Prentice Hall America History of Our Nation, Survey Edition 2007

Transcription

1 Grade 8 Prentice Hall America History of Our Nation, Survey Edition 2007 C O R R E L A T E D T O for Grade 8

2 UNITED STATES HISTORY Grade 8 The focus of the course in United States History for Grade 8 is the American Revolution through the Civil War and Reconstruction era ( ). However, for the Grade 8 criterion-referenced test over History, Constitution and Government of the United States, the time frame is , or from approximately George III s succession to the British throne to the election of Abraham Lincoln as president. 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. 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, , , 163, , , 222, 224, , , 292, , 308, 317, , 338, 347, 364, , , , 418, 429, , , 465, , , 480, 510, 536, , 562, , 588, , 623, 640, 641 TE: T1 TR: Unit 1 Resources, 51; Unit 2 Resources, 79; Unit 3 Resources, 45, 78; Unit 5 Resources, 14, 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. Express; Presentation Express; Social Studies Skills Tutor CD ROM SE: HT2-3, 4, 14, 23, 31, 34, 61, 64, 94, 96, 97, 103, 105, 114, 121, , 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, , 371, 380, , 398, 406, 408, 409, 412, 418, 423, 424, 428, 436, 439, 442, 468, 470, 471, 480, 484, , 501, 503, 507, 510, 524, 525, 536, 538, 540, 541, 544, 567, 576, 606, 616, 624, 630, 636, 638, 639, 642, TE: T1 1

3 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 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 Express; Presentation Express; Social Studies Skills Tutor CD ROM 4. Locate on a United States map major physical SE: A4, A5, A12, A13, HT10, HT11, HT13, HT14, features, bodies of water, exploration and trade 67, 74, 80, 86, 91, 180, 193, 207, 295, 316, 325, routes, and the states that entered the Union up to 356, 402, 445, 452, 456, 489, 500, 513, 520, , 559, 564, 566, 580, 587, 591, 600, 602, 609 TR: Unit 5 Resources, 85 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. 6. Make distinctions among propaganda, fact and opinion; evaluate cause and effect relationships; and draw conclusions. 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 TR: Interactive Reading Express; Presentation Express; Social Studies Skills Tutor CD ROM 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 Express; Presentation Express; Social Studies Skills Tutor CD ROM; Exploring Primary Sources IN US History CD ROM 2

4 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, , 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, , 371, 380, , 398, 406, 408, 409, 412, 418, 423, 424, 428, 436, 439, 442, 468, 470, 471, 480, 484, , 501, 503, 507, 510, 524, 525, 536, 538, 540, 541, 544, 567, 576, 606, 616, 624, 630, 636, 638, 639, 642, TE: 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, 80 Express; Presentation Express; Social Studies Skills Tutor CD ROM; Exploring Primary Sources IN US History CD ROM Standard 2: The student will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events. 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, , 138, 168, 185, 187, 193, 196, 198, 202, 207, , 280, 284, 295, 308, 312, 325, 346, 356, 371, , 380, , 394, 397, 402, 404, 429, 430, 438, 445, 452, 456, 468, 470, , 480, 489, , 500, 501, 507, 513, 514, 554, 559, 564, , 576, 580, 587, 591, 600, 602, 606, 609, 626, 633 TE: 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 Express; Presentation Express; Social Studies Skills Tutor CD ROM; Exploring Primary Sources IN US History CD ROM 3

5 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, , 408, 419, 425, 447, 455, 484, 485, 497, 506, 529, 530, 554, 556, , 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, 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). Express; Presentation Express; Social Studies Skills Tutor CD ROM; Exploring Primary Sources IN US History CD ROM 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, , 485, 502, 536, , 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 Express; Presentation Express; Social Studies Skills Tutor CD ROM; Exploring Primary Sources IN US History CD ROM 4. Examine the development and emergence of a unique American culture (e.g., art, music, and literature). SE: 10-15, 22-27, , 117, , , , 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 ; Color Transparencies 4

6 1. Explain the political and economic consequences of 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 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. SE: , , 147, 152, 193 TE: 136a, 136b, 136c, 136d; TR: Interactive Reading ; Unit 2 Resources, 16, 17, 24, 25 ; Color Transparencies 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: , , TE: 136a, 136b, 136d, 136e TR: Unit 2 Resources, 17, 18, 25, 26; Interactive Reading 3. Reconstruct the chronology and recognize the significance of the critical events leading to armed conflict between the colonies and England. a. Colonial opposition to and protests against taxation without representation (e.g., the Sons of Liberty and boycotts of British goods). SE: , , 154, 155 TE: 136a, 136b, 136d, 136e TR: Unit 2 Resources, 17, 18, 25, 26; Interactive Reading 5

7 b. The Quartering Act and the Townshend Acts. SE: 147, 148, 151 TE: 136a, 136b, 136d, 136e TR: Unit 2 Resources, 17, 18, 25, 26; Interactive Reading c. The Boston Massacre. SE: 136, 137, 148, 149 TE: 136a, 136b, 136d TR: Unit 2 Resources, 17, 25; Interactive Reading d. The Boston Tea Party and the "Intolerable Acts." SE: 1136, 137, 151, 152 TE: 136a, 136b, 136e TR: Unit 2 Resources, 18, 26; Interactive Reading e. The First Continental Congress. SE: 136, 137, 152, 153 TE: 136a, 136b, 136e TR: Unit 2 Resources, 18, 26; Interactive Reading 4. Analyze political, ideological, religious, and economic origins of the Revolution. SE: 141, 142, , , , , TE: 136a, 136b, 136c, 136d, 136e, 136f, 166a, 166b, 166c 6

8 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. TR: Unit 2 Resources, 16, 17, 18, 19, 21, 24, 25, 26, 27, 43, 54; Interactive Reading and Notetaking Guide SE: , 170, 171, 191 TE: 136a, 136b, 136f TR: Unit 2 Resources, 19, 21, 27; Interactive Reading 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. a. Explain the major ideas expressed in the Declaration of Independence and their intellectual origins. 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, , 174, , 197, 199 TE: 166a, 166b, 166c, 166g, 166h TR: Unit 2 Resources, 43, 53, 54, 122; Interactive Reading SE: 134, 167, , 174, , 197, 199, 252, 253 TE: 166a, 166b, 166c, 166g, 166h TR: Unit 2 Resources, 43, 53, 54, 122; Interactive Reading 7

9 2. Explain the significance of the political, economic, geographic and social advantages and disadvantages of each side. 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: 141, 142, , , , , 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 SE: 186, 187, 188, 189, 190 TE: 166a, 166b, 166e TR: Unit 2 Resources, 45, 56; Interactive Reading 4. Identify and chronologically detail significant SE: , 185, 187, , 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. TE: 166a, 166b, 166d, 166e, 166f TR: Unit 2 Resources, 44, 45, 46, 50, 51, 55, 56, 57; Interactive Reading 8

10 5. Trace the formation of a national government of the United States by the Second Continental Congress in the Articles of Confederation. SE: , 209, 212, 217, 225 TE: 200a, 200b, 200c TR: Unit 2 Resources, 72, 81; Interactive Reading 6. Recognize the significance of key individuals, SE: 18, 37, 87, 120, , 147, 192, 219, including King George III, Lord North, John Adams, 285, 330, , 428, 457, 495, 532, 555, Samuel Adams, Paul Revere, Benjamin Franklin, 586, 615, 658, 683 George Washington, Lord Cornwallis, Thomas Jefferson, Patrick Henry, and Thomas Paine. TR: Interactive Reading 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. 1. Evaluate the provisions of the Articles of Confederation, its provisions, strengths and weaknesses, and the various state constitutions. SE: , 209, 212, 217, 225 TE: 200a, 200b, 200c TR: Unit 2 Resources, 72, 81; Interactive Reading 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 TR: Unit 2 Resources, 72, 75, 81; Interactive Reading 9

11 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. 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. 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. ; Color Transparencies SE: , , 239, 264 TE: 200a, 200b, 200d, 200e TR: Unit 2 Resources, 73, 74, 76, 78, 82, 83; Interactive Reading ; Color Transparencies SE: , , , , , , , , , , , , 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 Guide ; Color Transparencies; Interactive Constitution CD ROM SE: , , 252, 265, , TE: 200a, 200b, 200c, 200d, 200e TR: Unit 2 Resources, 74, 78, 83, 101, 105; Interactive Reading 10

12 ; 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 SE: , , , , , , , , , 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 ; 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, 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. TE: 278a, 278b, 278c TR: Unit 3 Resources, 17, 28; Interactive Reading SE: 313, 343, 344, 357, 369 TE: 336a, 336b, 336c TR: Unit 3 Resources, 80, 93; Interactive Reading 11

13 9. Describe United States foreign relations and SE: , , , , 327- conflicts, territorial disputes, the War of 1812, and 331, 333, , the significance of the Monroe Doctrine, the Louisiana Purchase and the acquisition of Florida in the Adams-Onís Treaty. 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 Standard 6: The student will examine and describe the economy of the United States from 1801 to 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: , 391, 392, 402, 403, 407, 448, 448, , , , TE: 378a, 378b, 378c, 378, 378f, 440a, 440b, 440d, 542a, 542b, 542e, 604a, 604b, 604c, 604d, 604e 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 12

14 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: , , , 407, 612, 613, , 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 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: , 407, 544, 550 TE: 378a, 378b, 378e TR: Unit 4 Resources, 18, 29; Interactive Reading 4. Assess the economic, political and social aspects SE: , 404, 405, 407 of slavery, the variety of slave experiences, African American resistance to slavery, and the rise of sharecropping and tenant farming. TE: 378a, 378b, 378e, 378f TR: Unit 4 Resources, 18, 19, 29, 30; Interactive Reading 13

15 Standard 7: The student will examine the significance of the Jacksonian era. 1. Trace the development of Jacksonian SE: 337, , , 369, Democracy and explain why the election of Andrew Jackson was considered a victory for the "common man." TE: 336a, 336b, 336e, 336g, 410a, 410b, 410c 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. TR: Unit 3 Resources, 82, 84, 86, 90, 95, 97; Unit 4 Resources, 46, 58; Interactive Reading and Notetaking Guide ; Color Transparencies SE: 362, 363, 369 TE: 336a, 336b, 336g TR: Unit 3 Resources, 84, 97; Interactive Reading 3. Describe and explain the Nullification Crisis and the development of the states rights debates. SE: 364, 365, 366, 369 TE: 336a, 336b, 336g TR: Unit 3 Resources, 84, 97; Interactive Reading 14

16 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 TR: Unit 3 Resources, 83, 87, 96; Interactive Reading Standard 8: The student will research and interpret evidence of how Americans endeavored to reform society and create a distinct culture from 1801 to Analyze changing ideas about race and assess pro-slavery and anti-slavery ideologies in the North and South. 2. Explain the fundamental beliefs of abolitionism and the operation of the Underground Railroad. SE: 397, 398, 400, 404, 405, 407, , 437, , , , , 505, , , 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 ; Discovery School Videos SE: , 437, 497, 498, 524, 525, 527 TE: 410a, 410b, 410d TR: Unit 4 Resources, 47, 59; Interactive Reading ; iscovery School Videos 15

17 3. Assess the importance of the Second Great SE: 415, 416, 423, 437 Awakening and the ideas and beliefs of its principal leaders. TE: 410a, 410b, 410c TR: Unit 4 Resources, 46, 58; Interactive Reading 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 TR: Unit 4 Resources, 46, 58; Interactive Reading 5. Examine changing gender roles and the ideas and activities of women reformers. SE: , 437, 453, 619, TE: 410a, 410b, 410e, 440a, 440b, 440d TR: Unit 4 Resources, 55, 60, 78, 91, 98; Interactive Reading 6. Identify and explain the significance of the SE: , , , , 437 activities of early reform leaders of different racial, economic and social groups in education, abolition, temperance, and women's suffrage. TE: 4100a, 4100b, 410c, 410d, 410e TR: Unit 4 Resources, 46, 47, 48, 55, 58, 59, 60; Interactive Reading 16

18 Standard 9: The student will evaluate and explain the westward expansion of the United States from 1801 to 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, , 457, 459, 469, , 691 TE: 440a, 440b, 440c, 440e TR: Unit 4 Resources, 75, 77, 79, 90, 93; Interactive Reading 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: , , , , 469, , 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 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 17

19 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: , 460, 461, 469 TE: 440a, 440b, 440e TR: Unit 4 Resources, 79, 83, 92; Interactive Reading 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, , , , 601, 609, 612, 612, 625, 626, 630, Compare and contrast the causes and character of the rapid settlement of Oregon and California in the late 1840s and 1850s. 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 ; Discovery School Videos SE: 456, , 469 TE: 440a, 440, 440e, 440f TR: Unit 4 Resources, 79, 80, 92, 92; Interactive Reading 18

20 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. 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. 9. Evaluate the impact of the Homestead Act of 1862 and the resulting movement westward to free land. 1. Identify and explain the economic, social, and cultural sectional differences between the North and the South. SE: 462, 463, 469 TE: 440a, 440b, 440f TR: Unit 4 Resources, 80, 93; Interactive Reading SE: 16-19, 20, 21, 446, 448, 449, 453, 467, 469, , 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 SE: 595, 596, 597, 598, 599, 601 TE: 574a, 574b, 574f TR: Unit 6 Resources, 20, 31; Interactive Reading Standard 10: The student will examine and describe how the North and South differed and how politics and ideologies led to the Civil War. SE: , , , , 407, 544, 550, 612, 613, , 630, 631 TE: 378a, 378b, 378c, 378d, 378e, 378f, 604a, 604b, 604c, 604f 19

21 TR: Unit 4 Resources, 16, 17, 18, 19, 22, 24, 27, 28, 29, 30; Unit 6 Resources, 48, 51, 61, 62, 65; Interactive Reading 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: , , , , 407, 544, 550, 612, 613, , 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 3. Evaluate the importance of slavery as a principal cause of the conflict. SE: 397, 398, 400, 404, 405, 407, , 437, , , , , 505, , , 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 20

22 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: , , 495, 497, 498, 505 TE: 478a, 478b, 478d, 478e TR: Unit 5 Resources, 17, 18, 28, 29; Interactive Reading 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 TR: Unit 5 Resources, 19, 23, 30; Interactive Reading Standard 11: The student will describe the course and character of the Civil War and Reconstruction eras and their effects on the American people, 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, , 531, 539 TE: 508a, 508b, 508c, 508d, 508f TR: Unit 5 Resources, 47, 48, 50, 60, 61, 63; Interactive Reading : 21

23 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, , , , , 539 TE: 508a, 508b, 508c, 508d, 508e, 508g TR: Unit 5 Resources, 47, 48, 49, 51, 60, 61, 62, 64; Interactive Reading 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, , , 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 TR: Unit 5 Resources, 50, 63; Interactive Reading 22

24 5. Examine the various plans for Reconstruction, SE: , , , , 565, the programs to transform social relations in the 567 South, and the successes and failures of Reconstruction in the South, North, and West (e.g., the role of carpetbaggers and scalawags, the passage of Black Codes, the accomplishments of the Freedmen s Bureau, and the rise of the Ku Klux Klan). TE: 542a, 542b, 542c, 542d, 542e TR: Unit 5 Resources, 79, 80, 81, 87, 88, 89; Interactive Reading ; 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. 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: 552, 553, 554, 556, 557, 565 TE: 542a, 542b, 542d TR: Unit 5 Resources, 80, 88; Interactive Reading SE: 549, 552, 553, 554, 556 TE: 542a, 542b, 542d TR: Unit 5 Resources, 80, 88; Interactive Reading 23

25 8. Analyze how and why the Compromise of 1877 effectively ended Reconstruction SE: 558, 559, 560, 561, 562, 563 TE: 542a, 542b, 542e TR: Unit 5 Resources, 81, 89; Interactive Reading ; Color Transparencies America: History of Our Nation Survey Edition covers US History Beginnings to the present. Prentice Hall offers two optional versions of this text, (see page 24 of the catalog). Teachers may select America: History of Our Nation Beginnings Through 1877 ISBN or America: History of Our Nation Civil War to the Present ISBN