Eighth Grade Social Studies
Course Description
Eighth Grade Social Studies focuses on United States History, starting from the discovery of the New World to the present. We will also study the Social Sciences: Anthropology, Sociology, Psychology, Political Science, and Economics. Please study the California Content Standards for Social Studies to get an understanding of our goals. Specific activities and assignments will be announced weekly.
Materials:
All students should have a three-ring binder/notebook for their Social Studies class. Distinct sections should be provided for a calendar and time management system, all handouts, class and book notes, terms and vocabulary, journal entries and impromptu writing, teacher-provided readings, and all returned assignments. These notebooks will be checked and graded periodically. Possession of a dictionary, thesaurus is heartily recommended. The primary texts for the course are the Prentice Hall American History and Literature books for sixth grade. Further, there will be other supplementary books, reading handouts, and various instructional materials provided by the teacher.
Format:
Each class period will include two or three different activities. Each week, students can expect to spend at least one hour reading or writing in class, an hour or more of discussion or group work, an hour or more of teacher-directed instruction, and an hour or more working independently or cooperatively on class activities and projects. Other features of the class include writing journal entries, learning lists of vocabulary words and terms, various computer projects, practical writing exercises, video projects, occasional relevant films, and class projects involving a variety of resources. All students will be expected to participate in the publishing efforts of Pescadero Middle/High School as we will produce a student journal/newspaper.
Students are expected to comply with all the rules of Pescadero Middle/High School, participate in all class activities, and should turn in all class assignments on time. Late work will rarely be accepted, and sloppy or careless work is frowned upon. Good attendance is also very important. If absent, it is the student's responsibility to find out about, and make up, any missed work. We, at the Pescadero Middle/High School, have high expectations for our students and hold them to the highest standards of behavior and performance. While it may be at times difficult to meet these expectations and standards, the rewards will exceed the challenges!
Grading:
There will be a wide variety of assignments in this class - with an average of two to three scores recorded each week. All tests, quizzes, papers, essays, class work, homework, and participation are worth varying amounts of points. Although there will be a final exam each semester, it will be worth no more than 5% of the final grade. The relatively equal weighting of grades, given the variety of assignments and assessments, rewards consistency and diligence. The cumulative point total at the end of the grading period will be compared, as a percentage, to the maximum possible points available, and that will determine the grade. I am happy to discuss grades with students and parents any time!
I am often available at lunch, before or after school, and students are encouraged to come in and talk about their work. It is recommended that the students schedule one or two appointments with me during each semester to discuss and go over their writing and class work in detail. It is preferable to me that students come in pairs or in groups of three. In this way, the students can benefit not only from an analysis of their work, but from the work of their colleagues as well. It is the students' responsibility to set up these appointments.
Estudios Sociales Octavo Grado
Traducción de Google, pido disculpas por los errores.
Estudios Sociales Grado Octavo centra en Historia de Estados Unidos, a partir del descubrimiento del Nuevo Mundo hasta la actualidad. También estudiaremos las Ciencias Sociales: Antropología, Sociología, Psicología, Ciencias Políticas y Economía. Por favor, estudie los Estándares de Contenido de California para Estudios Sociales para conseguir una comprensión de nuestros objetivos. Actividades y tareas específicas serán anunciadas la semana.
Materiales:
Todos los estudiantes deben tener una carpeta de tres anillos / portátil para su clase de Estudios Sociales. Secciones distintas Deben establecerse un calendario y un sistema de gestión del tiempo, todos los folletos, de clase y las notas del libro, los términos y el vocabulario, los asientos de diario y la escritura improvisada, proporcionados por el maestro lecturas, y todas las asignaciones devueltos. Estos cuadernos se pueden comprobar y calificarán periódicamente. La posesión de un diccionario, es muy recomendado tesauro. Los textos principales del curso son los Pearson Educación, civilizaciones antiguas y libros de literatura de sexto grado. Además, habrá otros libros complementarios, folletos de lectura y diversos materiales educativos proporcionados por el profesor.
Formato:
Cada período de clase incluirá dos o tres actividades diferentes. Cada semana, los estudiantes pueden esperar para pasar al menos una hora para leer o escribir en la clase, una hora o más de discusión o grupos de trabajo, a una hora o más de la instrucción dirigida por el maestro, y más de una hora de trabajo de forma independiente o conjuntamente en las actividades de clase y proyectos. Otras características de la clase incluyen la escritura de entradas de diario, listas de vocabulario y términos, diversos proyectos informáticos, ejercicios prácticos de escritura, proyectos de vídeo, películas relevantes ocasionales y proyectos de clase que implican una variedad de recursos de aprendizaje. Se espera que todos los estudiantes a participar en los esfuerzos de publicación de Pescadero Middle / High School como vamos a producir una revista / periódico estudiantil. Los estudiantes deben cumplir con todas las reglas de Pescadero Middle / High School, participar en todas las actividades de la clase, y debe entregar todas las tareas a tiempo. Obra tardía rara vez se aceptará, y el trabajo descuidado o imprudente es mal visto. La buena asistencia es también muy importante. Si está ausente, es la responsabilidad del estudiante para conocer, y hacer llamadas, cualquier trabajo perdido. Nosotros, en el Pescadero Middle / High School, tenemos altas expectativas para nuestros estudiantes y mantenerlos con los más altos estándares de comportamiento y rendimiento. Si bien puede ser a veces difíciles de satisfacer estas expectativas y normas, las recompensas superan los retos!
Clasificación:
Habrá una amplia variedad de tareas de esta clase - con un promedio de dos a tres puntuaciones registradas cada semana. Todos los exámenes, pruebas, documentos, ensayos, trabajos de clase, tareas, y la participación son cantidades que varían el valor de puntos. Aunque habrá un examen final de cada semestre, valdrá la pena no más del 5% de la nota final. La ponderación relativa igualdad de calificaciones, dada la variedad de trabajos y evaluaciones, recompensas consistencia y diligencia. Se comparó el total de puntos acumulados al final del periodo de calificaciones, en porcentaje, para el máximo de puntos posibles disponibles, y que determinará el grado. Estoy encantado de discutir grados con estudiantes y padres en cualquier momento!
A menudo estoy disponible en el almuerzo, antes o después de la escuela, y se anima a los estudiantes a entrar y hablar sobre su trabajo. Se recomienda que los estudiantes programar una o dos citas conmigo durante cada semestre para discutir y repasar su escritura y el trabajo en clase con detalle. Es preferible para mí que los estudiantes vienen en parejas o en grupos de tres. De esta manera, los estudiantes pueden beneficiarse no sólo de un análisis de su trabajo, sino del trabajo de sus colegas también. Es la responsabilidad del estudiante para establecer estas citas.
California Content Standards
United States History and Geography: Growth and Conflict Grade Eight
Students in grade eight study the ideas, issues, and events from the framing of the Constitution up to World War I, with an emphasis on America's role in the war. After reviewing the development of America's democratic institutions founded on the Judeo-Christian heritage and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American politics, society, culture, and economy and relate them to the emergence of major regional differences. They learn about the challenges facing the new nation, with an emphasis on the causes, course, and consequences of the Civil War. They make connections between the rise of industrialization and contemporary social and economic conditions.
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
1. Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
2. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").
3. Analyze how the American Revolution affected other nations, especially France.
4. Describe the nation's blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
1. Discuss the significance of the Magna Carta, the English Bill of Rights, and the May-flower Compact.
2. Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.
3. Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.
4. Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.
5. Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.
6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
7. 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 preserves individual rights.
8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.
2. Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.
3. Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution's clauses on interstate commerce, common coinage, and full-faith and credit.
4. Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).
5. Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebel-lion).
6. Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).
7. Understand the functions and responsibilities of a free press.
8.4 Students analyze the aspirations and ideals of the people of the new nation.
1. Describe the country's physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.
2. Explain the policy significance of famous speeches (e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).
3. Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson's opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).
4. Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).
8.5 Students analyze U.S. foreign policy in the early Republic.
1. 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 final peace.
2. Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.
3. Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.
8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).
3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
4. Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
5. Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.
6. Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
7. Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
1. Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
2. Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
3. Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).
2. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., 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.
3. Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).
4. Examine the importance of the great rivers and the struggle over water rights.
5. Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.
6. Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
2. Discuss the abolition of slavery in early state constitutions.
3. Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.
4. Discuss the importance of the slavery issue as raised by the annexation of Texas and California's admission to the union as a free state under the Compromise of 1850.
5. Analyze the significance of the States' Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
6. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
8.11 Students analyze the character and lasting consequences of Reconstruction.
1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
2. Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).
3. Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws.
4. Trace the rise of the Ku Klux Klan and describe the Klan's effects.
5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.
8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
1. Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.
2. Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.
3. Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.
4. Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).
5. Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).
6. Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.
7. Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
8. Identify the characteristics and impact of Grangerism and Populism.
9. Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).
Course Description
Eighth Grade Social Studies focuses on United States History, starting from the discovery of the New World to the present. We will also study the Social Sciences: Anthropology, Sociology, Psychology, Political Science, and Economics. Please study the California Content Standards for Social Studies to get an understanding of our goals. Specific activities and assignments will be announced weekly.
Materials:
All students should have a three-ring binder/notebook for their Social Studies class. Distinct sections should be provided for a calendar and time management system, all handouts, class and book notes, terms and vocabulary, journal entries and impromptu writing, teacher-provided readings, and all returned assignments. These notebooks will be checked and graded periodically. Possession of a dictionary, thesaurus is heartily recommended. The primary texts for the course are the Prentice Hall American History and Literature books for sixth grade. Further, there will be other supplementary books, reading handouts, and various instructional materials provided by the teacher.
Format:
Each class period will include two or three different activities. Each week, students can expect to spend at least one hour reading or writing in class, an hour or more of discussion or group work, an hour or more of teacher-directed instruction, and an hour or more working independently or cooperatively on class activities and projects. Other features of the class include writing journal entries, learning lists of vocabulary words and terms, various computer projects, practical writing exercises, video projects, occasional relevant films, and class projects involving a variety of resources. All students will be expected to participate in the publishing efforts of Pescadero Middle/High School as we will produce a student journal/newspaper.
Students are expected to comply with all the rules of Pescadero Middle/High School, participate in all class activities, and should turn in all class assignments on time. Late work will rarely be accepted, and sloppy or careless work is frowned upon. Good attendance is also very important. If absent, it is the student's responsibility to find out about, and make up, any missed work. We, at the Pescadero Middle/High School, have high expectations for our students and hold them to the highest standards of behavior and performance. While it may be at times difficult to meet these expectations and standards, the rewards will exceed the challenges!
Grading:
There will be a wide variety of assignments in this class - with an average of two to three scores recorded each week. All tests, quizzes, papers, essays, class work, homework, and participation are worth varying amounts of points. Although there will be a final exam each semester, it will be worth no more than 5% of the final grade. The relatively equal weighting of grades, given the variety of assignments and assessments, rewards consistency and diligence. The cumulative point total at the end of the grading period will be compared, as a percentage, to the maximum possible points available, and that will determine the grade. I am happy to discuss grades with students and parents any time!
I am often available at lunch, before or after school, and students are encouraged to come in and talk about their work. It is recommended that the students schedule one or two appointments with me during each semester to discuss and go over their writing and class work in detail. It is preferable to me that students come in pairs or in groups of three. In this way, the students can benefit not only from an analysis of their work, but from the work of their colleagues as well. It is the students' responsibility to set up these appointments.
Estudios Sociales Octavo Grado
Traducción de Google, pido disculpas por los errores.
Estudios Sociales Grado Octavo centra en Historia de Estados Unidos, a partir del descubrimiento del Nuevo Mundo hasta la actualidad. También estudiaremos las Ciencias Sociales: Antropología, Sociología, Psicología, Ciencias Políticas y Economía. Por favor, estudie los Estándares de Contenido de California para Estudios Sociales para conseguir una comprensión de nuestros objetivos. Actividades y tareas específicas serán anunciadas la semana.
Materiales:
Todos los estudiantes deben tener una carpeta de tres anillos / portátil para su clase de Estudios Sociales. Secciones distintas Deben establecerse un calendario y un sistema de gestión del tiempo, todos los folletos, de clase y las notas del libro, los términos y el vocabulario, los asientos de diario y la escritura improvisada, proporcionados por el maestro lecturas, y todas las asignaciones devueltos. Estos cuadernos se pueden comprobar y calificarán periódicamente. La posesión de un diccionario, es muy recomendado tesauro. Los textos principales del curso son los Pearson Educación, civilizaciones antiguas y libros de literatura de sexto grado. Además, habrá otros libros complementarios, folletos de lectura y diversos materiales educativos proporcionados por el profesor.
Formato:
Cada período de clase incluirá dos o tres actividades diferentes. Cada semana, los estudiantes pueden esperar para pasar al menos una hora para leer o escribir en la clase, una hora o más de discusión o grupos de trabajo, a una hora o más de la instrucción dirigida por el maestro, y más de una hora de trabajo de forma independiente o conjuntamente en las actividades de clase y proyectos. Otras características de la clase incluyen la escritura de entradas de diario, listas de vocabulario y términos, diversos proyectos informáticos, ejercicios prácticos de escritura, proyectos de vídeo, películas relevantes ocasionales y proyectos de clase que implican una variedad de recursos de aprendizaje. Se espera que todos los estudiantes a participar en los esfuerzos de publicación de Pescadero Middle / High School como vamos a producir una revista / periódico estudiantil. Los estudiantes deben cumplir con todas las reglas de Pescadero Middle / High School, participar en todas las actividades de la clase, y debe entregar todas las tareas a tiempo. Obra tardía rara vez se aceptará, y el trabajo descuidado o imprudente es mal visto. La buena asistencia es también muy importante. Si está ausente, es la responsabilidad del estudiante para conocer, y hacer llamadas, cualquier trabajo perdido. Nosotros, en el Pescadero Middle / High School, tenemos altas expectativas para nuestros estudiantes y mantenerlos con los más altos estándares de comportamiento y rendimiento. Si bien puede ser a veces difíciles de satisfacer estas expectativas y normas, las recompensas superan los retos!
Clasificación:
Habrá una amplia variedad de tareas de esta clase - con un promedio de dos a tres puntuaciones registradas cada semana. Todos los exámenes, pruebas, documentos, ensayos, trabajos de clase, tareas, y la participación son cantidades que varían el valor de puntos. Aunque habrá un examen final de cada semestre, valdrá la pena no más del 5% de la nota final. La ponderación relativa igualdad de calificaciones, dada la variedad de trabajos y evaluaciones, recompensas consistencia y diligencia. Se comparó el total de puntos acumulados al final del periodo de calificaciones, en porcentaje, para el máximo de puntos posibles disponibles, y que determinará el grado. Estoy encantado de discutir grados con estudiantes y padres en cualquier momento!
A menudo estoy disponible en el almuerzo, antes o después de la escuela, y se anima a los estudiantes a entrar y hablar sobre su trabajo. Se recomienda que los estudiantes programar una o dos citas conmigo durante cada semestre para discutir y repasar su escritura y el trabajo en clase con detalle. Es preferible para mí que los estudiantes vienen en parejas o en grupos de tres. De esta manera, los estudiantes pueden beneficiarse no sólo de un análisis de su trabajo, sino del trabajo de sus colegas también. Es la responsabilidad del estudiante para establecer estas citas.
California Content Standards
United States History and Geography: Growth and Conflict Grade Eight
Students in grade eight study the ideas, issues, and events from the framing of the Constitution up to World War I, with an emphasis on America's role in the war. After reviewing the development of America's democratic institutions founded on the Judeo-Christian heritage and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American politics, society, culture, and economy and relate them to the emergence of major regional differences. They learn about the challenges facing the new nation, with an emphasis on the causes, course, and consequences of the Civil War. They make connections between the rise of industrialization and contemporary social and economic conditions.
8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
1. Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.
2. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights").
3. Analyze how the American Revolution affected other nations, especially France.
4. Describe the nation's blend of civic republicanism, classical liberal principles, and English parliamentary traditions.
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
1. Discuss the significance of the Magna Carta, the English Bill of Rights, and the May-flower Compact.
2. Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence.
3. Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.
4. Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.
5. Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.
6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.
7. 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 preserves individual rights.
8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.
1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.
2. Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states.
3. Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution's clauses on interstate commerce, common coinage, and full-faith and credit.
4. Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).
5. Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays' Rebellion, the Whiskey Rebel-lion).
6. Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).
7. Understand the functions and responsibilities of a free press.
8.4 Students analyze the aspirations and ideals of the people of the new nation.
1. Describe the country's physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents.
2. Explain the policy significance of famous speeches (e.g., Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).
3. Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson's opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law).
4. Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper).
8.5 Students analyze U.S. foreign policy in the early Republic.
1. 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 final peace.
2. Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War.
3. Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties.
8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).
3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).
4. Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
5. Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.
6. Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony).
7. Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow).
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
1. Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin.
2. Trace the origins and development of slavery; its effects on black Americans and on the region's political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
3. Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).
2. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., 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.
3. Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).
4. Examine the importance of the great rivers and the struggle over water rights.
5. Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies.
6. Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today.
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
2. Discuss the abolition of slavery in early state constitutions.
3. Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.
4. Discuss the importance of the slavery issue as raised by the annexation of Texas and California's admission to the union as a free state under the Compromise of 1850.
5. Analyze the significance of the States' Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay's role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
6. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
8.11 Students analyze the character and lasting consequences of Reconstruction.
1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
2. Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).
3. Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws.
4. Trace the rise of the Ku Klux Klan and describe the Klan's effects.
5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.
8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
1. Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map.
2. Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization.
3. Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.
4. Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).
5. Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).
6. Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.
7. Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
8. Identify the characteristics and impact of Grangerism and Populism.
9. Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).