Standard 5: The student will examine the significance of and describe the institutions and practices of government created during the American Revolution and how they were revised between 1787 and 1815 to create the United States Constitution and the Bill of Rights.







2. Explain the dispute over the western lands and how it was resolved through the Northwest Ordinance, and describe the economic issues arising out of the Revolution and Shays’ Rebellion.

SE: 206, 207, 208, 209, 210, 211

TE: 200a, 200b, 200c



3. Recognize and analyze the significance of the Constitutional Convention, its major debates and compromises, and key individuals (e.g., George Washington, James Madison, and George Mason); the struggle for ratification of the Constitution as embodied in the Federalist Papers and Anti-Federalist arguments; and the addition of the Bill of Rights to the Constitution.

SE: 212-217, 218-221, 239, 264

TE: 200a, 200b, 200d, 200e

TR: Unit 2 Resources, 73, 74, 76, 78, 82, 83; Interactive Reading and Notetaking GuideTECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; Color Transparencies

4. Identify and explain the fundamental principles of the Constitution, including popular sovereignty, consent of the governed, separation of powers, checks and balances, and federalism.

SE: 228-250, 252-253, 254-255, 256-257, 258-259, 260-261, 262-263, 264-265, 268-269, 283-284, 300-307, 312-313, 365

TE: 251a, 251b, 251c, 251d, 251e, 278a, 278b, 278c, 306c

TR: Unit 2 Resources, 98, 99, 100, 101; Unit 3 Resources, 17, 28; Interactive Reading and Notetaking GuideTECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; Color Transparencies; Interactive Constitution CD ROM







5. Interpret and give examples of the rights, responsibilities, liberties, and protections all individuals possess under the Constitution and the Bill of Rights, including the freedoms of religion, speech, press, assembly and petition, and the rights to due process and trial by jury.

SE: 220-221, 228-250, 252, 265, 266-267, 270-271

TE: 200a, 200b, 200c, 200d, 200e

TR: Unit 2 Resources, 74, 78, 83, 101, 105; Interactive Reading and Notetaking Guide

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; Color Transparencies; Interactive Constitution CD ROM

6. Examine the major domestic and foreign affairs issues facing the first three presidents and Congress, the development of political parties, and the significance of the presidential election of 1800.

SE: 282-287, 290-293, 294-297, 298-301, 310-313, 314-319, 320-321, 322-326, 327-331, 333

TE: 278a, 278b, 278c, 278d, 278e, 278f, 306a, 306b, 306c, 306d, 306e, 306f

TR: Unit 3 Resources, 17, 18, 19, 20, 21, 27, 28, 29, 30, 31, 47, 48, 49, 50, 51, 52, 55, 57, 60; Interactive Reading and Notetaking Guide

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; Color Transparencies; Discovery School Videos

7. Describe Alexander Hamilton’s economic plan for the United States (e.g., the national bank, redemption of bonds, and protective tariffs).

SE: 285, 286

TE: 278a, 278b, 278c









8. Appraise how Chief Justice John Marshall's precedent-setting decisions in Marbury v. Madison and McCulloch v. Maryland interpreted the Constitution and established the Supreme Court as an independent and equal branch of the federal government.

SE: 313, 343, 344, 357, 369

TE: 336a, 336b, 336c



9. Describe United States foreign relations and conflicts, territorial disputes, the War of 1812, and the significance of the Monroe Doctrine, the Louisiana Purchase and the acquisition of Florida in the Adams-Onís Treaty.

SE: 294-296, 314-319, 320-321, 322-326, 327-331, 333, 340-343, 345-348

TE: 278a, 278b, 278e, 306a, 306b, 306d, 306e, 306f, 336a, 336b, 336c, 336d

TR: Unit 3 Resources, 19, 30, 48, 49, 50, 52, 55, 57, 80, 81, 85, 93, 94; Interactive Reading and Notetaking Guide


1. Describe the economic growth and changes in the United States in science, technology, energy, manufacturing, entrepreneurship, and transportation, including geographic factors in the location and development of United States industries and centers of urbanization (e.g., Industrial Revolution, the early labor movement, and famous entrepreneurs of the time).

SE: 382-387, 391, 392, 402, 403, 407, 448, 448, 562-563, 608-613, 614-619, 620-624

TE: 378a, 378b, 378c, 378, 378f, 440a, 440b, 440d, 542a, 542b, 542e, 604a, 604b, 604c, 604d, 604e

Standard 6: The student will examine and describe the economy of the United States from 1801 to 1877.







TR: Unit 4 Resources, 16, 17, 19, 24, 27, 28, 30, 78, 91; Unit 5 Resources, 81, 89; Unit 6 Resources, 43, 48, 49, 50, 54, 62, 63, 64; Interactive Reading and Notetaking Guide


2. Evaluate the impact in the Northern states of the concentration of industry, manufacturing, and shipping; the development of the railroad system; and the effects of immigration and the immigrant experience.

SE: 384-387, 390-395, 401-404, 407, 612, 613, 625-629, 630, 631

TE: 378a, 378b, 378c, 378d, 378f, 604a, 604b, 604c, 604f

TR: Unit 4 Resources, 16, 17, 19, 22, 24, 27, 28, 30; Unit 6 Resources, 48, 51, 61, 62, 65; Interactive reading and Notetaking Guide


3. Evaluate the impact in the Southern states of the dependence on cotton, the plantation system and rigid social classes, and the relative absence of enterprises engaged in manufacturing and finance.

SE: 396-400, 407, 544, 550

TE: 378a, 378b, 378e



4. Assess the economic, political and social aspectsof slavery, the variety of slave experiences, AfricanAmerican resistance to slavery, and the rise of sharecropping and tenant farming.

SE: 396-400, 404, 405, 407

TE: 378a, 378b, 378e, 378f









1. Trace the development of Jacksonian Democracy and explain why the election of AndrewJackson was considered a victory for the "common man."

SE: 337, 349-354, 362-367, 369, 414-419

TE: 336a, 336b, 336e, 336g, 410a, 410b, 410c

TR: Unit 3 Resources, 82, 84, 86, 90, 95, 97; Unit 4 Resources, 46, 58; Interactive Reading and Notetaking Guide


2. Analyze Jackson’s attack on the Second Bank of the United States and the subsequent business cycle of inflation and depression in the 1830s.

SE: 362, 363, 369

TE: 336a, 336b, 336g



3. Describe and explain the Nullification Crisis and the development of the states’ rights debates.

SE: 364, 365, 366, 369

TE: 336a, 336b, 336g



Standard 7: The student will examine the significance of the Jacksonian era.







4. Compare and contrast the policies toward Native Americans pursued by presidential administrations through the Jacksonian era, and evaluate the impact on Native Americans of white expansion, including the resistance and removal of the Five Tribes (i.e., Choctaw, Chickasaw, Creek, Seminole, and Cherokee).

SE: 335, 336, 337, 338, 339, 369

TE: 336a, 336b, 336f



1. Analyze changing ideas about race and assess pro-slavery and anti-slavery ideologies in the North and South.

SE: 397, 398, 400, 404, 405, 407, 422-426, 437, 482-485, 486-491, 494-498, 499-501, 505, 512-513, 524-527, 529, 539

TE: 378a, 378b, 378e, 378f, 4100a, 4100b, 410d, 478a, 478b, 478c, 478d, 478e, 478f, 508a, 508b, 508c, 508e, 508f

TR: Unit 4 Resources, 18, 19, 29, 30, 47, 59; Unit 5 Resources, 16, 17, 18, 19, 17, 28, 29, 47, 49, 50, 60, 62, 63; Interactive Reading and Notetaking Guide

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; Discovery School Videos

2. Explain the fundamental beliefs of abolitionism and the operation of the Underground Railroad.

SE: 423-426, 437, 497, 498, 524, 525, 527

TE: 410a, 410b, 410d


TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; iscovery School Videos

Standard 8: The student will research and interpret evidence of how Americans endeavored to reform society and create a distinct culture from 1801 to 1877.







3. Assess the importance of the Second Great Awakening and the ideas and beliefs of its principalleaders.

SE: 415, 416, 423, 437

TE: 410a, 410b, 410c



4. Identify major utopian experiments (e.g., New Harmony, Indiana, and Oneida, New York) and describe the reasons for their formation.

SE: 416, 437

TE: 410a, 410b, 410c



5. Examine changing gender roles and the ideas and activities of women reformers.

SE: 427-430, 437, 453, 619, 658-659

TE: 410a, 410b, 410e, 440a, 440b, 440d



6. Identify and explain the significance of the activities of early reform leaders of different racial, economic and social groups in education, abolition, temperance, and women's suffrage.

SE: 416-419, 420-421, 423-426, 427-430, 437

TE: 4100a, 4100b, 410c, 410d, 410e

TR: Unit 4 Resources, 46, 47, 48, 55, 58, 59, 60; Interactive Reading and Notetaking Guide








1. Examine and discuss Manifest Destiny as a motivation and justification for westward expansion, the lure of the West, and the reality of life on the frontier.

SE: 310, 444-447, 457, 459, 469, 681-683, 691

TE: 440a, 440b, 440c, 440e



2. Delineate and locate territorial acquisitions (e.g., Texas Annexation, Mexican Cession, and Gadsden Purchase), explorations, events, and settlement of the American West using a variety of resources.

SE: 444-447, 448-453, 454-459, 462-467, 469, 590-594, 601

TE: 440a, 440b, 440c, 440d, 440e, 440f, 574a, 574b, 574e

TR: Unit 4 Resources, 75, 77, 78, 79, 80, 83, 90, 91, 92, 93; Unit 6 Resources, 19, 25, 30; Interactive Reading and Notetaking Guide


3. Describe the causes and effects of the Louisiana Purchase and the explorations of Lewis and Clark.

SE: 277, 315, 316, 320, 321

TE: 306a, 306b, 306d

TR: Unit 3 Resources, 48; Interactive Reading and Notetaking Guide


Standard 9: The student will evaluate and explain the westward expansion of the United States from 1801 to 1877.







4. Analyze the causes of Texas independence and the Mexican-American War, and evaluate the provisions and consequences of the Treaty of Guadalupe Hidalgo.

SE: 454-459, 460, 461, 469

TE: 440a, 440b, 440e



5. Assess the factors that led to increased immigration (e.g., the Irish potato famine, railroad construction, and employment opportunities) and how ethnic and cultural conflict was intensified.

SE: 6, 7, 466, 467, 469, 578-581, 582-583, 584-589, 601, 609, 612, 612, 625, 626, 630, 631

TE: 2a, 2b, 2c, 440a, 440b, 440f, 574a, 574b, 574c, 574d, 604a, 604b, 604c, 604f

TR: Unit 1 Resources, 16, 27; Unit 4 Resources, 80, 93; Unit 6 Resources, 17, 18, 21, 24, 28, 29, 48, 51, 62, 64; Interactive Reading and Notetaking Guide

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; Discovery School Videos

6. Compare and contrast the causes and character of the rapid settlement of Oregon and California in the late 1840s and 1850s.

SE: 456, 464-467, 469

TE: 440a, 440, 440e, 440f









7. Examine the religious origins and persecution of the Mormons; explain the motives for their trek westward, and evaluate their contributions to the settlement of the West.

SE: 462, 463, 469

TE: 440a, 440b, 440f



8. Describe the importance of trade on the frontiers and assess the impact of westward expansion on Native American peoples, including their displacement and removal and the Indian Wars of 1850s-1870s.

SE: 16-19, 20, 21, 446, 448, 449, 453, 467, 469, 584-589, 601

TE: 2a, 2b, 2e, 440a, 440b, 440c, 440d, 440f, 574a, 574b, 574d

TR: Unit 1 Resources, 18, 21, 26; Unit 4 Resources, 77, 78, 80, 90, 91, 93; Unit 6 Resources, 18, 24, 29; Interactive Reading and Notetaking Guide


9. Evaluate the impact of the Homestead Act of 1862 and the resulting movement westward to “free land”.

SE: 595, 596, 597, 598, 599, 601

TE: 574a, 574b, 574f



1. Identify and explain the economic, social, and cultural sectional differences between the North and the South.

SE: 384-387, 390-395, 396-400, 401-404, 407, 544, 550, 612, 613, 625-629, 630, 631

TE: 378a, 378b, 378c, 378d, 378e, 378f, 604a, 604b, 604c, 604f

Standard 10: The student will examine and describe how the North and South differed and how politics and ideologies led to the Civil War.







TR: Unit 4 Resources, 16, 17, 18, 19, 22, 24, 27, 28, 29, 30; Unit 6 Resources, 48, 51, 61, 62, 65; Interactive Reading and Notetaking Guide


2. Examine how the invention of the cotton gin, the demand for cotton in northern and European textile factories, and the opening of new lands in the South and West led to the increased demand for slaves.

SE: 384-387, 390-395, 396-400, 401-404, 407, 544, 550, 612, 613, 625-629, 630, 631

TE: 378a, 378b, 378c, 378d, 378e, 378f, 604a, 604b, 604c, 604f

TR: Unit 4 Resources, 16, 17, 18, 19, 22, 24, 27, 28, 29, 30; Unit 6 Resources, 48, 51, 61, 62, 65; Interactive Reading and Notetaking Guide


3. Evaluate the importance of slavery as a principal cause of the conflict.

SE: 397, 398, 400, 404, 405, 407, 422-426, 437, 482-485, 486-491, 494-498, 499-501, 505, 512-513, 524-527, 529, 539

TE: 378a, 378b, 378e, 378f, 4100a, 4100b, 410d, 478a, 478b, 478c, 478d, 478e, 478f, 508a, 508b, 508c, 508e, 508f

TR: Unit 4 Resources, 18, 19, 29, 30, 47, 59; Unit 5 Resources, 16, 17, 18, 19, 17, 28, 29, 47, 49, 50, 60, 62, 63; Interactive Reading and Notetaking Guide


4. Explain how the Compromise of 1850, the publication of Uncle Tom's Cabin, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid on Harper’s Ferry contributed to and increased sectional polarization.

SE: 486-491, 492-493, 495, 497, 498, 505

TE: 478a, 478b, 478d, 478e









5. Discuss the significance of the presidential election of 1860, including the issues, personalities, and results.

SE: 499, 500, 501, 502, 503

TE: 478a, 478b, 478f



1. Compare the economic resources of the Union and the Confederacy at the beginning of the Civil War and assess the tactical advantages of each side.

SE: 514, 515, 518-521, 531, 539

TE: 508a, 508b, 508c, 508d, 508f

TR: Unit 5 Resources, 47, 48, 50, 60, 61, 63; Interactive Reading and Notetaking Guide

TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View:

2. Identify the turning points of the war (e.g., major battles and the Emancipation Proclamation) and evaluate how political, economic, military, and diplomatic leadership affected the outcome of the conflict.

SE: 516, 518-521, 522-523, 524-526, 533-537, 539

TE: 508a, 508b, 508c, 508d, 508e, 508g

TR: Unit 5 Resources, 47, 48, 49, 51, 60, 61, 62, 64; Interactive Reading and Notetaking Guide

Standard 11: The student will describe the course and character of the Civil War and Reconstruction eras and their effects on the American people, 1861 – 1877.








3. Compare and contrast the motives for fighting and the daily life experiences of Confederate soldiers with those of Union soldiers, both white and African American.

SE: 501, 503, 505, 517, 519-521, 522-523, 526, 527, 530, 539

TE: 478a, 478b, 478f, 508a, 508b, 508c, 508d, 508e, 508f

TR: Unit 5 Resources, 19, 30, 47, 48, 49, 50, 60, 61, 62, 63; Interactive Reading and Notetaking Guide


4. Compare homefront and battlefront roles of women in the Union and the Confederacy.

SE: 531, 532, 539

TE: 508a, 508b, 508f



5. Examine the various plans for Reconstruction, the programs to transform social relations in the South, and the successes and failures of Reconstruction in the South, North, and West (e.g., the role of carpetbaggers and scalawags, thepassage of Black Codes, the accomplishments of the Freedmen’s Bureau, and the rise of the Ku Klux Klan).

SE: 546-548, 550-551, 552-557, 558-563, 565, 567

TE: 542a, 542b, 542c, 542d, 542eTR: Unit 5 Resources, 79, 80, 81, 87, 88, 89; Interactive Reading and Notetaking Guide







TECH: Teacher Express; PHSchool.com; Student Express; Presentation Express; Guided Reading Audio CD; Progress Monitoring Transparencies; Student Edition on Audio CD; Exam View; Color Transparencies; Exploring Primary Sources in US History CD ROM

6. Explain the provisions of the 13th, 14th and 15th Amendments and the political forces supporting and opposing each.

SE: 552, 553, 554, 556, 557, 565

TE: 542a, 542b, 542d



7. Analyze the escalating conflict between the president and Congress, and explain the reasons for and consequences of Andrew Johnson’s impeachment and trial.

SE: 549, 552, 553, 554, 556

TE: 542a, 542b, 542d



8. Analyze how and why the Compromise of 1877 effectively ended Reconstruction

SE: 558, 559, 560, 561, 562, 563

TE: 542a, 542b, 542e




America History of Our Nation, Beginnings Through 1877,...

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