America: History of Our Nation, Tennessee Edition

A Correlation of

Prentice Hall America History of Our Nation

Colonization of North America to Reconstruction and the American West

Tennessee Edition, ©2015

To the

Tennessee Social Studies Curriculum Standards United States History and Geography


Grade 8

A Correlation of Prentice Hall America, History of Our Nation Colonization of North America to Reconstruction and the American West, ©2015

to the Tennessee Social Studies Curriculum Standards Grade 8

Table of Contents

Colonialism (1600-1750) ....................................................................................... 3 Development of a New Nation (1720-1787)........................................................... 8 The Constitution and Foundation of the American Political System (1777-1789). 14 Growth of the Young Nation (1789-1849)............................................................ 17 The United States’ Role on the World Stage (1789-1849) .................................... 19 The Sectionalism of the American North, South, and West (1800-1850).............. 20 Slavery in America (1800-1850) .......................................................................... 24 Civil War (1830-1865) ......................................................................................... 25 Reconstruction (1865-1877)................................................................................ 29 Westward Expansion after the Civil War (1861-1890) ......................................... 30 Content Strand Code ............................................................................................ 33

2 SE = Student Edition TE = Teacher’s Edition



Tennessee Social Studies Curriculum Standards

United States History and Geography Colonization of North America to

Reconstruction and the American West Grade 8

Prentice Hall America, History of Our Nation


©2015

Eighth Grade United States History and Geography: Colonization of North America to Reconstruction and the American West Course Description: Eighth grade students will study the European exploration of North America, along with the geographic features that influenced early settlements and colonies. This course will emphasize the development and maturation of the British colonies, and the political, cultural, and economic influences that led to the American Revolution. The major events and outcomes of the American Revolution will be analyzed, along with the individuals that played influential roles in the development of the new nation. Students will follow the development of the United States and its government, continuing through the early 19th century. The impact of the expansion of the United States will be analyzed, including implications on domestic and foreign policy. Policies that affected the American Indians will also be studied. The events leading up to the Civil War will be examined, along with the individuals and events that were significant during the war. The history, people, government, and geography of Tennessee will be emphasized in order to illustrate the role our state has played in American history. Reconstruction and the development of the American West will conclude this course. Appropriate primary sources and informational texts will be included in order to enhance understanding of the content. Colonialism (1600-1750) Students will understand the social, political, and economic reasons for the movement of people from Europe to the Americas, and they will describe the impact of colonization by Europeans on American Indians and on the development of the land that eventually became the United States of America. 8.1 Explain the primary motivations for English colonization of the New World, including the rise of the middle class (joint stock companies), the need to move surplus population, and the search for religious freedom. (E, G, H)

SE/TE: Asia Continues to Beckon, 51–52; The First English Settlements, 66–70; Puritans in Massachusetts Bay, 73–74; New Colonies, 73–75; New York and New Jersey, 78; Pennsylvania and Delaware, 78–79

8.2 Trace and explain the founding of Jamestown, including: (E, G, H)

SE/TE: Founding Jamestown, 67–68; Jamestown Prospers, 68–69; Check Your Progress, 70

Virginia Company

SE/TE: Virginia Company, 67–69

James River

SE/TE: See Map: Early English Settlements, 67

John Smith

SE/TE: John Smith, 67–68, 94, 120 TE only: Extend the Lesson Through Technology Research: Write a Biography, 62h

Pocahontas

SE/TE: Pocahontas, 94




Tennessee Social Studies

Curriculum Standards United States History and Geography


Grade 8



©2015

Powhatan

SE/TE: Powhatan, 67–68, 94

John Rolfe

SE/TE: See Jamestown Prospers, 68–69; Pocahontas, 94

“starving time”

SE/TE: The “Starving Time” (1609), 68

Tobacco

SE/TE: Jamestown Prospers, 68–69

Bacon’s Rebellion

SE/TE: Bacon’s Rebellion, 64–65, 85

Indentured servants and slaves SE/TE: Indentured Servants, 111–112; Africans Come to Virginia, 69

The arrival of women

SE/TE: Arrival of First Women, 68

House of Burgesses

SE/TE: The House of Burgesses, 69

8.3 Explain the founding of the Plymouth Colony, including the Separatists, William Bradford, Mayflower, Mayflower Compact, and Squanto. (C, G, H, P)

SE/TE: Plymouth Colony, 1, 63, 64–65, 69–70, 71, 88; Separatists, 69; Mayflower Compact, 64–65, 69–70, 97, 253; Squanto, 70; Primary Sources: William Bradford, History of Plimoth Plantation, 680; The Mayflower Compact, 712

8.4 Analyze the reasons for the settlement of the Massachusetts Bay Colony and the events and the key figures of the colonies, including: (C, E, G, H, P)

SE/TE: Massachusetts Bay Colony, 64–65, 71–74, 88; Primary Sources: Charter of the Massachusetts Bay Colony (1629), 713

Non-Separatists/Puritans

SE/TE: Puritans, 64–65, 72–73, 76

John Winthrop

SE/TE: John Winthrop, 72

theocracy

SE/TE: Puritans in Massachusetts Bay, 73–74

Town meetings

SE/TE: Town Meeting, 75

Anne Hutchinson and Roger Williams-Rhode Island

SE/TE: Roger Williams, 73; Anne Hutchinson, 74

Thomas Hooker-Connecticut

SE/TE: Thomas Hooker, 74

Salem Witchcraft Trials

SE/TE: Salem Witchcraft Trials, 72–73







Grade 8



©2015

8.5 Describe the settlement of New Netherlands and the subsequent possession of the colony by the English, including: (C, E, G, H)

SE/TE: New Netherland, 56; New York and New Jersey, 78

Dutch influences

SE/TE: New York and New Jersey, 78

Peter Stuyvesant

SE/TE: See New Netherland Becomes New York, 78

Patroon System

SE/TE: See New York and New Jersey, 78

Renaming to New York

SE/TE: New Netherland Becomes New York, 78

Diverse population SE/TE: New York and New Jersey, 78 8.6 Analyze the founding of Pennsylvania as a haven for Quakers and the tolerance that drew many different groups to the colony, including: (C, E, H, P)

SE/TE: Pennsylvania and Delaware, 78–79

William Penn

SE/TE: William Penn, 78–79

Philadelphia

SE/TE: Penn’s “Holy Experiment” 79

Role of women

SE/TE: Women Considered Equal by Quakers, 78

Relationship with Indians

SE/TE: William Penn and Native Americans, 79

8.7 Explain the reasons behind the settlement of the Georgia Colony, including the role of John Oglethorpe and Georgia as a “debtor” colony and a “buffer” colony. (C, E, G, H)

SE/TE: Georgia, 87; Biography Quest: James Oglethorpe, 87

8.8 Describe the location and reasons for French exploration and settlements in North America, including the Huguenots. (E, G, H, P)

SE/TE: New France, 53–55







Grade 8



©2015

8.9 Cite textual evidence analyzing examples of both cooperation and conflict between American Indians and colonists, including agriculture, trade, cultural exchanges, and military alliances and conflicts. (C, E, G, H, P)

SE/TE: The Impact on Native Americans, 57; Comprehension and Critical Thinking, 60; King Philip’s War, 64–65, 76; Relations with Native Americans, 68; The First Thanksgiving, 70; Taking of Native American Lands, 73: King Philip’s War, 76; Quakers and Native Americans, 79; Conflicts with Native Americans, 85; Comprehension and Critical Thinking, 96; Historian’s Apprentice Workshop: Interaction with Native Americans, 131

8.10 Locate and identify the first 13 colonies, and describe how their location and geographic features influenced their development. (E, G, H, P)

SE/TE: Map: Colonies Take Root, 64–65; Map: Early English Colonies, 67; Geography of New England, 71; Map: The New England Colonies, 74; Growth and Change, 75; Geography of the Middle Colonies, 77; Map: the Middle Colonies, 80; The Backcountry, 81; Geography and History: Geography of the 13 Colonies, 82–83; Geography of the Southern Colonies, 84; Map: The Southern Colonies, 86; The Tidewater Region, 87; Reading Charts: The Founding of the 13 Colonies, 88; Life in the English Colonies, 100–101; Review and Assessment, 96–97

8.11 Describe the significance of and the leaders of the First Great Awakening, and the growth in religious toleration and free exercise of religion. (C, H, P)

SE/TE: Great Awakening, 100, 121–122; Assessment, 129

8.12 Compare and contrast the day-to-day colonial life for men, women, and children in different regions and of different ethnicities, including the system of indentured servitude, as well as their connection to the land. (C, E, G, H, P)

SE/TE: Arrival of first women, 68; Africans Come to Virginia, 69; Anne Hutchinson, 75; Quaker women, 78; Growth and Change, 79; Slavery in the Southern Colonies, 83; Slavery, 87, 88; Women and girls in the fields, 89; Colonial Society, 107–108, 110–112; Infographic: Colonial Women, 109; Slavery in the Colonies, 113–117; Compare and Contrast: Colonial Women and American Women Today, 126; Art and Music, 435 TE Only: The Development of Ways of Life in the Colonies, 62a; Extend the Lesson Through Technology Research: Plan a Tour of a Colonial Town, 98h







Grade 8



©2015

8.13 Analyze the ideas that significantly impacted the development of colonial self-government by citing textual evidence and examining multiple perspectives using excerpts from the following documents: (C, H, P)

SE/TE: Mayflower Compact, 64–65, 69–70, 96; Governing the Colonies, 102–106; Document-Based Questions, 97; Virginia Charter, 67; Fundamental Orders of Connecticut, 75; Toleration Act of 1649, 86; Primary Sources: The First Virginia Charter, 1606, 711; The Mayflower Compact, 1620, 712; Charter of the Massachusetts Bay Colony, 1629, 713; The Fundamental Orders of Connecticut, 1639, 714; New England Articles of Confederation, 715

The First Virginia Charter, 1606 SE/TE: Virginia Charter, 67; Primary Sources: The First Virginia Charter, 1606, 711

The Mayflower Compact, 1620 SE/TE: Mayflower Compact, 64–65, 69–70, 96; Document-Based Questions, 97; Primary Sources: The Mayflower Compact, 1620, 712

Charter of the Massachusetts Bay Colony, 1629

SE/TE: Primary Sources: Charter of the Massachusetts Bay Colony, 1629, 713

The Fundamental Orders of Connecticut, 1639

SE/TE: Fundamental Orders of Connecticut, 75; Primary Sources: The Fundamental Orders of Connecticut, 1639, 714

The New England Articles of Confederation, 1643

SE/TE: Primary Sources: New England Articles of Confederation, 715

The Maryland Toleration Act, 1649 SE/TE: Toleration Act of 1649, 86; Primary Sources: Maryland Act of Toleration, 681

8.14 Identify the origins and development of slavery in the colonies, overt and passive resistance to enslavement, and the Middle Passage. (C, E, G, H, P)

SE/TE: Slavery in the Southern Colonies, 83; Slavery, 87, 88; Slavery in the Colonies, 113–117; Review and Assessment, 128, 129 TE only: Extend the Lesson Through Technology Research: Make an Informational Poster About the Atlantic Slave Trade, 98h







Grade 8



©2015

Primary Documents and Supporting Texts to Read: excerpts from The First Virginia Charter, 1606; The Mayflower Compact, 1620; excerpts from the Charter of Massachusetts Bay Colony, 1629; excerpts from The Fundamental Orders of Connecticut, 1639; excerpts from The Maryland Toleration Act, 1649; excerpts from The New England Articles of Confederation; excerpts from A Historie of Virginia, (“starving time”) John Smith; excerpts from Of Plymouth Plantation, William Bradford

SE/TE: A Historie of Virginia, (“starving time”) by John Smith is discussed on page 68; Primary Sources: William Bradford, History of Plimoth Plantation, 680; Maryland Act of Toleration 681; Excerpts from The First Virginia Charter, 1606, 711; Excerpts from The Mayflower Compact, 1620, 712; Excerpts from the Charter of Massachusetts Bay Colony, 1629, 713; Excerpts from The Fundamental Orders of Connecticut, 1639, 714; Excerpts from The New England Articles of Confederation, 715

Development of a New Nation (1720-1787) Students will understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 8.15 Explain how the practice of salutary neglect, experience with self-government, and widespread ownership of land fostered individualism and contributed to the American Revolution. (C, E, H, P)

SE/TE: Governing the Colonies, 102–106; The Spread of New Ideas, 118–123; Trouble on the Frontier, 140–144; The Colonists Resist Tighter Control. 145–149

8.16 Compare the government structures and economic base and cultural traditions of New France and the English colonies. (C, E, G, H, P)

SE/TE: New France, 53–55; Governing the Colonies, 102–106; Colonial Society, 107–112

8.17 Evaluate the contributions of Benjamin Franklin to American society in the areas of science, writing and literature, and politics, including analysis of excerpts from Poor Richard’s Almanack, The Autobiography of Benjamin Franklin, the Albany Plan of Union and the Join or Die cartoon. (C, H, P)

SE/TE: Benjamin Franklin, 101, 120, 125, 156, 193, 213, 216, 217, 280; Poor Richard’s Almanack, 120; Reading Political Cartoons: Join, or Die, 141; Albany Congress, 141–142; Literature: “How I Became a Printer” from The Autobiography of Benjamin Franklin, 124–125; Primary Sources: Benjamin Franklin, Poor Richard’s Almanack, 726

8.18 Describe the impact of the John Peter Zenger trial on the development of the principle of a free press. (C, P)

SE/TE: Freedom of the Press - John Peter Zenger, 105 TE only: Extend the Lesson Through Technology Research: Hold a Mock Trial, 98g







Grade 8



©2015

8.19 Describe the causes, course, and outcome of the French and Indian War, including the massacre at Fort Loudoun. (C, G, H, P, TN)

The French and Indian War, SE: TN 50/TE: TN T73 SE/TE: French and Indian War, 140–144, 152, 164, 272 TE only: Extend the Lesson Through Technology Research: Write a Newscast, 136g

8.20 Explain the impact of individuals who created interest in the land west of the Appalachian Mountains, including: (C, G, H, TN)

Walker, Dr. Thomas, SE: TN 50/TE: TN T73 Bean, William, SE: TN 51c/TE: TN T74c; Spencer, Thomas Sharpe, SE: TN 51c/TE: TN T74c; long hunters, SE: TN 51/TE: TN T74; Daniel Boone, SE: TN 53/TE: TN T76 SE/TE: Wilderness Road, 401; Daniel Boone, 401

long hunters long hunters, SE: TN 51/TE: TN T74 Wilderness Road SE/TE: Wilderness Road, 401 Daniel Boone Daniel Boone, SE: TN 53/TE: TN T76

SE/TE: Daniel Boone, 401

William Bean Bean, William, SE: TN 51c/TE: TN T74c

Thomas Sharpe Spencer Spencer, Thomas Sharpe, SE: TN 51c/TE: TN T74c

Dr. Thomas Walker Walker, Dr. Thomas, SE: TN 50/TE: TN T73

8.21 Summarize the major events of the Watauga Settlement, including: (E, P, TN)

How Revolution Affected Wataugans, SE: TN 53-55/TE: TN T76–TN T78; Check Your Progress, SE: TN 55/TE: TN T78

Battle of Alamance and Regulators Battle of Alamance, SE: TN 52/TE: TN T75 Watauga Purchase and Compact Watauga Purchase, Association, SE: TN 52–

TN 53/TE: TN T75-TN T76

James Robertson James Robertson, SE: TN 52/TE: TN T75 Little Carpenter, Dragging Canoe Little Carpenter, SE: TN 52/TE: TN T75;

SE: TN 55/ TE: TN T78; Dragging Canoe, SE: TN 55/ TE: TN T78







Grade 8



©2015

8.22 Analyze the social, political and economic causes of the American Revolution and the major battles, leaders, and events, including: (C, E, H, P)

SE/TE: Colonists Resist Tighter Control, 145–149; From Protest to Rebellion, 150–153; Life At the Time: The Spirit of Protest, 154–155; The War Begins, 156–161; Quick Study Guide, 163; Review and Assessment, 164–165; A Nation Declares Independence, 170–173; Primary Source: The Declaration of Independence, 174–178; A Critical Time, 179–181; The War Widens, 186–190 Winning Independence, 191–195; Quick Study Guide, 197; Review and Assessment, 198–199; Primary Sources: William Sutherland, The Battle of Lexington, 685 TE only: Extend the Lesson Through Technology Research, 136g–136h, 166g–166h

Mercantilism SE/TE: Mercantilism, 50, 106 Pontiac’s Rebellion SE/TE: Pontiac’s War, 145 The Proclamation of 1763 SE/TE: Royal Proclamation of 1763, 138–

139, 145–146, 147; Primary Sources: Royal Proclamation of 1763, 716

The Sugar Act, 1764 SE/TE: Sugar Act of 1764, 146

The Quartering Act, 1765 SE/TE: Quartering Act of 1765, 147, 151

The Stamp Act, 1765 SE/TE: Stamp Act of 1765, 138–139, 147, 152; Document-Based Questions, 165

The Declaratory Act, 1766 SE/TE: Declaratory Act of 1766, 147

The Townshend Act, 1767 SE/TE: Townshend Acts of 1767, 148

The Boston Massacre, 1770 SE/TE: Boston Massacre, 148–149

The Boston Tea Party, 1773 SE/TE: Boston Tea Party, 138–139, 151, 152

The Intolerable Acts, 1774 SE/TE: Intolerable Acts of 1774, 138–139, 151–152







Grade 8



©2015

Patrick Henry SE/TE: Patrick Henry, 147, 152, 162, 202, 219–220; Primary Sources: Patrick Henry, Speech in the House of Burgesses, 684

Benjamin Franklin SE/TE: Benjamin Franklin, 101, 120, 124–125, 141–142, 156, 193, 213, 216, 217, 280, 422

John Adams SE/TE: John Adams, 139, 149, 152, 170, 193, 220, 293, 298–301, 303, 305

Sam Adams SE/TE: Samuel Adams, 149, 152

John Hancock SE/TE: John Hancock, 156

Thomas Jefferson SE/TE: Jefferson, Thomas, 156, 158, 171, 173

Sons of Liberty SE/TE: Sons of Liberty, 151

8.23 Determine the central ideas expressed in the Declaration of Independence and write an expository piece in which the legacy of these ideas in today’s world is described and validated with supporting evidence from the text. (H, P)

SE/TE: Declaration of Independence, 134, 167, 168–169, 170–173; Primary Source: The Declaration of Independence, 174–178; Document-Based Questions: Task, 199; Write Like a Historian: Expository Essays, HT 22 TE only: Extend the Lesson Through Technology Research: Draft a Declaration of Rights, 166g; Compare the U.S. Constitution and the Declaration of Independence, 200f

8.24 Using Thomas Paine’s Common Sense and The Crisis identify aspects of the texts that reveal the author’s point of view and purpose including loaded language. (H, P)

SE/TE: Thomas Paine’s Common Sense, 170–171; Reading Primary Sources, 171; The Crisis, 181; Identify the Author’s Purpose, HT 4; Primary Sources: Thomas Paine, Common Sense, 686







Grade 8



©2015

8.25 Identify and explain the significance of the major battles, leaders, and events of the American Revolution, including: (C, E, H, P, TN)

SE/TE: The War Begins, 156–162; A Nation Declares Independence, 170–173; Primary Source: The Declaration of Independence, 174–178; A Critical Time, 179–181; The War Widens, 186–190; Winning Independence, 191–195; Quick Study Guide, 197; Review and Assessment, 198–199 TE only: Extend the Lesson Through Technology Research: Map the Revolution, 166h

Battles of Lexington and Concord SE/TE: Lexington, Concord, 153, 156, 158; Primary Sources: William Sutherland, The Battle of Lexington, 685

Capture of Fort Ticonderoga SE/TE: Fort Ticonderoga, 138–139, 158, 182

Battle of Bunker Hill (Breed's Hill) SE/TE: Bunker Hill, 138–139, 158–161

Battle of Trenton and Princeton SE/TE: Battle of Trenton, 168–169, 181

Battle of Saratoga SE/TE: Battle of Saratoga, 168–169, 181–182; Quick Study Guide, 197

Valley Forge SE/TE: Valley Forge, 168–169, 184, 185

Battle of King’s Mountain Battle of King's Mountain, SE: TN 52/TE: TN T75

Battle of Yorktown SE/TE: Battle of Yorktown, 168–169, 192, 274

George Washington SE/TE: George Washington in American Revolution, 181–184, 192, 194

Benedict Arnold SE/TE: Benedict Arnold, 161, 192

Hessians SE/TE: Hessians, 181

Marquis de La Fayette SE/TE: Marquis de Lafayette, 183, 194, 195


http://en.wikipedia.org/wiki/Battles_of_Lexington_and_Concord

http://en.wikipedia.org/wiki/Capture_of_Fort_Ticonderoga

http://en.wikipedia.org/wiki/Battle_of_Bunker_Hill






Grade 8



©2015

Friedrich von Steuben SE/TE: Friedrich von Steuben, 183

George Rogers Clark SE/TE: George Rogers Clark, 189

Francis Marion SE/TE: Francis Marion, 191, 194

8.26 Summarize the effect of the Revolution on the Wataugans and the reasons, plans, and struggles in creating the Cumberland Settlement, including: (G, P, TN)

How Revolution Affected Wataugans, SE: TN 53-55/TE: TN T76–TN T78; Cumberland Settlement, SE: TN 55/TE: TN T78

formation of Washington District Washington District (Tennessee), SE: TN 53/TE: TN T76

Cherokee War Cherokee War, SE: TN 53/TE: TN T76 SE: TN 55/TE: TN T78

Nancy Ward Nancy Ward, SE: TN 52–TN 53/TE: TN T75-TN T76

Watauga Petitions Watauga Petitions, SE: TN 53/TE: TN T76

Transylvania Purchase Transylvania Purchase, SE: TN 51/TE: TN T74, SE: TN 52/TE: TN T75, SE: TN 54/TE: TN T77, SE: TN 55/TE: TN T78

Richard Henderson Henderson, Richard, SE: TN 51c/TE: TN T74c, SE: TN 52/TE: TN T75, SE: TN 53–TN 54/TE: TN T76-TN T77

James Robertson James Robertson, SE: TN 52/TE: TN T75

John Donelson For related information see: Tennessee’s Place in the Revolutionary War Years, SE: TN 52/TE: TN T75

severe winter and river travel For related information see: How the Revolution Affected Wataugans, SE: TN 54/TE: TN T77, SE: TN 55/TE: TN T78

Cumberland Compact Cumberland Compact, SE: TN 51/TE: TN T74, SE: TN 55/TE: TN T78







Grade 8



©2015

Indian attacks Attacks by Native Americans, SE: TN 55/TE: TN T78

Battle of the Bluffs Battle of the Bluffs, SE: TN 55/TE: TN T78

8.27 Compare the points of views of the Loyalists and Patriots by integrating visual information through charts, graphs, or images with print texts. (C, E, G, H, P)

SE/TE: Patriots Against Loyalists, 157; Check Your Progress, 161; Writing, 161 TE only: Differentiated Instruction: Outline, 156; Extend the Lesson Through Technology Research: Hold a Debate, 136h, 166g

Primary Documents and Supporting Texts to Read: excerpts from “Give Me Liberty or Give Me Death” speech, Patrick Henry; The Declaration of Independence; excerpts from “Common Sense” and “The Crisis,” Thomas Paine; Autobiography of Benjamin Franklin

SE/TE: Excerpts from “Give Me Liberty or Give Me Death” speech, Patrick Henry, 162; The Declaration of Independence, 174–178; Excerpts from “Common Sense”, 170–171; Reading Primary Sources, 171; “The Crisis”, 181 Thomas Paine; Literature: “How I Became a Printer” from The Autobiography of Benjamin Franklin, 124–125; Primary Sources: Patrick Henry, Speech in the House of Burgesses, 684; Thomas Pain, Common Sense, 686

Primary Documents and Supporting Texts to Consider: excerpts from Andrew Hamilton’s closing argument in the trial of John Peter Zenger; excepts from John Donelson’s journal

Read How Revolutions Affected Wataugans, SE: TN 53–TN 55/TE: TN T76-TN T78 to understand John Donelson’s journal. SE/TE: Excerpts from Andrew Hamilton’s Closing Argument in the trial of John Peter Zenger, 105

The Constitution and Foundation of the American Political System (1777-1789) Students analyze the political principles underlying the Constitution; compare the enumerated and implied powers of the federal government, and understand the foundation of the American political system and the ways in which citizens participate. 8.28 Describe the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact in relation to the development of government in America. (C, H, P)

SE/TE: Magna Carta, 100–101, 102, 172, 252, 613; Bill of Rights (English), 103–104, 252; Mayflower Compact, 64–65, 69–70, 97, 253, 712; Review and Assessment, 198; Citizenship Handbook: Ideas Behind the Constitution, 252; Primary Sources: Magna Carta, 682







Grade 8



©2015

8.29 Analyze the weaknesses of the Articles of Confederation, including no power to tax, no common currency, no control of interstate commerce, and no executive branch, failure of the Lost State of Franklin and the impact of Shays’ Rebellion. (C, E, H, P, TN)

Articles of Confederation, SE: T53/TE: TN T76 SE/TE: Articles of Confederation, 202–203, 206, 209, 212, 217, 225; Review and Assessment, 224; Daniel Shays’ Rebellion, 202–203, 208–209, 275 TE only: Extend the Lesson Through Technology Research: Make a Flowchart of the Causes and Effects of Shay’s Rebellion, 200f

8.30 Identify the various leaders of the Constitutional Convention and analyze the major issues they debated, including: (C, E, H)

SE/TE: The Constitutional Convention, 212–217

distribution of power between the states and federal government

SE/TE: Federalism, 257; also see: Constitutional Convention, 212–215

Great Compromise SE/TE: Great Compromise, 214–215

Slavery and the 3/5 Compromise SE/TE: Three-Fifths Compromise, 215

George Washington and James Madison

SE/TE: George Washington, 213, 216; James Madison, 213, 216

8.31 Explain the ratification process and describe the conflict between Federalists and Anti-Federalists over ratification, including the need for a Bill of Rights and concern for state’s rights, citing evidence from the Federalist Papers N. 10 and 51 and other primary source texts. (H, P)

SE/TE: Debating the Constitution, 218–221; History of Bill of Rights, 135, 220–222; Excerpt from The Federalist Papers N. 10, 212; Excerpts from The Federalist Papers N. 51, 218, 290

8.32 Describe the principles embedded in the Constitution, including the purposes of government listed in the Preamble, separation of powers, check and balances, the amendment process, federalism, and recognition of and protections of individual rights in the Bill of Rights. (P)

SE/TE: Structure of the Constitution, 254–255; Principles of the Constitution, 256–257; How the Government Works: The Legislative Branch, 258–259; The Executive Branch, 260–261; The Judicial Branch, 262–263; Amending the Constitution, 264–265; The First Amendment, 266–267; Bill of Rights, 202–203, 220–222, 227, 240–242, 265; Primary Sources: James Madison, The Federalist, No. 39, 689; Thomas Jefferson, On Majority Rule, 690







Grade 8



©2015

8.33 Write an opinion piece arguing for the importance of a particular right as it impacts individuals and/or groups, using evidence from the Bill of Rights and contemporary informational text. (P)

SE/TE: Check Your Progress: Writing, 221; Primary Sources: Hillary Rodham Clinton, The Importance of Voting, 691 TE only: Extend the Lesson Through Technology Research: Write an Opinion Statement, 278h

8.34 Analyze the Land Ordinance of 1785 and the Northwest Ordinance of 1787 and their impact on the future development of western settlement and the spread of public education and slavery. (E, G, P)

SE/TE: Land Ordinance of 1785, 206–207; Geography and History: Settling the Northwest Territory, 210–211 TE only: Extend the Lesson Through Technology Research: Write a Newscast, 278g

8.35 Analyze the major events of George Washington’s presidency, including Pinckney’s Treaty, Jay’s Treaty, Whiskey Rebellion, and precedents set in the Farewell Address. (G, P)

SE/TE: Washington Takes Office, 282–287; The Birth of Political Parties, 290–293; Troubles at Home and Abroad, 294–297; Primary Sources: George Washington, Farewell Address, 693

8.36 Explain the strict versus loose interpretation of the Constitution and how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties by analyzing their views of foreign policy, economic policy (including the National Bank), funding, and assumption of the revolutionary debt. (C, E, G, H, P)

SE/TE: A National Bank, 285–286; The Birth of Political Parties, 290–293; The Presidency of John Adams, 298–301; Quick Study Guide, 303; Comprehension and Critical Thinking, 304; Document-Based Questions, 305

8.37 Explain the controversies that plagued the administration of John Adams, including the conflicts with England and France and the Alien and Sedition Acts. (H, P)

S2

E/TE: The Presidency of John Adams, 98–301

Primary Documents and Supporting Texts to Read: excerpts from The Articles of Confederation; the U.S. Constitution; The Federalist Paper # 10 and #51; The Bill of Rights; Washington’s Farewell Address

SE/TE: Excerpt from The Articles of Confederation, 225; The Constitution of the United States, 228–250, 255; Excerpt from The Federalist Papers #10, 212; Excerpts from The Federalist Papers #51, 218, 290; The Bill of Rights, 240–242; Excerpt from Washington’s Farewell Address, 297; Primary Sources: George Washington, Farewell Address, 693







Grade 8



©2015

Primary Documents and Supporting Texts to Consider: excerpts from The Kentucky and Virginia Resolutions, Thomas Jefferson and James Madison; Patrick Henry’s arguments against ratification

SE/TE: The Kentucky and Virginia Resolutions can be discussed on page 301; Patrick Henry’s arguments against ratification, 220

Growth of the Young Nation (1789-1849) Students analyze the aspirations and ideals of the people of the new nation. 8.38 Describe daily life — including traditions in art, music, and literature — of early national America by examining excerpts from the stories of Washington Irving and James Fenimore Cooper. (C, H, P)

SE/TE: American Literature and Arts, 431–435

8.39 Identify the leaders and events and analyze the impact of western expansion to the development of Tennessee statehood, including: (G, H, P, TN)

Tennessee Territory, SE: TN 56-TN 57/ TE: TN T79-TN T80

William Blount William Blount, SE: TN 56-TN 57/ TE: TN T79-TN T80

John Sevier John Sevier, SE: TN 56-TN 57/TE: TN T79-TN T80; The Sevier-Jackson Rivalry, SE: TN 58-TN 59/TE: TN T81-TN T82

Rocky Mount Rocky Mount, SE: TN 56/TE: TN T79

Treaty of Holston Treaty of Holston, SE: TN 53/TE: TN T76, SE: TN 56/TE: TN T79, SE: TN 60/TE: TN T83

Cumberland Gap Cumberland Gap, SE: TN 50/TE: TN T73

River systems Tennessee and Mississippi Rivers, SE: TN 58/ TE: TN T81; Mississippi Delta, SE: TN 64/TE: TN T87

Natchez Trace Natchez Trace, SE: TN 58/TE: TN T81

Jackson Purchase Jackson Purchase, SE: TN 58/TE: TN T81







Grade 8



©2015

8.40 Analyze the role played by John Marshall in strengthening the central government, including the key decisions of the Supreme Court - Marbury v. Madison, Gibbons v. Ogden, and McCulloch v. Maryland. (H, P)

SE/TE: The Supreme Court and Judicial Review, 312–313; Three Important Supreme Court Rulings, 343–344; Support for Native Americans, 357; Marbury v. Madison (1803), 313, 373; McCulloch v. Maryland (1819), 343; Gibbons v. Ogden (1824), 344, 369; Primary Sources: John Marshall, Gibbons v. Ogden, 696

8.41 Explain the major events of Thomas Jefferson’s presidency, including his election in 1800, Louisiana Purchase, the defeat of the Barbary pirates, and the Embargo Act. (E, G, H)

SE/TE: The Era of Thomas Jefferson, 306–307; Visual Preview, 308–309; Jefferson Takes Office, 310–313; The Louisiana Purchase, 314–321; A Time of Conflict, 322–326; Quick Study Guide, 333; Review and Assessment, 334–335 TE only: Extend the Lesson Through Technology Research: Write a Newspaper Article, 306h

8.42 Analyze the impact of the Lewis and Clark Expedition by identifying the routes on a map, citing evidence from their journals. (C, E, G, H)

SE/TE: The Louisiana Purchase, 314–321; Map Master, 316 TE only: Extend the Lesson Through Technology Research: Create a Descriptive Report, 306g; Write a Newspaper Article, 306h; Differentiated Instruction: Map Analysis, 316

Primary Documents and Supporting Texts to Read: excerpts from the journals of Lewis and Clark; excerpts from decision in Marbury v. Madison, John Marshall

SE/TE: Excerpts from the journals of Lewis and Clark, 314; Excerpts from decision in Marbury v. Madison, John Marshall, 373; Primary Sources: John Marshall, Marbury v. Madison, 721

Primary Documents and Supporting Texts to Consider: excerpts from John Marshall’s decisions in Gibbons v. Ogden and McCulloch v. Maryland; “Rip Van Winkle” and “The Legend of Sleepy Hollow”, Washington Irving; excerpts from The Deerslayer series, James Fenimore Cooper

SE/TE: Gibbons v. Ogden is discussed on page 344; McCulloch v. Maryland is discussed on pages 343; Washington Irving’s work is discussed on page 431; James Fenimore Cooper’s work is discussed on page 431; Primary Sources: John Marshall, Gibbons v. Ogden, 696; Washington Irving, Rip Van Winkle, 692 James Fenimore Cooper, The Deerslayer, 722







Grade 8



©2015

The United States’ Role on the World Stage (1789-1849) Students analyze United States foreign policy in the early Republic. 8.43 Explain the causes, course, and consequences of the War of 1812, including the major battles, leaders, events, and role of Tennessee: (E, H, P, TN)

Tennessee’s Role in the War of 1812, SE: TN 59/TE: TN T82 SE/TE: The War of 1812, 327–331; Review and Assessment, 334–335 TE only: Extend the Lesson Through Technology Research: Create a Timeline, 306h

Impressment SE/TE: Impressment, 323–324, 327; Definition of Impressment, 296

War hawks SE/TE: War Hawks, 327

Henry Clay SE/TE: Henry Clay as nationalist war hawk, 327

Burning of Washington SE/TE: The British Attack Washington and Baltimore, 330

Fort McHenry SE/TE: Fort McHenry, 330

William Henry Harrison SE/TE: William Henry Harrison, 326, 330

Tecumseh SE/TE: Tecumseh, 326, 330; Primary Sources: Tecumseh, Speech at Vincennes, 694

Andrew Jackson Andrew Jackson in the War of 1812, SE: TN 59/TE: TN T82 SE/TE: Andrew Jackson, 330, 331

Battle of Horseshoe Bend Battle of Horseshoe Bend, SE: TN 59/TE: TN T82 SE/TE: Horseshoe Bend, 330

Battle of New Orleans Battle of New Orleans, SE: TN 59/TE: TN T82 SE/TE: Battle of New Orleans, 331







Grade 8



©2015

8.44 Identify on a map the changing boundaries of the United States, including the Convention of 1818 and Adams-Onis Treaty. (G, P)

SE/TE: Maps: United States Territorial Expansion to 1853, A12–A13; Western Land Claims, 207; Settling the Northwest Territory, 210–211; Launching a New Nation, 280–281; Exploring the Louisiana Purchase, 316; Land Taken from Native Americans, 325; A Changing Nation, 338–339; Dealing With Other Nations, 345–348; Indian Removal, 356; Conflict Over Land, 357; Test Yourself, 371; Historian’s Apprentice Workshop: Louisiana Purchase, 373

8.45 Analyze the relationship the United States had with Europe, including the influence of the Monroe Doctrine. (E, G, P)

SE/TE: Dealing With Other Nations, 345–348

Primary Documents and Supporting Texts to Read: excerpts from The Monroe Doctrine

SE/TE: The Monroe Doctrine is discussed on page 347

The Sectionalism of the American North, South, and West (1800-1850) Students analyze the paths of the American people in the three regions of the United States from 1800 to the mid-1800s and the challenges they faced as they became increasingly sectionalized. 8.46 Describe the influence of industrialization and technological developments of the regions, including human modification of the landscape and how physical geography shaped human actions-growth of cities, deforestation, farming, and mineral extraction. (E, G, H, P)

SE/TE: The Industrial Revolution, 382–387; Literature: Mill Workers, 388–389; The North Transformed, 390–395

8.47 Analyze the physical obstacles to and the economic and political factors involved in building a network of roads, canals and railroads, including Henry Clay’s American system. (E, G, H, P)

SE/TE: Building the National Economy, 341–343; A Transportation Revolution, 392–393; Roads and Turnpikes, Canals, 402–404

8.48 Explain the causes and effects of the wave of immigration from Northern Europe to the United States, and describe the growth in the number, size, and spatial arrangements of cities as a result of events such as the Great Potato Famine. (C, E, G, P)

SE/TE: A New Wave of Immigrants, 393–394; Test Yourself, 409







Grade 8



©2015

8.49 Analyze the 19th century reforms influenced by the 2nd Great Awakening such as the Temperance Movement, Prison Reform, Mental Health Reform, and education, including tent meetings, establishment of new churches, Horace Mann, Dorothea Dix, and temperance societies. (C, P)

SE/TE: Second Great Awakening, 415–416; Improving Society, 414, 416–419; The Fight Against Slavery, 422–426; A Call for Women’s Rights, 427–430; Review and Assessment, 438; Document-Based Questions, 439 TE only: Extend the Lesson Through Technology Research, 410g–410h

8.50 Analyze the women’s suffrage movement and its major proponents, including Elizabeth Cady Stanton, Lucretia Mott, and Susan B. Anthony and examine excerpts from the writings of Stanton, Anthony, and Sojourner Truth. (C, P)

SE/TE: A Call for Women’s Rights, 427–430; Historian’s Apprentice Workshop: Women’s Rights, 474; Skills for Life, 438; Primary Sources: Elizabeth Cady Stanton, Letter From Seneca Falls, 700; “Ain’t I A Woman,” Sojourner Truth, 727 TE only: Extend the Lesson Through Technology Research: Create a Timeline About Women’s Suffrage, 410h

8.51 Identify common themes in American art and literature, including transcendentalism and individualism by analyzing essays and stories by Ralph Waldo Emerson, Henry David Thoreau, Louisa May Alcott, Nathaniel Hawthorne and Henry Wadsworth Longfellow. (C)

SE/TE: American Literature and Arts, 431–435; Primary Sources: Ralph Waldo Emerson, 701; Louisa May Alcott, 717; Nathaniel Hawthorne, 718; Henry Wadsworth Longfellow, 719; Henry David Thoreau, 724

8.52 Trace the development of the agrarian economy in the South, the locations of the cotton-producing states, and the significance of cotton, the cotton gin and the role of Memphis as the Cotton Capital of the South. (C, E, G, P, TN)

Memphis as Cotton Capital of the South, SE: TN 64–TN 65/TE: TN T87-TN T88 SE/TE: The Plantation South, 396–400; Comprehension and Critical Thinking, 408

8.53 Analyze the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War. (C, E, G)

Memphis as Cotton Capital of the South, SE: TN 64–TN 65/TE: TN T87-TN T88 SE/TE:; The Plantation South, 396–400; Comprehension and Critical Thinking, 408

8.54 Write a narrative with supporting text describing the effects of the New Madrid Earthquakes of 1811-12 on the land and people of Tennessee (G, H, TN)

New Madrid Earthquakes of 1811-1812, SE: TN 66, TN 67/TE: TN T89, TN T90 SE/TE: Historian’s Workshop: Narrative Essays, HT 24; Primary Sources: Eliza Bryan, New Madrid Earthquakes, 730







Grade 8



©2015

8.55 Explain the events and impact of the presidency of Andrew Jackson, including the “corrupt bargain,” the advent of Jacksonian Democracy, his use of the spoils system and the veto, his battle with the Bank of the United States, the Nullification Crisis and the Indian removal. (C, E, G, H, P, TN)

SE/TE: The Age of Jackson, 349–354; Indian Removal, 355–359; States’ Rights and the Economy, 362–367; Historian’s Apprentice, 368; Review and Assessment, 370–371 TE only: Extend the Lesson Through Technology Research: Compare the Major Players in the Battle Over the Second Bank, 336h

8.56 Analyze the contributions of Sequoyah to the Cherokee. (C, TN)

SE/TE: Sequoyah, 355; Literature: Sequoyah and the Cherokee Alphabet, 360–361

8.57 Write a narrative piece that describes the impact of the Indian Removal Act of 1830 and the struggle between the Cherokee Nation and the United States government and cites evidence from primary source accounts of the Trail of Tears. (C, G, H, TN)

SE/TE: Indian Removal, 355–359; Historian’s Apprentice, 368; Review and Assessment: Write a Narrative, 370

8.58 Describe the concept of Manifest Destiny and its impact on the developing character of the American nation, including the purpose, challenges and economic incentives for westward expansion. (C, E, G, H, P)

SE/TE: Manifest Destiny, 321, 447, 457, 459; Westward Expansion, 442–443; The West, 444–447; Trails to the West, 448–453; Growth of the United States, 458 TE only: Extend the Lesson Through Technology Research: Define Manifest Destiny, 440g

8.59 Describe American settlements in Texas after 1821 and the causes for the Texas War of Independence, including the roles of David Crockett and Sam Houston in the war and the legacy of the Alamo. (G, H, P, TN)

Mexican-American War, SE: TN 68/TE: TN T91; Alamo, SE: TN 68/TE: TN T91; David Crockett, SE: SE: TN 68/TE: TN T91 SE/TE: Growing Conflict, 454; Declaring Independence, 455; Republic of Texas, 456; Alamo, 442–443, 455; Sam Houston, 455–456, 501 TE only: Extend the Lesson Through Technology Research: Create a Biography of Sam Houston, 440h







Grade 8



©2015

8.60 Analyze the reasons, outcome and legacy of groups moving west including the mountain men/trail blazers, Mormons, missionaries, settlers, and the impact of the Oregon Trail and John C. Frémont. (C, G, H)

SE/TE: The West, 444–447; Trails to the West, 448–453; Conflict With Mexico, 454–459; Geography and History: The Mexican-American War, 460–461; A Rush to the West, 462–467; Historian’s Apprentice, 468; Review and Assessment, 470–471 TE only: Extend the Lesson Through Technology Research: Write a Diary Entry and Draw a Picture of Life on the Oregon Trail, 440g

8.61 Describe the major events and impact of the presidency of James K. Polk including his “Dark Horse” nomination, the settlements of the Oregon boundary, the annexation of Texas, and the acquisition of California through the Mexican War. (E, G, H, P)

Polk’s Presidency, SE: TN 68–TN 69/TE: TN T91-TN T92 SE/TE: Election of 1844, 456; Conflict With Mexico, 454–459; Geography and History: The Mexican-American War, 460–461

8.62 Describe the causes, course, and consequences of the Mexican War, including the controversy over the Rio Grande boundary, the roles played by Zachary Taylor and Winfield Scott, the Mexican Cession and the Wilmot Proviso. (C, E, G, H, P)

Mexican-American War, SE: TN 68/TE: TN T91 SE/TE: Conflict With Mexico, 454–459; Geography and History: The Mexican-American War, 460–461; Wilmot Proviso, 482

8.63 Trace the major figures and events in the discovery of gold in California and its impact on the economy of the United States, including John Sutter, and 49’ers. (C, E, G, H)

SE/TE: The California Gold Rush, 464–465; California’s Changing Population, 466–467; John Sutter, 464; Primary Sources: David Rohrer Leeper, Gold Rush Journal, 703 TE only: Extend the Lesson Through Technology Research: Write a Newspaper Article about John Sutter, 440h

Primary Documents and Supporting Texts to Read: excerpts from “The Declaration of Sentiments, Seneca Falls Convention; excerpts from “Nature” and “Self-Reliance”, Ralph Waldo Emerson; excerpts from “Walden” and “Civil Disobedience”, Henry David Thoreau; “Ain’t I A Woman,” Sojourner Truth; excerpts from Eliza Bryan of the New Madrid Earthquakes

The New Madrid Earthquakes of 1811–1812 are discussed on pages SE: TN 66 and TN 67/TE: TN T89 and TN T90. SE/TE: Excerpts from “The Declaration of Sentiments”, Seneca Falls Convention, 474; Ralph Waldo Emerson is discussed on 432–433; Primary Sources: Elizabeth Cady Stanton, Letter From Seneca Falls, 700; Ralph Waldo Emerson, Self-Reliance, 701; Henry David Thoreau, Civil Disobedience, 724; “Ain’t I A Woman,” Sojourner Truth, 727; Eliza Bryan, New Madrid Earthquakes, 730







Grade 8



©2015

Primary Document and Supporting Texts to Consider: excerpts from Roughing It, Mark Twain; A Narrative in the Life of David Crockett of the state of Tennessee, David Crockett

The life of David Crockett is discussed on pages SE:TN 68/TE: TN T91 SE/TE: Mark Twain is discussed on page 634

Slavery in America (1800-1850) Students analyze the issue of slavery and the resulting controversies. 8.64 Describe the significance of the Northwest Ordinance and the banning of slavery in new states north of the Ohio River. (C, E, P)

SE/TE: Northwest Ordinance of 1787, 207; Settling the Northwest Territory, 210–211

8.65 Describe the reasons for and the impact of the Missouri Compromise of 1820. (G, H, P)

SE/TE: Missouri Compromise, 404–405, 495

8.66 Analyze the impact of the various leaders of the abolitionist movement, including John Brown and armed resistance; Harriet Tubman and the Underground Railroad; William Lloyd Garrison and The Liberator; Frederick Douglass and the Slave Narratives; and Harriet Beecher Stowe’s Uncle Tom’s Cabin, Virginia Hill and Free Hill, Tennessee; Francis Wright and Nashoba Commune; and Elihu Embree’ s The Emancipator. (C, E, H, P, TN)

Elihu Embree’s The Emancipator, SE: TN 65/TE: TN T88; Virginia Hill and Free Hill; SE: TN 67/TE: TN T90; Francis Wright and Nashoba Commune, SE: TN 67/TE: TN T90 SE/TE: The Fight Against Slavery, 422–424, 426; Infographic: The Underground Railroad, 425; Sojourner Truth, 427; Uncle Tom’s Cabin, 488, 492–493; William Lloyd Garrison, 423, 426;; Frederick Douglass, Independence Day Speech, 436; Primary Sources: Frederick Douglass, The Autobiography of Frederick Douglass, 723 TE only: Extend the Lesson Through Technology Research: Write a Newspaper Editorial Opposing the Fugitive Slave Law, 478g; Write a Letter to Frederick Douglass, 410g; Create a Timeline of the Battle Over Slavery, 478g; Write an Obituary About John Brown, 478h

8.67 Explain the reasons for and the impact of the Compromise of 1850, including the roles played Daniel Webster and John C. Calhoun and the Fugitive Slave Law. (C, E, G, H, P)

SE/TE: The Compromise of 1850, 486–487, 505, 491; Fugitive Slave Act of 1850, 487, 506; Calhoun Versus Webster, 484; Document-Based Questions, 507 TE only: Extend the Lesson Through Technology Research: Write a Newspaper Editorial Opposing the Fugitive Slave Law, 478g







Grade 8



©2015

8.68 Explain the motivations behind passage of the Kansas-Nebraska Act of 1854, including the rise of the Republican Party, “Bleeding Kansas,” the Sumner Brooks incident, and the John Brown raid on Harper’s Ferry. (H, P)

SE/TE: The Kansas-Nebraska Act, 489-490; Bleeding Kansas, 490-491; A New Antislavery Party, 494; John Brown’s Raid, 497-498

8.69 Analyze the reasons for and applied by the Supreme Court in the Dred Scott v. Sandford case and the resulting divisiveness between the North and South. (C, H, P)

SE/TE: Dred Scott v. Sandford (1857), 495; Primary Sources: Roger Taney, Dred Scott v. Sanford Decision, 729

8.70 Examine the arguments presented by Stephen Douglas and Abraham Lincoln in the Illinois Senate race debate of 1858. (H, P)

SE/TE: The Lincoln-Douglas Debates, 496–497; Distinguish Relevant Information, 506 TE only: Extend the Lesson Through Technology Research: Create an Editorial for a Candidate in the Election of 1860, 478h

8.71 Identify the conditions of enslavement, and explain how slaves adapted and resisted in their daily lives. (C, H)

The Development and Demise of Slavery in America, SE: TN 65–TN 66/TE: TN T88-TN T89 SE/TE: The Plantation South, 396–400; Review and Assessment, 408–409; Primary Sources: “Twelve Years a Slave,” 699, “Defiance of the Fugitive Slave Law,” 704

Primary Documents and Supporting Texts to Read: excerpts from Uncle Tom’s Cabin, Harriet Beecher Stowe; excerpts from the Lincoln-Douglas Debates; excerpts from Roger Taney’s decision in the Dred Scott case; excerpts from The Autobiography of Frederick Douglass, Frederick Douglass.

SE/TE: Excerpts from Uncle Tom’s Cabin, Harriet Beecher Stowe, 492–493; The Lincoln-Douglas Debates are discussed on pages 480–481 and 496–497. The Dred Scott case is discussed on pages 480–481 and 495; Primary Sources: Frederick Douglass, The Autobiography of Frederick Douglass, 723; Roger Taney, Dred Scott v. Sanford Decision, 729

Civil War (1830-1865) Students analyze the multiple causes, key events, and complex consequences of the Civil War. 8.72 Identify on a map the boundaries constituting the North and the South and delineate and evaluate the geographical differences between the two regions, including the differences between agrarians and industrialists. (E, G, P)

SE/TE: Infographic: The Underground Railroad, 425; Maps: Election of 1860, 500, The Civil War, 510–511, States Take Sides, 513, Early Days of the War, 520







Grade 8



©2015

8.73 Identify the constitutional issues posed by the doctrine of nullification and secession and analyze the earliest origins of that doctrine. (C, P)

SE/TE: Threats to secede, 331, 484, 500–501, 512; Nullification, 338–339, 364–366

8.74 Evaluate each candidate and the election of 1860 and analyze how that campaign reflected the sectional turmoil in the country. (G, P, TN)

SE/TE: The Lincoln-Douglas Debates, 496; Election of 1860, 499–500; Distinguish Relevant Information, 506 TE only: Extend the Lesson Through Technology Research: Create an Editorial for a Candidate in the Election of 1860, 478h

8.75 Explain the geographical division of Tennessee over the issue of slavery and secession, including Governor Harris, the secession convention vote of 1861, anti-secession efforts, and Scott County. (P, TN)

The Development and Demise of Slavery in America, SE: TN 65–TN 67/TE: TN T88-TN T89; Civil War Divides Tennessee, SE: TN 70–TN 72/TE: TN T93-TN T95

8.76 Describe Abraham Lincoln’s presidency and his significant writings and speeches, including his House Divided speech in 1858, Gettysburg Address in 1863, Emancipation Proclamation in 1863 and inaugural addresses in 1861 and 1865. (C, H, P)

SE/TE: The Coming of Civil War, 499–503; Comprehension and Critical Thinking, 506; Taking Sides in the War, 512–513; The War in the East, 519; The Emancipation Proclamation, 524–527; “The Gettysburg Address”, 535; Skills for Life: Analyze a Speech, 538; Comprehension and Critical Thinking, 540; Primary Sources: Abraham Lincoln, Emancipation Proclamation, 728

8.77 Explain the roles of leaders during the Civil War, including Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Stonewall Jackson and soldiers on both sides of the war, including Tennesseans David Farragut, Nathan Bedford Forrest and William Brownlow. (C, E, H, P, TN)

Matthew Fontaine Maury, SE: TN 71/TE: TN T94; Sam Watkins, SE: TN 71/TE: TN T94; William Brownlow, SE: TN 71/TE: TN T94, SE: TN 72/TE: TN T95; Nathan Bedford Forrest, SE: TN 71/TE: TN T94, SE: TN 72/TE: TN T95 SE/TE: Robert E. Lee, 497, 514, 519, 534–537, 638; Jefferson Davis, 501, 529, 540; Thomas “Stonewall” Jackson, 516, 533; Ulysses S. Grant, 520–521, 535–537, 556, 558, 644; David Farragut, 521 TE only: Extend the Lesson Through Technology Research: Present a Biography, 508h







Grade 8



©2015

8.78 Describe African-American involvement in the Union army, including the Massachusetts 54th Regiment and the 13th U.S. Colored Troops in the Battle of Nashville. (C, H, TN)

Battle of Nashville, SE: TN 72/TE: TN T95 SE/TE: African Americans Help the Union, 526–527; Primary Sources: James Henry Gooding, Letters From an African American Soldier, 707

8.79 Cite textual evidence analyzing the life of the common soldier in the Civil War, including Sam Watkins and Sam Davis. (C, H, TN)

Sam Watkins, SE: TN 71/TE: TN T94 SE/TE: Americans Against Americans, 515–516; A Soldier’s Life, 517; New Technology in the War, 518; Geography and History: The Battle of Shiloh, 522–523; Comprehension and Critical Thinking, 540

8.80 Trace the critical developments and events in the war, including geographical advantages and economic advantages of both sides, technological advances and the location and significance of the following battles:

SE/TE: The Civil War, 508–509; Visual Summary, 510–511; The Call to Arms, 512–515; History Interactive, 516–517; Early Years of the War, 518–523; The Emancipation Proclamation, 524–527; The Civil War and American Life, 528–532; Decisive Battles, 533–537; Quick Study Guide, 539; Review and Assessment, 540–541 TE only: Extend the Lesson Through Technology Research: Deliver a Newscast About a Civil War Battle, 508h

Anaconda Plan

SE/TE: See Early Years of the War, 518–523

First Battle of Bull Run

SE/TE: Battle of Bull Run, 510–511, 516

Fort Henry and Fort Donelson SE/TE: Fort Henry and Fort Donelson, 520

Shiloh SE/TE: Battle of Shiloh, 510–511, 521, 522–523

Antietam SE/TE: Battle of Antietam, 510–511, 520, 568

Stones River Battle of Stones River, SE: TN 72/ TE: TN T95, SE: TN 73/TE: TN T96

Fredericksburg SE/TE: Battle of Fredericksburg, 511

Chancellorsville SE/TE: Battle of Chancellorsville, 511







Grade 8



©2015

Gettysburg SE/TE: Battle of Gettysburg, 477, 510–511, 534–535

Vicksburg SE/TE: Battle of Vicksburg, 511, 520, 535

Chickamauga Battle of Chickamauga, SE: TN 72/TE: TN T95, SE: TN 73/ TE: TN T96

Lookout Mountain Lookout Mountain (“Battle Above the Clouds”), SE: TN 72/TE: TN T95, SE: TN 73/ TE: TN T96

Franklin Battle of Franklin, SE: TN 72/TE: TN T95

Nashville Battle of Nashville, SE: TN 72/TE: TN T95 SE/TE: Battle of Nashville, 520

Sherman’s “March to the Sea” SE/TE: March to the Sea, 536

Appomattox Court House SE/TE: Appomattox Court House, 537

8.81 Assess the impact of the assassination of President Abraham Lincoln on both the North and the South. (C, E, H, P)

SE/TE: Lincoln is Murdered, 549

Primary Documents and Supporting Texts to Read: excerpts from the “House Divided” speech in 1858, Gettysburg Address in 1863, Emancipation Proclamation in 1863, and Inaugural Addresses in 1861 and 1865, Abraham Lincoln; The Respective of Co. Aytch, Sam Watkins

Diaries of Sam Watkins are discussed on pages SE: TN 71/TE: TN T94. SE/TE: Excerpt from the “House Divided” speech in 1858, 496; Excerpts from the Gettysburg Address in 1863, 535, 538; Excerpts from the Emancipation Proclamation in 1863, 525, 569, 728; Inaugural Addresses in 1861, Abraham Lincoln, 501; Inaugural Addresses in 1865, Abraham Lincoln, 503; Primary Sources: Abraham Lincoln, Emancipation Proclamation, 728







Grade 8



©2015

Reconstruction (1865-1877) Students analyze the character and lasting consequences of Reconstruction. 8.82 Explain the significance of 13th, 14th, and 15th Amendments to the Constitution. (P)

Fourteenth Amendment, SE: TN 71/TE: TN T94 SE/TE: Thirteenth Amendment, 243, 255, 552, 565; Fourteenth Amendment, 244, 553–554, 565, 245, 556–557, 565, 566; Primary Sources: Fourteenth Amendment, 722 TE only: Extend the Lesson Through Technology Research: Create a Timeline, 542h

8.83 Analyze the choice of Andrew Johnson as Vice-President, his succession to the Presidency, his plan for Reconstruction and his conflict with the Radical Republicans. (H, P, TN)

SE/TE: Andrew Johnson, 549, 552–554, 556 TE only: Extend the Lesson Through Technology Research: Debate the Proposals, 542f

8.84 Compare the 10 Percent Plan to the Radical Republican Plan for Reconstruction. (C, P)

SE/TE: Ten Percent Plan (Lincoln), 546–547; Radical Reconstruction, 544–545, 554–556 TE only: Extend the Lesson Through Technology Research: Debate the Proposals, 542f

8.85 Explain 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. (C, H, P)

SE/TE: Freedmen’s Bureau, 543, 548; Jim Crow Laws, 560

8.86 Trace the rise of the Ku Klux Klan and vigilante justice, including its role in Tennessee. (C, P, TN)

Ku Klux Klan, SE: TN 74/TE: TN T97 SE/TE: Ku Klux Klan, 556, 557, 567, 570

8.87 Explain the movement of both white and black Northern entrepreneurs (carpetbaggers) from the North to the South (C, E, P)

SE/TE: Carpetbaggers, 544–545, 555; Industrial Growth, 562–563

8.88 Explain the controversy of the 1876 presidential election and the subsequent removal of federal troops from the South. (H, P)

SE/TE: The End of Reconstruction, 558–563







Grade 8



©2015

8.89 Describe the push-pull effect in the movement of former slaves to the North and West, including the Exodusters, Pap Singleton, and the First Great Migration to urban centers. (C, E, G, H, TN)

First Great Migration, SE: TN 74-TN 75/ TE: TN T97-TN T98, Buffalo Soldiers, SE: TN 75/TE: TN T98; Pap Singleton, SE: TN 75/TE: TN T98 SE/TE: Buffalo Soldiers, 586; Exodusters, 597; Skills for Life: Analyze a Migration Map, 566

8.90 Describe the major developments in Tennessee during the Reconstruction Era, including the Constitutional Convention of 1870, the yellow fever epidemic of 1878 and the election of African-Americans to the General Assembly. (G, P, TN)

The Reconstruction Years, SE: TN 74–TN 76/TE: TN T97-TN T99

Primary Documents and Supporting Texts to Read: excerpts from the 13th, 14th, and 15th Amendments to the Constitution

SE/TE: Excerpt from the Thirteenth Amendment, 243; Excerpt from the Fourteenth Amendment, 244, 722; Excerpt from the Fifteenth Amendment, 245

Primary Documents and Supporting Texts to Consider: excerpts from Black Codes and Jim Crow Laws

SE/TE: For related material see: Black Codes, 553; Jim Crow Laws, 560

Westward Expansion after the Civil War (1865-1890) Students analyze the social, political, and economic transformation of America as a result of westward expansion. 8.91 Explain patterns of agricultural and industrial development after the Civil War as they relate to climate, use of natural resources, markets and trade and the location of such development on a map. (E, G)

SE/TE: The West Transformed, 576–577; Mining and Railroads, 578–581; Geography and History: Transcontinental Railroad, 582–583; The Cattle Kingdom, 590–594; Farming in the West, 595–599; Review and Assessment, 602–603; Industry and Urban Growth, 606–607; A New Industrial Revolution, 608–613 TE only: Extend the Lesson Through Technology Research: Build a Timeline of Railroads, 574g







Grade 8



©2015

8.92 Trace the evolution of federal policies toward American Indians, including movement to reservations; assimilation, boarding schools, wars with American Indians (Little Big Horn and Wounded Knee), and the impact of the railroad and settlement patterns of pioneers, Buffalo Soldiers (George Jordan), and the Dawes Act. (C, E, G, H, P, TN)

Buffalo Soldiers, SE: TN 75/TE: TN T98; George Jordon, SE: TN 75/TE: TN T98 SE/TE: The Railroad Boom, 580–581; Native Americans Struggle to Survive, 584–589; The Cattle Kingdom, 590–594; Farming in the West, 595–599; Buffalo Soldiers, 586 TE only: Extend the Lesson Through Technology Research: Write a Biography, 574g

8.93 Explain the significance of various American Indian leaders, including: (H)

SE/TE: Native Americans Struggle to Survive, 584–589 TE only: Extend the Lesson Through Technology Research: Write a Biography, 574g

Crazy Horse

SE/TE: Crazy Horse, 586

Geronimo

SE/TE: Geronimo, 587, 588

Sitting Bull

SE/TE: Sitting Bull, 586, 588

Chief Joseph

SE/TE: Chief Joseph, 587

8.94 Explain the impact of the Homestead Act. (E, H, P)

SE/TE: Aid to Railroads, 580; Homestead Act, 595; Farmers Organize, 598–599; Comprehension and Critical Thinking, 602

8.95 Analyze how significant inventors and their inventions, including barbed wire, the six shooter, windmills, sod housing, and the steel plow changed life in the West. (E, H, P)

SE/TE: Busting Sod, 596; New Farming Methods, 596; The “Grasshopper Plow”, 597

8.96 Trace the expansion and development of the Transcontinental Railroad including the Golden Spike event (1869), and the role that Chinese immigrant laborers (Central Pacific track) and Irish immigrant laborers (Union Pacific track) played in its construction. (C, E, G, P)

SE/TE: The Railroad Boom, 580–581; Geography and History: Transcontinental Railroad, 582–583 TE only: Extend the Lesson Through Technology Research: Build a Timeline of Railroads, 574g





Tennessee Social Studies Curriculum Standards

United States History and Geography Colonization of North America to

Reconstruction and the American West Grade 8



©2015

8.97 Examine the development and life of the iconic American cowboy, including his skills, clothes and daily life and work. (C, H)

SE/TE: The Wild West, 592–593; Writing, 594 TE only: Extend the Lesson Through Technology Research: Write an Oral Report, 574h

8.98 Explain the concepts of the Open Range, Long Drive, and cow towns in the development of the American ranching industry. (E, G, H)

SE/TE: The Cattle Kingdom, 590–594

Primary Documents and Supporting Texts to Read: A Century of Dishonor, Helen Hunt Jackson.

SE/TE: A Century of Dishonor, Helen Hunt Jackson is discussed on page 589. TE only: Differentiated Instruction: Research, 586



Content Strand Code

Content Strand Definition

C Culture Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

E Economics Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

G Geography Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

H History History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

P Government, Civics, and Politics

Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

TN Tennessee Connection

Tennessee has a unique story and provides a more intimate view of the past in our present lives. As students connect with their own state’s history and geography they will gain a greater perspective of the impact and significance of national history, movements, decisions, and ideas.
