correlated to the - McDougal · PDF fileIndependence, including ... Construct a flow chart...

correlated to the

MissouriGrade Level Expectations

Grade 8 Objectives

1

McDougal LittellAmerican History: Beginnings through Reconstruction ©2008

correlated to the

MissouriGrade Level Expectations

Grade 8 Objectives

Grade Level ExpectationsGrade 8 Objectives

American History: Beginningsthrough Reconstruction

Pupil, Teacher & eEdition Common PagesPRINCIPLES OF CONSTITUTIONAL DEMOCRACY1. Knowledge of the principles expressed in documents shaping constitutional democracy in

the United StatesConcept

A.(1) Principles expressed in documents shaping constitutional democracy in the United States

Analyze important principles in the Declaration ofIndependence, including inalienable rights andgovernment by consent of the governed

PE/TE: 176-183, 184-188, 190, 265

Teaching Strategies

Read the first two paragraphs of the Declaration ofIndependence and identify inalienable rights andconsent of governed, then give examples and rightsand relate how these are protected by a representativegovernment.

Process Standards 1.5, 1.10, 4.2

Analyze important principles in the Constitutionincluding:

• limited government PE/TE: 242-247, 248-254, 258-259, 265

• rule of law

PE/TE: 284, 285

• majority rule and minority rightsPE/TE: 248-254

McDougal Littell, American History: Beginnings through Reconstruction ©2008 correlated to theMissouri Grade Level Expectations, Grade 8 Objectives

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Pupil, Teacher & eEdition Common Pages

• separation of powers PE/TE: 242-247, 264

• checks and balances PE/TE: 242-247, 264, 281

• amendment process PE/TE: 254, 283

• federalism (i.e., as regards federal andstate governments, powers being shared,delegated and reserved)

PE/TE: 248-254, 263

• popular sovereigntyPE/TE: 242-247, 262

• due process of law (see Amendments V &XIV)

PE/TE: 287, 290-291

• voting by citizens, especially as lateramendments were passed

PE/TE: 291, 293, 297

Teaching Strategies

Demonstrate connections among these terms and theConstitution on a web chart, and write shortexplanations on the connecting lines.


Apply important principles of the Bill of Rights,such as:

• basic rights and freedoms(for rights listed, see Amendments 1–8; forrights not listed, see Amendment 9)

PE/TE: 253-254, 286-288, 302

• protections against the government(fair trials, rights of accused, due processof law, etc.)

PE/TE: 287, 290-291, 302

Teaching Strategies

Read and examine issues from a periodical involvingbasic rights and freedoms contained in the Bill ofRights. List the issues involved and then decide whichrights were limited or extended by the case.



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Pupil, Teacher & eEdition Common PagesB.(2) Role of citizens and governments in carrying out constitutional principles

Apply knowledge of responsibilities that governmentsand citizens need to accept in order to carry out theprinciples in the Bill of Rights.

PE/TE: 252, 258-259, 265, 288, 300-306, 307

Teaching StrategiesConstruct a diagram that shows the interplay betweenthe responsibilities of governments and their citizens incarrying out important principles in the Constitution.

Process Standards 1.6, 1.8, 1.10, 4.2


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Pupil, Teacher & eEdition Common PagesUNITED STATES HISTORY2a. Knowledge of continuity and change in the history of Missouri, the United States and the

world.Concepts

A.(1) Native American cultures

Analyze the viability and diversity of NativeAmerican cultures before Europeans came PE/TE: 4-9, 10-11, 21, 22

Teaching StrategiesConstruct a timeline of Native American culturesfrom early settlement to present day.

Process Standards 1.8, 1.10B.(2) Discovery, Exploration and Settlement of the United States

Evaluate the importance of the discovery, explorationand early settlement of America

PE/TE: 26-33, 34-39, 41-45, 53, 54-55, 58-65, 66-75, 77-81, 82-88, 89-91, 92-93, 94-101, 102-109,110-115, 116-120, 121-123

Teaching Strategies

Draw a chart comparing the following aspects ofdiscovery, exploration and settlement of Americaby various European nations: places, motives,conflicts and contributions.

Process Standards 1.8, 1.10C.(3) Perspectives on The American Revolution

Interpret the American Revolution, including theperspectives of patriots and loyalists and factors thatexplain why the American colonists were successful

PE/TE: 147-148, 154-155, 156-159, 160-166, 167,168-174, 176-183, 184-188, 190-191, 192-193, 194-201, 202-203, 204-211, 212-219, 220-221, 230-231

Teaching StrategiesStage a debate between loyalists and patriots duringthe American Revolution.



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Pupil, Teacher & eEdition Common PagesD.(4) Writing the United States Constitution

Justify the drafting of the Constitution, and examineits effects on the formation of a new nation

PE/TE: 234-239, 242-247, 248-254, 255-256, 257,258-259

Teaching StrategiesRole–play a Congressional session under theArticles of Confederation dealing with interstatecommerce issues.

Process Standards 1.10, 2.1E.(5) Westward expansion and settlement of the United States

Assess the significance of Westward Expansionincluding:

• Louisiana Purchase PE/TE: 344-349, 360, 361

• Lewis and Clark ExpeditionPE/TE: 344-349, 350-351, 360, 361

• Missouri Compromise PE/TE: 378-384, 388, 389

• Texas and the Mexican War PE/TE: 427-431, 432-437, 446-447

• Oregon Territory PE/TE: 418-423, 424-425, 446

• California Gold Rush PE/TE: 438-443, 444, 446-447

Teaching Strategies

Write a paragraph or two connecting these events ofWestward Expansion: Louisiana Purchase, Lewisand Clark Expedition, Missouri Compromise, Texasand the Mexican War, Oregon Territory andCalifornia Gold Rush.

Process Standards 1.6, 2.1


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Pupil, Teacher & eEdition Common PagesF.(6) Cultural interactions among ethnic groups

Analyze cultural interactions among these groups:

• Native Americans PE/TE: 41-45, 54, 402-407, 592

• Immigrants from EuropePE/TE: 450-455, 475, 593

• Africans brought to America PE/TE: 49-52, 54, 373-377

Teaching Strategies

Compare and contrast the views of NativeAmericans, Africans on plantations and Europeanimmigrants toward the land on which they lived andworked.



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Pupil, Teacher & eEdition Common PagesG.(7) Reform movements

Summarize reform movements such as:

• abolitionism PE/TE: 464-471, 474, 497

• women’s movement PE/TE: 464-471, 474, 595

• Jacksonian Democracy PE/TE: 394-401, 414, 415

Teaching Strategies

Create a contrast/comparison chart showing themain events of important reform movements, suchas abolitionism, women’s movement andJacksonian Democracy. The chart could showsimilarities and differences among thesemovements.

Process Standards 1.8, 1.9, 1.10H.(8) Understanding the causes and consequences of the Civil War

Interpret political, economic and social causes andconsequences of the Civil War and Reconstruction

PE/TE: 464-471, 481-487, 488-489, 490-497, 498-504, 505, 506-507, 559-562, 567, 570-575, 576-581, 582-588, 589, 590-591

Teaching Strategies

Write a news article explaining political, social andeconomic causes and consequences of the Civil Warfrom the point of view of a Northerner or a Southernerwho fought on opposite sides during the Civil War.



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Pupil, Teacher & eEdition Common PagesPRINCIPLES AND PROCESSSES OF GOVERNANCE SYSTEMS3. Knowledge of principles and processes of governance systems

ConceptB.(2) Principles and processes of governments in a democracy

Assess rights and responsibilities of individuals PE/TE: 252, 253-254, 258-259, 265, 286-288, 300-306, 307

Interpret how laws are made, interpreted and enforced PE/TE: 270-271, 280-281

Interpret how leaders are selected PE/TE: 267-269, 276-277, 292

Interpret how power is distributed among individualsand branches of government

PE/TE: 264, 272-275, 277-279, 281

Describe how to participate in government (i.e.,voting, campaigning, lobbying, participating in apolitical party, petitioning, influencing publicopinion, etc.)

PE/TE: 138, 252, 300-306, 307, 397

Teaching Strategies

Interview adults or fellow students from other nations,and ask them about rights and responsibilities ofcitizens in those nations. Compare the results withrights and responsibilities of the citizens of theUnited States (This may also be a research project.)

Process Standards 1.1, 1.2, 1.9, 4.2, 4.3

Teaching StrategiesConstruct a flow chart showing the relationshipbetween and among the branches of government.Explain chart.


Teaching StrategiesConduct interviews of local government officials tolearn about their powers and responsibilities andhow they attained their offices.


Teaching StrategiesCreate a drawing or diagram that illustrates thedistribution of political power among the three branchesof government.


Teaching Strategies

Create a story about a nation that has an undemocraticgovernance system because of excessive restrictionson political participation. Construct a democraticsystem for this nation using the concepts of voting,campaigning, lobbying, participation in politicalparties, petitioning and influencing public opinion.



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Pupil, Teacher & eEdition Common PagesC.(3) Local, state and national governments in the United States

Give examples of how local, state and nationalgovernments impact people’s lives PE/TE: : 272-275, 302, 573, 593, 596, 598

Teaching StrategiesFind or draw and explain political cartoons thatshow various ways in which governments affectpeople’s lives.

Process Standards 1.5, 1.6, 1.10, 2.6Analyze decision–making and conflict resolution incourts at local, state and national levels (roles ofjudge, jury, attorneys for prosecution, plaintiff anddefense; civil vs. criminal law; court procedures)

PE/TE: 280-281, 342, 343, 380, 493-494, 598

Teaching Strategies

Select a famous case or a pseudo case for a mocktrial. Have students volunteer for roles of judge,jury, defense attorney, prosecutor (or plaintiff’sattorney), defendant or plaintiff, then have the classserve as a jury. Conduct a trial using correct courtprocedures. Evaluate the outcome.



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Pupil, Teacher & eEdition Common PagesECONOMIC CONCEPTS AND PRINCIPLES4. Knowledge of economic concepts (including productivity and the market system) and principles(including the laws of supply and demand)

ConceptsA.(1) Economic concepts

Apply the following economic concepts:

• business cycle (expansion, recession,depression)

PE/TE: 410, 411, 586, 600

• unemploymentPE/TE: 410, 411, 586

• market economyPE/TE: Opportunities to address this standard maybe found on pages 62, 420

Teaching Strategies

Business Cycle (expansion, recession, depression,recovery): Ask a visiting entrepreneur to explainhow the business cycle affects his/her businessdecisions. Have the students record the key pointsof the presentation in their journals for a discussionof the effects of the business cycle.


Teaching StrategiesUnemployment: Ask students to design a conceptmap that illustrates a ripple effect resulting fromunemployment in a particular industry or community.


Teaching Strategies

Market Economy: Using a Venn Diagram, comparemarket and command economic systems and predicthow operating a business would be similar anddifferent in each system. Have students design andshare their Venn Diagrams.

Process Standards 1.6, 1.8, 1.10, 2.1B.(2) The role of technology in our economy and how our economy has changed from an agriculturaleconomy to an industrial economy.

Assess the role of technology in our economy andhow our economy has changed from an agriculturaleconomy to an industrial economy

PE/TE: 364-369, 370-371, 381, 388-389

Teaching Strategies

Divide the class into learning teams, and assigneach team one of the following United Statesindustries (auto, food processing, farming, textile,printing) to research technological advances relatedto the industry and their impact on our economy.Have teams prepare and give presentations, whilethe listeners summarize the role of technology inour economy and its effect upon cost, employment,productivity and innovation.

Process Standards 1.2, 1.6, 1.10, 2.1, 3.5


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Pupil, Teacher & eEdition Common PagesC.(3) Interpreting the past, explaining the present and predicting the future of economic decisions

Interpret the past, explain the present and predictfuture consequences of economic decisions PE/TE: 409-412, 596, 600, 601

Investigate and report on businesses that have failedin the local community, identifying and categorizingthe reasons why.Teaching Strategies

Next, predict which local businesses will besuccessful in the next five years, explaining why.

Process Standards 1.2, 1.6, 1.10, 3.5, 4.1D.(4) Understanding the consequences of personal and public economic decisions

Describe how decisions and actions of governments,businesses, groups and individuals affect oneanother in a market economy.

PE/TE: 315-317, 596

Teaching Strategies

Identify recent government actions on national andstate levels (e.g. budgets, taxes). Chart the probableeffects of the actions on individual, family, businessand public services.

Process Standards 1.6, 1.8, 1.10, 3.8E.(5) Understanding various types of taxes and their purposes

Identify different forms of taxes, such as tariffs,sales taxes and income taxes, and their purposes

PE/TE: 292, 316, 545-546

Teaching StrategiesConstruct a chart showing the advantages anddisadvantages of various taxes.



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Pupil, Teacher & eEdition Common PagesELEMENTS OF GEOGRAPHICAL STUDY AND ANALYSIS5. Knowledge of major elements of geographical study and analysis (such as location, place, movement,regions) and their relationship to changes in society and the environment

ConceptsA.(1) Geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) andhow to evaluate and use them

Use and evaluate geographic research sources toprocess and report information to solve problemsand make predictions

PE/TE: 42, 44, 72, 80, 105, 107, 145, 174, 178,198, 215, 237, 320, 347, 355, 405, 421, 436, 500,513, 524-525, 553, 574

Construct maps PE/TE: 120, 323, R25

B.(2) Use of the geography of Missouri, the United States, the Americas, and world to make predictionsand solve problems: Location

Locate states of the United States.

PE/TE: 246, 375, 382, 405, 411, 413, 500, 505

Locate cities and topographic features of the UnitedStates. PE/TE: 56, 89, 148, 229, 333, 436

Locate and describe geographic places, usingabsolute and relative location.

PE/TE: 96, 237, 405, 431, 513

C.(3) Place

Analyze physical characteristics, such as climate,topography, relationship to water and ecosystems

PE/TE: A8-A11, 80, 96, 113, 118, 393, 421, 431

Analyze human characteristics, such as people’seducation, language, diversity, economies, religions,settlement patterns, ethnic background and politicalsystem

PE/TE: 375, 382, 393, 436, 486, 488-489, 500, 505

E.(5) Human systems

Compare major patterns of population distribution,demographics, and migrations in the United Statesand the impact of those patterns on cultures andcommunity life PE/TE: 5-9, 38, 42, 44-45, 72, 80, 118, 419-423,

448-449, 451-455, 457-461, 593


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Pupil, Teacher & eEdition Common PagesG.(7) Relationships between and among places

Explain how changes in transportation,communication and other technologies affect themovement of people, products and ideas PE/TE: 340, 365-369, 370-371, 373-374, 381, 592

H.(8) Regions

Explain how regions of the United States relate toone another and change over time PE/TE: 67-73, 77-81, 83-88, 95-101, 103-107, 111-

115, 117-120, 379-384, 395-401, 481-487, 502-504,571-575, 592

I.(9) Uses of geography

Use geography to interpret the past, explain thepresent and plan for the future

PE/TE: 29, 30, 69, 80, 96, 134-135, 145, 178, 200,209, 215, 237, 245, 347, 350-351, 375, 405, 421,488-489, 500, 513, 551


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Pupil, Teacher & eEdition Common PagesRELATIONSHIPS OF INDIVIDUAL AND GROUPS TO INSTITUTIONS ANDTRADITIONS6. Knowledge of relationships of the individual and groups to institutions and cultural traditions

ConceptsB.(2) Group membership

Analyze how a person becomes a member of agroup or institution and what factors that influenceinclusion or exclusion from a group

PE/TE: 70, 100-101, 423

D.(4) Effect of laws and events on relationships

Describe how laws and events affect members ofgroups and relationships among groups

PE/TE: 99, 353-358, 403-407, 455, 540-541, 571-575

E.(5) Effect of personal and group experiences on perceptions

Assess how personal and group experiencesinfluence people’s perceptions and judgments ofevents

PE/TE: 497, 581, 593

F.(6) Changing ideas, concepts and traditions

Analyze how ideas, concepts, and traditions havechanged over time (e.g., women’s role in society)

PE/TE: 537-541, 562, 577-581, 583-588, 595


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Pupil, Teacher & eEdition Common PagesTOOLS OF SOCIAL SCIENCE INQUIRY7. Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents)

ConceptsA.(1) Using primary and secondary sources

Select, investigate, and present a topic usingprimary and secondary resources, such as oralinterviews, artifacts, journals, documents, photosand letters PE/TE: 9, 23, 39, 52, 55, 73, 88, 91, 123, 151, 183,

191, 211, 228, 231, 259, 335, 343, 361, 369, 423,443, 455, 487, 521, 541, 562, 575, R17, R28, R34

B.(2) Using maps, graphs, statistics, timelines, charts and diagrams

Use maps, graphs, statistical data, timelines, chartsand diagrams to interpret, draw conclusions andmake predictions

PE/TE: 23, 32, 38, 54, 80, 90, 105, 115, 122, 123,178, 182, 190, 230, 237, 258, 331, 334, 335, 361,398, 446, 466, 545, 557, 584, R12, R20-R21, R22-R23

C.(3) Creating maps and graphics

Create maps, graphs, timelines, charts and diagramsto communicate information

PE/TE: 9, 15, 20, 33, 39, 45, 73, 81, 88, 101, 115,120, 133, 141, 174, 211, 228, 254, 323, 358, 369,399, 401, 431, 443, 471, 504, 521, 588, R25


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Pupil, Teacher & eEdition Common PagesD.(4) Using technological tools

Use technological tools for research andpresentation

PE/TE: 9, 23, 39, 52, 55, 73, 88, 91, 123, 151, 183,191, 211, 228, 231, 259, 335, 343, 361, 369, 423,443, 455, 487, 521, 541, 562, 575, R36, R37

E.(5) Distinguishing fact and opinion

Distinguish between fact and opinion and recognizebias and points of view

PE/TE: 52, 73, 120, 191, 196, 211, 247, 254, 250,348, 366, 415, 428, 484, 504, R15, R16, R39

F.(6) Supporting a point of view

Identify, research and defend a point ofview/position

PE/TE: 52, 73, 161, 107, 141, 228, 343, 443, 455,575, 588, R15

M0 2092/2007

2008CC2

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