US History Textbook 8th Grade US History H19 - H25

the founding fathers on the issue of the separation of church and state . Enumerate the powers of government set forth in the Constitution and the liberties ensured by the Bill of Rights . Describe the principles of federalism , dual sovereignty , separation of powers , checks and balances , the nature and purpose of majority rule , and the ways in which the American idea of constitutionalism serves individual rights . Students understand the foundation of the American political system and the ways in which citizens participate in it . Analyze the principles and concepts in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed . Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings , townships , and states . Enumerate the advantages of a mon market among the states as foreseen in and protected by the Constitutions clauses on interstate commerce , common coinage , and and credit . Understand how the between Thomas Jefferson and Alexander resulted in the emergence of two political parties ( view of foreign policy , Alien and Sedition Acts , economic policy , National Bank , funding and assumption of the revolutionary debt ) Know the significance of domestic movements and ways in which the central government responded to such movements ( Shays Rebellion , the Whiskey Rebellion ) Describe the basic process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and government ( function of elections , political parties , interest groups ) Understand the functions and of a free press . Students analyze the aspirations and ideals of the people of the new nation . Describe the country physical scapes , political divisions , and territorial expansion during the terms of the first four presidents . Explain the policy of famous speeches ( Washington Farewell Address , Jefferson 1801 Inaugural Address , John Adams Fourth of July 1821 Address ) Analyze the rise of capitalism and the nomic problems and that it ( Jackson opposition to the National Bank early decisions of the Supreme Court that reinforced the of contracts and a capitalist economic system of law ) Discuss daily life , including traditions in art , music , and literature , of early national America ( through writings by Irving , James Cooper ) A Students analyze US . foreign policy in the early Republic . Understand the political and economic causes and consequences of the War of 1812 and know the major battles , leaders , and events that led to a peace . Know the changing boundaries of the United States and describe the ships the country had with its neighbors ( current Mexico and Canada ) and Europe , including the of the Monroe Doctrine , and how those relationships westward expansion and the War . Outline the major treaties with American Indian nations during the administrations of the four presidents and the varying outcomes of those treaties . SCIENCE CONTENT STANDARDS

SOCIAL SCIENCE Students analyze the divergent paths of the American people from 1800 to the and the challenges they faced , with emphasis on the Northeast . Discuss the of industrialization and technological developments on the region , including human of the landscape and how physical shaped human actions ( growth of cities , deforestation , farming , mineral extraction ) Outline the physical obstacles to and the economic and political factors involved in building a network of roads , canals , and railroads ( Henry Clay American System ) List the reasons for the wave of tion from Northern Europe to the United States and describe the growth in the number , size , and spatial arrangements of cities ( Irish immigrants and the Great Irish Famine ) Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities . Trace the development of the American education system from its earliest roots , including the roles of religious and private schools and Horace Marm campaign for free public education and its assimilating role in American culture . Examine the women suffrage movement ( biographies , writings , and speeches of Elizabeth Cady Stanton , Margaret Fuller , Lucretia Mott , Susan Anthony ) Identify common themes in American art as well as transcendentalism and ( writings about and by Ralph Waldo Emerson , Henry David Thoreau , Herman , Louisa May , Nathaniel Hawthorne , Henry Wadsworth Longfellow ) CONTENT STANDARDS SCIENCE CONTENT STANDARDS Students analyze the divergent paths of the American people in the South from 1800 to the and the challenges they faced . Describe the development of the agrarian economy in the South , identify the tions of the states , and discuss the of cotton and the cotton gin . Trace the origins and development of slavery its effects on black Americans and on the region political , social , religious , economic , and cultural development and identify the strategies that were tried to both overturn and preserve it ( through the writings and historical ments on Nat Turner , Denmark ) Examine the characteristics of white Southern society and how the physical environment events and prior to the Civil War . Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South . Students analyze the divergent paths of the American people in the West from 1800 to the and the challenges they faced . Discuss the election of Andrew Jackson as president 1828 , the importance of democracy , and his actions as president ( the spoils system , veto of the National Bank , policy of Indian removal , opposition to the Supreme Court ) Describe the purpose , challenges , and economic incentives associated with ward expansion , including the concept ' of Manifest Destiny ( the Lewis and Clark expedition , accounts of the removal of Indians , the Cherokees Trail of Tears , settlement of the Great Plains ) and the territorial acquisitions that spanned numerous decades .

. Describe the role of pioneer women and the new status that western women achieved ( Laura Wilder , Annie slave women gaining freedom in the West Wyoming granting suffrage to women in 1869 ) Examine the importance of the great ers and the struggle over water rights . Discuss Mexican settlements and their locations , cultural traditions , attitudes toward slavery , system , and economies . Describe the Texas War for Independence and the War , ing territorial settlements , the aftermath of the wars , and the effects the wars had on the lives of Americans , including Mexican Americans today . Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence . Describe the leaders of the movement ( John Quincy Adams and his posed constitutional amendment , John Brown and the armed resistance , Harriet Tubman and the Underground Railroad , Benjamin Franklin , Theodore Weld , liam Lloyd Garrison , Frederick ) Discuss the abolition of slavery in early state constitutions . Describe the of the Northwest Ordinance in education and in the ning of slavery in new states north of the Ohio River . Discuss the importance of the slavery issue as raised by the annexation of Texas and California admission to the union as a free state under the Compromise of 1850 . Analyze the of the States Rights Doctrine , the Missouri mise ( 1820 ) the Proviso ( 1846 ) the Compromise of 1850 , Henry role in the Missouri Compromise and the Compromise of 1850 , the Nebraska Act ( 1854 ) the Scott decision ( 185 ) and the debates ( 1858 ) Describe the lives of free blacks and the laws that limited their freedom and nomic opportunities . Students analyze the multiple causes , key events , and complex consequences of the Civil War . Compare the interpretations of state and federal authority as sized in the speeches and writings of statesmen such as Daniel Webster and John Calhoun . Trace the boundaries constituting the North and the South , the geographical differences between the two regions , and the differences between and industrialists . Identify the constitutional issues posed by the doctrine of and secession and the earliest origins of that doctrine . Discuss Abraham Lincoln presidency and his and speeches and their relationship to the Declaration of Independence , such as his House Divided speech ( 1858 ) Gettysburg Address ( 1863 ) Emancipation mation ( 1863 ) and inaugural addresses ( 1861 and 1865 ) Study the views and lives of leaders ( Ulysses Grant , Jefferson Davis , Robert Lee ) and soldiers on both sides of the war , including those of black soldiers and regiments . Describe critical developments and events in the war , including the major battles , geographical advantages and obstacles , technological advances , and General surrender at . Explain how the war affected combatants , civilians , the physical environment , and future warfare . SCIENCE CONTENT STANDARDS ( A

. Examine the location and effects of urbanization , renewed immigration , and Students analyze the character and lasting consequences of Reconstruction . List the original aims of Reconstruction and describe its effects on the political and social structures of different regions . Identify the factors in the movement of slaves to the cities in the North and to the West and their experiences in those regions ( the experiences of Buffalo Soldiers ) Understand the effects of the Freedmen Bureau and the restrictions placed on the rights and opportunities of freedmen , including racial segregation and Jim Crow laws . Trace the rise of the Ku Klux Klan and describe the effects . Understand the Thirteenth , Fourteenth , and Fifteenth Amendments to the and analyze their connection to Reconstruction . industrialization ( the effects on social fabric of cities , wealth and economic opportunity , the conservation ment ) Discuss child labor , working conditions , and policies toward big ness and examine the labor movement , including its leaders ( Samuel ) its demand for collective bargaining , and its and protests over labor conditions . Identify the new sources of immigration and the contributions of immigrants to the building of cities and the economy explain the ways in which new social and economic aged assimilation of newcomers into the mainstream amidst growing cultural diversity and discuss the new wave of nativism . Identify the characteristics and impact of and Populism . Name the inventors and their inventions and identify how they improved the quality of life ( Thomas Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial tion . CONTENT STANDARDS SOCIAL SCIENCE . Trace patterns of agricultural and al development as they relate to climate , use of natural resources , markets , and trade and locate such development on a map . Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and . Explain how states and the federal encouraged business through tariffs , banking , land grants , and subsidies . Discuss entrepreneurs , industrialists , and bankers in politics , commerce , and industry ( Andrew Carnegie , John Rockefeller , Leland Stanford ) SCIENCE CONTENT STANDARDS Edison , Alexander Graham Bell , Orville and Wilbur Wright )

The intellectual skills noted below are to be learned through , and applied to , the content standards for grades six through eight . They are to be assessed only in tion with the content standards in grades six through eight . In addition to the standards grades six through eight , students demonstrate the ing intellectual reasoning , and research skills Chronological and Spatial Thinking . Students explain how major events are related to one another in time . Students construct various time lines of key events , people , and periods of the historical era they are studying . Students use a variety of maps and ments to identify physical and cultural features of neighborhoods , cities , states , and countries and to explain the cal migration of people , expansion and disintegration of empires , and the growth of economic systems . Research , Evidence , and Point of View . Students frame questions that can be answered by historical study and research . Students distinguish fact from opinion in historical narratives and stories . Students distinguish relevant from information , essential from dental , and from information in historical narratives and ' and . Growth and Historical and Social Sciences Analysis Skills . Students assess the credibility of primary and secondary sources and draw sound conclusions from them . Students detect the cal points of View on historical events and determine the context in which the historical statements were made ( the questions asked , sources used , perspectives ) Historical Interpretation . Students explain the central issues and problems from the past , placing people and events in a matrix of time and place . Students understand and distinguish cause , effect , sequence , and correlation in historical events , including the and causal relations . Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns . Students recognize the role of chance , oversight , and error in history . Students recognize that interpretations of history are subject to change as new information is uncovered . Students interpret basic indicators of economic performance and conduct analyses of economic and political issues . ANALYSIS SKILLS

How to Make This Book Work for You Studying history will be easy for you using this textbook . Take a few minutes to become familiar with the structure and special features of this history book . See how this history textbook will make history come alive for you ! Unit . Each chapter of this textbook is part of a Unit . of study focusing on a particular time period . Iy ) Each unit opener provides an illustration showing a young person of the period and , gives you an of the exciting , that you will study in the unit . it an , Each Chapter begins with a introduction where the Social Science Standards and Analysis Skills are listed out , and ends with Standards Review pages and a Standards Assessment page . Reading Social Studies These reading lessons teach you skills and provide opportunities for practice to help you read the textbook more successfully . Within each chapter there is a point of reference Focus on Reading note in the margin to the reading skill for the chapter . There are also questions in the Standards Review activity to make sure that you understand the reading skill . Reading Social Studies Skills The Social Studies Skills lessons , that appear at the end of each chapter , give you an opportunity to learn and use a skill that you will most likely use again while in school . You will also be given a chance to make sure thatyou understand each skill by answering related questions in the Standards Review activity . HOW TO MAKE THIS BOOK WORK FOR YOU

Section The Section opener pages include Main Idea statements , an overarching Big Idea statement , and Key Terms and People . In addition , each section includes the ing special features . If You Were There . introductions begin each section with a situation for you to respond to , placing you in the time period and in a situation related to the content that you will be studying in the section . Building Background sections connect what will be covered in this section with what you studied in the previous section . Short sections of content organize the information in each section into small chunks of text that you should not too . The California Science Standards for grade that are covered in each section are listed on the first page of each section of the textbook . What lum . In lau nu burnt tu use . Ill . i ' an an . I , uh I ! I , on . me , Ma , an that In new in noun um , om , ma The Northwest . cu emu min was many . In the nut you . Assessment ' i . lu . minimum rI ! I ' murmur mu mu vi ( i mining somma The Articles of ' Ill Confederation were then ' ly tuI . A Ideas behind Government . lIk . English Enlightenment , In new ' Reading Check Questions end each section of content so that you can test whether or not you understand what you have just studied . Summary and Preview statements connect what you have just studied in the section to what you will study in the next section . section Assessments boxes provide i ' an you to make . sure that you understand the main ideas of the section . We also provide assessment practice HOW TO MAKE THIS BOOK WORK FOR YOU