Prentice Hall America: History of Our Nation

A Correlation of

Prentice Hall America: History of Our Nation

Florida Edition

To the

Florida Course Standards and Access Points for M/J United States History - 2100010

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LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly; N/A

Build Vocabulary, HT6, Key Terms, 6, 10, 16, 21, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 140, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 282, 290, 294, 298, 310, 314, 322, 327, 340, 345, 349, 355, 362, 382, 390, 396, 401, 414, 422, 427, 431, 444, 448, 454, 462, 482, 486, 494, 499, 512, 518, 524, 528, 546, 552, 558, 576, 584, 590, 596, Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604 Check Your Progress: 19, 52, 93

LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; N/A

Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604, Check Your Progress, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 184, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 387, 395, 400, 405, 519, 426, 430, 435, 447, 453, 459, 467, 485, 491, 498, 503, 517, 521, 527, 532, 549, 557, 563, 581, 589, 595, 601, Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Literature, 124, 185, 360, 388, 492, Think Like a Historian, HT2–HT3, How to Read History, HT4–HT7, Evaluate Internet Sources, HT22–HT24, Explore With Essential Question, HT25, Skills for Life, 28, 94, 162, 222, 302, 332, 368, 436, 468, 538, 564, Cultures of North America: 1015

Grade Eight

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

INSTRUCTIONAL MATERIALS CORRELATION

Social StudiesCOURSE STANDARDS

M/J United States History

America: History of Our Nation, Florida Edition2100010

22-1603684-03

1858

Committee Member Evaluation(Committee Member Use Only)

Pearson Education, Inc., publishing as Prentice Hall

LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words; N/A

Literature, 124, 185, 360, 388, 492, Key Terms, 6, 10, 16, 21, 36, 44, 49, 53, 66, 71, 77, 84, 90, 102, 107, 113, 118, 140, 145, 150, 156, 170, 179, 186, 191, 204, 212, 218, 282, 290, 294, 298, 310, 314, 322, 327, 340, 345, 349, 355, 362, 382, 390, 396, 401, 414, 422, 427, 431, 444, 448, 454, 462, 482, 486, 494, 499, 512, 518, 524, 528, 546, 552, 558, 576, 584, 590, 596, Vocabulary Builder throughout the text introduces words within the context of the selection. For examples see: 7, 24, 51, 91, 110, 151, 183, 205, 284, 348, 395, 429, 449, 501, 535, 578

LA.8.6.2.2

The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources;

N/A

Evaluate Credibility, FL30, Historical Evidence, HT2, Using Historical Sources, HT3, Read Informational Texts, HT4–HT5, Evaluate Internet Sources, HT21, 21st Century Learning: Read a Primary Source, 94, Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Evaluate Written Sources, 468, also see: Detect Bias, 359, 540, 612, Detect Points of View, 144, 149, 224, 293, 334, 367, 370, 408, 419, 447, 485, 506, 610, 616, 626, 636, 637, 640, 94, 418, 419, 468, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585, Spain's Empire in the Americas: 44-48, The Emancipation Proclamation: 524-527

MA.8.A.1.3Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear equations.

Moderate

Analyze Linear and Non-Linear Graphs, FL33, FL38 Review and Assessment, 61, Reading Charts, 397, also see: Infographic, 13, Geography and History, 210, 320, Review and Assessment, 409; Economics Handbook, 658, The Plantation South: 396-400

MA.8.A.1.6 Compare the graphs of linear and non-linear functions for real-world situations. Moderate

Analyze Linear and Non-Linear Graphs, FL33, FL38, Review and Assessment, 61, Reading Charts, 397. Economics Handbook, 664, Historian's Apprentice, 472, The Plantation South: 396-400

SS.8.A.1.1

Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments.

N/A

Toolkit: Evaluate Internet Sources, HT21, Skills for Life: Read a Primary Source, 94, Distinguish Facts From Opinions, 302, Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Evaluate Written Sources, 468, Analyze a Speech, 538; also see: Section Assessment, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 178, 184, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 491, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595, 601, Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604, Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 335, 371, 409, 439, 471, 507, 541, 567, 605, Culturesof North America: 10-15, Spain's Empire in the Americas: 44-48

SS.8.A.1.2Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.

N/A

Toolkit: Reading Skills (Cause and Effect), HT7, Build Geography Skills, HT10–HT17, Build Chart Skills, HT18–HT20, Skills for Life: Understand Sequence, 58, Compare Maps, 196, Analyze Cause and Effect, 222, Build Political Cartoon Skills, 406, Analyze a Migration Map, 564; also see: Map Master, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 380, 402, 412, 425, 442, 445, 452, 456, 458, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 574, 577, 592, Charts, Graphs, and Diagrams, 40, 50, 61, 88, 114, 122, 126, 152, 182, 205, 210, 254, 256, 257, 259, 260, 261, 262, 264, 268, 284, 291, 300, 312, 342, 350, 383, 394, 397, 397, 404, 409, 500, 500, 507, 514, 554, 560, 588, 602, 604, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585, Cause-and-Effect Charts, 146, 222, 429, 536, Review and Assessment, 60 Infographic, 109, Trouble on the Frontier, 140-144, States' Rights and the Economy, 362-367, A Call for Women's Rights, 427-430

SS.8.A.1.3Analyze current events relevant to American History topics through a variety of electronic and print media resources.

N/A

Links Across Time: Link to Today, 25, 56, 104, 187, 215, 292, 317, 347, 385, 418, 465, 496, 562, 586, Skills for Life: Compare and Contrast, 126, Make Predictions, 602, Into the Future, 596–601, The Birth of Political Parties, 290-293, Improving Society, 414-419, The Crisis Deepens, 594-498

SS.8.A.1.4Differentiate fact from opinion, utilize appropriate historical research and fiction/nonfiction support materials.

N/A

How to Read History, HT4–HT5, 21st Century Skills, 28, 504, Skills for Life: Read a Primary Source, 94, Distinguish Facts From Opinions, 302, Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Evaluate Written Sources, 468, Analyze a Speech, 538; also see: Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585

SS.8.A.1.5Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.

N/A

Read a Primary Source, 94, Build Political Cartoon Skills, 406, Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Literature, 124, 185, 360, 388, 492, Primary Source Readings, 607–642, also see: Evaluate Credibility, FL30, Historical Evidence, HT2, UsingHistorical Sources, HT3, Read Informational Texts, HT4–HT5, Evaluate Internet Sources, HT21, Skills for Life: Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Evaluate Written Sources, 468, The European Heritage, 22-27, Governing the Colonies, 102-106, A Critical Time, 179-181, Indian Removal, 355-361

SS.8.A.1.6 Compare interpretations of key events and issues throughout American History. N/A

Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571, Republicans Versus Federalists, 291

SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. N/A

Historic World Viewed through Art, 31, 45, 47, 55, 148, Historic World Viewed through Artifacts, 11, 14, 15, 24, 105, 109, 110, 119, 151, 183, 499, 523, Historic World Viewed through Music, 289, 371, American Literature and Arts, 431–435, Document-Based Assessment, 97, 165, 439, 567, Literature, 124–125, 185, 360–361, 388–389, 492–493, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585, Skills for Life: Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Evaluate Written Sources, 468, Evaluate Credibility, FL30, Historical Evidence, HT2, Using Historical Sources, HT3, Read Informational Texts, HT4–HT5, Geography and History, 522, The Colonists Resist Tighter Control, 145, American Literature and Arts, 431-435

SS.8.A.2.1Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America.

N/A

The Age of Exploration, 36–41, Spain’s Empire in the Americas, 44–48, Europeans Compete in North America, 49–52, France and the Netherlands in North America, 53-57, Quick Study Guide, 59, Review and Assessment, 60–61

SS.8.A.2.2 Compare the characteristics of the New England, Middle, and Southern colonies. N/A

Essential Question, 64–65, The New England Colonies, 71–76, The Middle Colonies, 77–81, Landscapes of the 13 Colonies, 82–83, The Southern Colonies, 84–89, Quick Study Guide, 95, Review and Assessment, 96–97, The First English Settlements, 66-70

SS.8.A.2.3Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as labor sources.

N/A

The New England Colonies, 74, Growth and Change, 75–76, 79–81, Three Regions, 83, Change in the Southern Colonies, 87–89, Review and Assessment, 96, Indentured Servants, 111–112, Slavery in the Colonies, 113–117

SS.8.A.2.4Identify the impact of key colonial figures on the economic, political, and social development of the colonies.

N/A

John Smith, 67, 68, 94, 120, Powhatan, 67, 68, 94, Squanto, 70, Cotton Mather, 72, Roger Williams, 73, John Winthrop, 72, Anne Hutchinson, 74, 75, Thomas Hooker, 75, John Wheelright, 75, William Penn, 78, 79, Nathanial Bacon, 85, Lord Baltimore, 86, James Oglethorpe, 87, John Peter Zenger, 105, Phillis Wheatley, 120, Anne Bradstreet, 120, Benjamin Franklin, 101, 120, 124–125, Jonathan Edwards, 121, John Locke, 122

SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations. N/A

Founding Jamestown, 67–68, The First Thanksgiving, 70, King Philip’s War, 76, The Backcountry, 81, Life in Spanish Missions, 93, Interactions with Native Americans, 131, The Albany Congress, 141, The Colonists Resist Tighter Control, 145-149, Conflict with Native Americans, 145–146, Focus on Florida: The Early Republic, FL3-2; Focus on Florida: Seminoles and Settlers, FL4-2

SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War. N/A

Trouble on the Frontier, 140–144, The Colonists Resist Tighter Control, 145-149, Quick Study Guide, 163, Review and Assessment, 164; Focus on Florida: Florida in the American Revolution, FL2-2

SS.8.A.2.7Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of colonial America.

N/A

Anne Hutchinson 75, Puritans 75, Slavery in the Southern Colonies, 83, Change in the Southern Colonies, 87–89, Spanish Florida, 90, Colonial Society, 107–112, Slavery in the Colonies, 113-117, The Spread of New Ideas, 118-123

SS.8.A.3.1Explain the consequences of the French and Indian War in British policies for the American colonies from 1763 - 1774.

N/AThe Colonist Resist Tighter Control, 145–149, A From Protest to Rebellion, 150–153, A Spirit of Protest, 154–155, Quick Study Guide, 163, Review and Assessment, 164

SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 - 1774. N/A

Essential Question, 138–139, The Colonist Resist Tighter Control, 145–149, A From Protest to Rebellion, 150–153, A Spirit of Protest, 154–155, Quick Study Guide, 163, Review andAssessment, 164, Document-Based Assessment, 165

SS.8.A.3.3

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts.

N/A

John Adams, 139, 152, 149, 170, 193, 220, 293, 298–301, 303, 305, Sam Adams, 149, 152, Benjamin Franklin, 101, 120, 124–125, 141–142, 156, 193, 213, 216, 217, 280, John Hancock, 156, Alexander Hamilton, 218, 285, Thomas Jefferson, 156, 158, 172, James Madison, 213, 290, George Mason, 219, George Washington, 140–141, 142, 152, 156, 159–161, 179, 181–184, 192, 194, 213, 214, 220, 276, 280–281, 282–283, 273

SS.8.A.3.4

Examine the contributions of influential groups to both the American and British war efforts during the American Revolutionary War and their effects on the outcome of the war.

N/A

The War Begins, 156–161, A Critical Time, 179-181, Help From Overseas, 183, Check Your Progress, 184, The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198

SS.8.A.3.5 Describe the influence of individuals on social and political developments during the Revolutionary era. N/A

A Nation Declares Independence, 170–173, A Critical Time, 179–184, The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198–199

SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution. N/A

Trouble on the Frontier, 140–144, The Colonists Resist Tighter Control, 145–149, From Protest to Rebellion, 150–153, History Interactive: Events That Led to the Revolution, 152, The War Begins, 156–161, Quick Study Guide, 163, Review and Assessment, 164–165, A Nation Declares Independence, 170–173, A Critical Time, 179–184, The War Widens, 186–190, Winning Independence, 191–195, Quick Study Guide, 197, Review and Assessment, 198–199

SS.8.A.3.7 Examine the structure, content, and consequences of the Declaration of Independence. N/A

A Nation Declares Independence, 170-178, The Declaration of Independence, 172, Impact of the Declaration, 173, Text of The Declaration of Independence, 174–178, Quick Study Guide, 197, Review and Assessment, 198, Document-Based Assessment, 199

SS.8.A.3.8 Examine individuals and groups that affected political and social motivations during the American Revolution. N/A

From Protest to Rebellion, 150–153, A Spirit of Protest, 154–155, The Second Continental Congress, 156–157, A Nation Declares Independence, 170–173, Signers of Declaration, 178, A Critical Time, 179–184, The War Widens, 186–190, Winning Independence, 191–195, Quick Study Guide, 197, Review and Assessment, 198–199

SS.8.A.3.9Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention.

N/A Governing a New Nation, 204–209, Quick Study Guide, 223, Review and Assessment, 224

SS.8.A.3.10

Examine the course and consequences of the Constitutional Convention (New Jersey Plan, Virginia Plan, Great Compromise, Three-Fifths Compromise, compromises regarding taxation and slave trade, Electoral College, state vs. federal power, empowering a president).

N/AThe Constitutional Convention, 212–217, Debating the Constitution, 218–221, Quick Study Guide, 223, Review and Assessment, 224

SS.8.A.3.11Analyze support and opposition (Federalists, Federalist Papers, AntiFederalists, Bill of Rights) to ratification of the U.S. Constitution.

N/ADebating the Constitution, 218–221, Quick Study Guide, 223, Review and Assessment, 224, Document-Based Assessment, 225, Primary Sources: The Federalist, No. 39, 621

SS.8.A.3.12 Examine the influences of George Washington's presidency in the formation of the new nation. N/A

Washington Takes Office, 282–287, Troubles at Home and Abroad, 294–297, Quick Study Guide, 303, Review and Assessment, 304

SS.8.A.3.13Explain major domestic and international economic, military, political, and socio-cultural events of John Adams's presidency.

N/A The Presidency of John Adams, 298–301, Quick Study Guide, 303, Review and Assessment, 304–305

SS.8.A.3.14Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency.

N/AJefferson Takes Office, 310–313, The Louisiana Purchase, 314–319, A Time of Conflict, 322–326, Quick Study Guide, 333,Review and Assessment, 334

SS.8.A.3.15

Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves, women, working class).

N/A

Colonial Society, 107–112, Slavery in the Colonies, 113–117, The Spread of New Ideas, 118-123, The War Widens, 186-190, Valley Forge, 184, African Americans in the War, 186, The War at Home, 187–188, Fighting in the West, 188–189, Focus on Florida: The Early Republic, FL3-2; Indian Removal, 355–359, The Industrial Revolution, 382–387, The North Transformed, 390–395, Literature, 124, 360

SS.8.A.3.16 Examine key events in Florida history as each impacts this era of American history. N/A Spanish Florida, 144, Treaty of Paris, 193, Focus on Florida:

Florida and the American Revolution, FL2-2

SS.8.A.4.1

Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

N/A

The War of 1812, 327–331, Quick Study Guide, 333, Review and Assessment, 334–335, Adams-Onis Treaty, 345, The Monroe Doctrine, 347, Relations with Canada, 348, Indian Removal, 355–359, The Extension of Slavery, 404–405, Essential Question, 442–443, The West, 444–447, Trails to the West, 448–453, Conflict With Mexico, 454–459, The Mexican-American War, 460–461, A Rush to the West, 462–467, Review and Assessment, 470–471, Compromises Fail, 486–491, Quick Study Guide, 505, Review and Assessment, 506–507

SS.8.A.4.2 Describe the debate surrounding the spread of slavery into western territories and Florida. N/A

Focus on Florida: The Early Republic, FL3-2; Focus on Florida: The Struggle for Florida Statehood, FL4-9; Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Coming of the Civil War, 499–503, Quick Study Guide, 505, Review and Assessment, 506–507, Focus on Florida: Florida and the Civil War, FL5-2

SS.8.A.4.3Examine the experiences and perspectives of significant individuals and groups during this era of American History.

N/A21st Century Skills, 162, Trails to the West, 448–453, Mormons Settle Utah, 462–463, Role of Women, California’s Changing Population, 466–467, Review and Assessment, 470

SS.8.A.4.4Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.

N/A

21st Century Skills, 368, 564, Indian Removal, 355–359, Skills for Life, 368, Quick Study Guide, 369, Review and Assessment, 370, Essential Question, 442–443, Mexican Settlement, 446, Check Your Progress, 447, Trails to the West, 448-453, Women in the West, 453, Native Americans and Settlers, 453, China’s Changing Population, 466–467

SS.8.A.4.5Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation's economy.

N/AA Transportation Revolution, 392–393, The Challenges of Growth, 401-405, Check Your Progress, 395, 405, Review and Assessment, 408

SS.8.A.4.6Identify technological improvements (inventions/inventors) that contributed to industrial growth.

N/A

The Industrial Revolution, 382–387, The North Transformed, 390-395, The Growth of Northern Industry, 391–392, A Transportation Revolution, 392–393, The Cotton Gin, 396, Refining Sugar, 399, Check Your Progress, 400, Review and Assessment, 408

SS.8.A.4.7Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England's textile industry.

N/AThe Industrial Revolution, 382-389, American Industry Grows, 384–385, The Revolution Takes Hold, 386–387, Literature: Mill Workers, 388–389, Review and Assessment, 408

SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History. N/A

21st Century Skills, 162, Skills for Life, 332, The Age of Jackson, 349–354, Indian Removal, 355–359, Essential Question, 412–413, Improving Society, 414–419, The Fight Against Slavery, 422–426, A Call for Women’s Rights, 427–430, American Literature and Arts, 431–435, Quick Study Guide, 437, Review and Assessment, 438–439, Abolitionism, 475, Women’s Rights, 474

SS.8.A.4.9 Analyze the causes, course and consequences of the Second Great Awakening on social reform movements. N/A

Improving Society, 414-421, The Second Great Awakening, 415–416, 423, Quick Study Guide, 437, Document-Based Assessment, 439

SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor. N/A The Cotton Kingdom, 396–397, Check Your Progress, 400,

Quick Study Guide, 407, Review and Assessment, 408–409

SS.8.A.4.11Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves' spiritual system.

N/A The Plantation South, 396–400, Quick Study Guide, 407, Review and Assessment, 408–409

SS.8.A.4.12 Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory. N/A The Louisiana Purchase, 314-321, A Surprise Offer, 315

SS.8.A.4.13

Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.

N/A Three Important Supreme Court Rulings, 343–344, Indian Removal, 355-361, Support for Native Americans, 357, Review and Assessment, 370

SS.8.A.4.14Examine the causes, course, and consequences of the women's suffrage movement (1848 Seneca Falls Convention, Declaration of Sentiments).

N/A A Call for Women’s Rights, 427–430, Quick Study Guide, 437, Review and Assessment, 438–439

SS.8.A.4.15Examine the causes, course, and consequences of literature movements (Transcendentalism) significant to this era of American history.

N/A American Literature and Arts, 431–435, Quick Study Guide, 437, Review and Assessment, 438–439

SS.8.A.4.16 Identify key ideas and influences of Jacksonian democracy. N/A The Age of Jackson, 349–354, Quick Study Guide, 369,

Review and Assessment, 370–371

SS.8.A.4.17 Examine key events and peoples in Florida history as each impacts this era of American history. N/A

Relations With Spain, 345, Why It Matters, 355, Map: Indian Removal, 356, Quick Study Guide, 369, Focus on Florida: The Early Republic, FL3-2, Focus on Florida: Seminoles and Settlers, FL4-2

SS.8.A.4.18

Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida's and America's society and culture during the Territorial Period.

N/A Why It Matters, 355, Map: Indian Removal, 356, Focus on Florida: The Struggle for Florida Statehood, FL4-9

SS.8.A.5.1Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states' rights, balance of power in the Senate).

N/A

States's Rights and the Economy, 362-367, The Challenges of Growth 401-405, The Fight Against Slavery, 422-426, Essential Question, 480–481, Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Crisis Deepens, 494–498, The Coming of the Civil War, 499–503, Quick Study Guide, 505, Review and Assessment, 506–507, Essential Question, 510-511, The Call to Arms, 512–517, Early Years of the War, 518–521, The Battle of Shiloh, 522–523, 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

SS.8.A.5.2 Analyze the role of slavery in the development of sectional conflict. N/A

The Fight Against Slavery, 422-426, Essential Question, 480–481, Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Crisis Deepens, 494–498, Quick Study Guide, 505, Review and Assessment, 506–507

SS.8.A.5.3Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln's presidency.

N/A

The Dred Scott Decision, 495, The Coming of the Civil War, 499–503, Quick Study Guide, 505, Review and Assessment, 506–507, Essential Question, 510-511, The Call to Arms, 512–517, Early Years of the War, 518–521, The Battle of Shiloh, 522–523, The Emancipation Proclamation, 524–527, The Civil War and American Life, 528–532, Decisive Battles, 533–537, Skills for Life: 538, Quick Study Guide, 539, Review and Assessment, 540–541, Rebuilding the Nation, 546–549

SS.8.A.5.4Identify the division (Confederate and Union States, Border states, western territories) of the United States at the outbreak of the Civil War.

N/A Essential Question: Map, 510–511, The Call to Arms, 512-517, States Take Sides, 513, Early Years of the War, 518-523

SS.8.A.5.5 Compare Union and Confederate strengths and weaknesses. N/A

The Call to Arms, 512-517, North Against South, 514, The Two Sides Plan Strategies, 515, Check Your Progress, 517, Geography and History, 522

SS.8.A.5.6 Compare significant Civil War battles and events and their effects on civilian populations. N/A

The Call to Arms, 512-517, First Battle of Bull Run, 516, A Soldier’s Life, 517, The War in the East, 519, The War in the West, 520–521, The Battle of Shiloh, 522–523, The Civil War and American Life, 528-532, Decisive Battles, 533–537, Quick Study Guide, 539, Review and Assessment, 540–540

SS.8.A.5.7 Examine key events and peoples in Florida history as each impacts this era of American history. N/A Focus on Florida: Florida and the Civil War, FL5-2

SS.8.A.5.8

Explain and evaluate the policies, practices, and consequences of Reconstruction (presidential and congressional reconstruction, Johnson's impeachment, Civil Rights Act of 1866, the 13th, 14th, and 15th Amendments, opposition of Southern whites to Reconstruction, accomplishments and failures of Radical Reconstruction, presidential election of 1876, end of Reconstruction, rise of Jim Crow laws, rise of Ku Klux Klan).

N/A

Essential Question, 544–545, Rebuilding the Nation, 546–549, The Battle Over Reconstruction, 552–557, The End of Reconstruction, 558–563, Quick Study Guide, 565, Review and Assessment, 566–567, Focus on Florida: Florida and the Civil War, FL5-2

SS.8.C.1.1 Identify the constitutional provisions for establishing citizenship. N/A Rights and Responsibilities of Citizenship, 270–271, The

Fourteenth Amendment, 553–554

SS.8.C.1.2Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other colonists.

N/A

Governing the Colonies, 102–106, The Great Awakening, 121, The Enlightenment, 122–123, The War Begins, 156-161, Patriots Against Loyalists, 157-158, Check Your Progress, 161, A Nation Declares Independence, 170–173, The Declaration of Independence, 174–178, Ideas Behind the Constitution, 252–253, also see: Civics Handbook, 665–676

SS.8.C.1.3Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.

N/A

The Mayflower Compact, 69, Governing the Colonies, 102–106, The Great Awakening, 121, The Enlightenment, 122–123, The Albany Congress, 141–142, The Colonists Resist Tighter Control, 145–149, From Protest to Rebellion, 150–153, A Nation Declares Independence, 170–173, The Constitutional Convention, 212–217, Washington Takes Office, 282–287, Building a National Identity, 340–344, The Age of Jackson, 349–354, States’ Rights and the Economy, 362–367, Rebuilding the Nation, 546–549, Civics Handbook, 665–676

SS.8.C.1.4Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.

N/A

The First English Settlements, 66–70, Governing the Colonies, 102–106, A Nation Declares Independence, 170–173, A Critical Time, 179-185, Governing a New Nation, 204–209, The Constitutional Convention, 212–217, Debating the Constitution, 218–221, Ideas Behind the Constitution, 252–253, Focus on Florida: Florida’s System of Government, FL2-5, The Age of Jackson, 349–354, Compromises Fail, 486–491, The Crisis Deepens, 494–498, The Coming of the Civil War, 499–503, The Emancipation Proclamation, 524–527, Rebuilding the Nation, 546–549, Civics Handbook, 665–676

SS.8.C.1.5Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.

N/A

Citizenship Handbook, 266–267, 270–271, Focus on Florida: Florida’s System of Government, FL2-5, also see: The Constitution of the United States, 226–250, Debating the Constitution, 218–221

SS.8.C.1.6Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day.

N/A

Fifteenth Amendment, 245, 556–557, 565, Nineteenth Amendment, 246, 255, 581, The Fourteenth Amendment, 245, 553–554, 565, The Battle Over Reconstruction, 552-557, The Nation Grows, 576-583, The Progressive Era, 580–581

SS.8.C.2.1

Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to Reconstruction.

N/A

Magna Carta, 103, English Bill of Rights, 103, The Constitution of the United States, 226–250, Primary Source, 290, The Emancipation Proclamation, 525, The Battle Over Reconstruction, 552-557, The Fourteenth Amendment, 553–554, Primary Source Readings in American History, 608, 609, 613, 614, 615, 616, 618, 620, 621, 622, 623, 625, 628, 629, 632, 637, 638,

SS.8.E.1.1

Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.

N/A

Building the National Economy, 341–343, Review and Assessment, 370, The Industrial Revolution, 382–387, The North Transformed, 390–395, The Plantation South, 396–400, The Challenges of Growth, 401–405, Business and Labor, 578–579, The Crash, 587, The Great Depression, 587–589, Financial Meltdown, 601, Economics Handbook, 650–664

SS.8.E.2.1

Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.

N/A

France and the Netherlands in North America, 53–57, Hamilton’s Financial Plan, 285–286, The Whiskey Rebellion, 287, Building the National Economy, 341–343, The Industrial Revolution, 382–387, Eli Whitney, 386, 396, Henry Blair, 399, Check Your Progress, 400, DeWitt Clinton, 403, Business and Labor, 578–579, Seeking Equality, 551

SS.8.E.2.2 Explain the economic impact of government policies. N/A

Regulating Trade, 106, From Protest to Rebellion, 150–153, Growing Problems, 208–209, Debates Over Slavery, 215, Debating the Constitution, 218-221, Washington Takes Office, 282-287, Hamilton’s Financial Plan, 285–286, The Whiskey Rebellion, 287, The War and Economic Strains, 531, 576-583, Business and Labor, 578–579, The Crash, 587, The Great Depression, 587–589, Financial Meltdown, 601, Economic Systems, 652–656, Nations Work Together, 661, The Government’s Role in the Economy, 662–663

SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States. N/A

Colonial Society, 107-109, Slavery in the Colonies, 113–117, The Irish Immigration, 1845–1853, 394, African Americans in the North, 395, The Plantation South, 396–400, Essential Question, 442, California’s Changing Population, 466–467

SS.8.E.3.1 Evaluate domestic and international interdependence. N/A

Trade Networks of Asia and Africa, 16–19, Geography and History, 20–21, Europeans Compete in North America, 49–52, Spain’s Empire in the Americas, 44–48, France and the Netherlands in North America, 53–57, Slavery in the Colonies, 113–117, A Critical Time, 179–184, Building a National Identity, 340–344, Dealing With Other Nations, 345–348, A New Role for the Nation, 584–589, Toward the Modern Age, 590–595, Into the Future, 596–601

SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history. N/A

Toolkit: Build Geography Skills, HT12, HT14, HT15, HT17, Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564; Focus on Florida History (maps), FL1-3, FL1-4, FL2-3, FL3-6, FL5-5; also see: Map Master, 64, 67, 74, 80, 82, 86, 91, 100, 196, 207, 210, 316, 325, 341, 380, 442, 445, 452, 456, 458, 471, 480, 489, 510, 513, 544, 545, 574, 577

SS.8.G.1.2Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.

N/A

Toolkit: Build Geography Skills, HT12, HT13, HT14, HT15, HT16, HT17, Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564; Focus on Florida History (maps), FL1-3, FL1-4, FL2-3, FL3-6, FL5-5; also see: Map Master, 13, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 356, 380, 380, 402, 412, 425, 442, 445, 452, 456, 458, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 574, 577

SS.8.G.2.1Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.

N/A

Geography and History: Landscapes of the 13 Colonies, 82–83,Settling the Northwest Territory, 210–211, Exploring the Louisiana Purchase, 320–321, Focus on Florida History, FL1-2–FL1-11, FL2-5–FL2-7, FL3-2–FL3-7, FL4-2–FL4-8, FL5-2–FL5-7, also see: Cultures of North America, 10–15, The First English Settlements, 66–70, The New England Colonies, 71–76, The Middle Colonies, 77–81, The Southern Colonies, 84–89, Spanish Colonies on the Borderlands, 90–93, Governing the Colonies, 102–106, Colonial Society, 107–112, Slavery in the Colonies, 113–117, Trouble on the Frontier, 140–144, The Louisiana Purchase, 314–319, Indian Removal, 355–359, The North Transformed, 390–395, The Plantation South, 396–400, The West, 444–447, Trails to the West, 448–453, A Rush to the West, 462–467, The Nation Grows, 576–581, also see, Geography and History, HT8, Five Themes of Geography, HT9

SS.8.G.2.2

Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

N/A

Geography and History: Landscapes of the 13 Colonies, 82–83,Settling the Northwest Territory, 210–211, Exploring the Louisiana Purchase, 320–321; Focus on Florida History, FL1-2–FL1-11, FL2-5–FL2-7, FL3-2–FL3-7, FL4-2–FL4-8, FL5-2–FL5-7; Skills for Life: Compare Maps, 196, Analyze a Migration Map, 564; also see: Toolkit: Build Geography Skills, HT14, HT15, HT17, Map Master: Skills Activity, 64, 67, 74, 80, 86, 91, 100, 196, 207, 210, 316, 325, 341, 380, 442, 445, 452, 456, 458, 471, 480, 489, 510, 513, 544, 545, 574, 577

SS.8.G.2.3Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time.

N/A

Focus on Florida History (maps), FL1-3, FL1-4, FL2-3, FL3-6, FL5-5, Geography and History: Settling the Northwest Territory, 210–211, Exploring the Louisiana Purchase, 320–321, also see: Map Master: North America in 1763 and in 1783, 196, Western Land Claims, 207, Settling the Northwest Territory, 210, Exploring the Louisiana Purchase, 316, Land Taken From Native Americans, 325, A Changing Nation, 338, Westward Expansion, 1820–1860, 442, North America in 1830, 445, Trailsto the West, 1830-1850, 452, The Texas War for Independence, 456, Growth of the United States to 1853, 458, The Growing Nation, 1865–Present, 574, Native American Territory, 577, also see, Geography and History, HT8, Five Themes of Geography, HT9, Governing a New Nation, 204-211, The Louisiana Purchase, 314-321

SS.8.G.3.1 Locate and describe in geographic terms the major ecosystems of the United States. N/A

Map Master: River Systems of the American Southwest, HT 15, Native Americans of North America (regions), 12, 14–15, Infographic: Homes of Native Americans, 13, Geography of New England, 71, Geography of the Middle Colonies, 77, Geography of the Southern Colonies, 84, Lewis and Clark Explore the West, 317–319, What Was “The West”?, 444–445, Life in the West, 451, also see: Geography and History: Landscapes of the 13 Colonies, 82–83, Settling the Northwest Territory, 210–211, Exploring the Louisiana Purchase, 320–321

SS.8.G.3.2

Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time.

N/AFocus on Florida: The Roots of Florida’s History, FL1-2, also see: Landscapes of the 13 Colonies, 82–83, also see: United States: Resources & the Economy, A-6–A-7

SS.8.G.4.1Interpret population growth and other demographic data for any given place in the United States throughout its history.

N/A

United States: Population Density, A-14–A-15, Growth of Cities,390, A New Wave of Immigrants, 393–394, African Americans in the North, 395, also see: Charts, Graphs, and Diagrams: Population of the South, 1850, HT 20, Native American Population of Central Mexico, 1500–1580, 61, Destinations of Enslaved Africans, 1500–1870, 114, Settling the Northwest Territory, 210, The Electoral College, 2008, 261, Irish Immigration, 1845–1853, 394, Growth of Slavery, 1800–1860, 397, Population in Selected Southern States, 1840 . 409, Election of 1860: Percentage Electoral & Popular Vote, 500, Percentage of Popular Vote, 1860, 507, Unemployment, 1927–1933, 588, Percent of Total U.S. Population by Age Group, 1960–2050, 602, Population Growth by Region, 1980–2000, 604

SS.8.G.4.2

Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.

N/A

The Earliest Americans, 6–9, The Age of Exploration, 36–41, Europeans Compete in North America, 49–52, France and the Netherlands in North America, 53–57, The First English Settlements, 66–70, Slavery in the Colonies, 113–117, Tecumseh and the Prophet, 325–326, Indian Removal, 355–359, Growth of Cities, 390, A New Wave of Immigrants, 393–394, African Americans in the North, 395, The West, 444–447, Trails to the West, 448–453, A Rush to the West, 462–467; also see through maps, graphs, charts and diagrams: The First Americans Arrive, 7, Spanish Explorations in North America, 46, French Explorations in North America, 54, The Atlantic Slave Trade, 114, Western Land Claims, 207, Settling the Northwest Territory, 210, Exploring the Louisiana Purchase, 316, The Irish Immigration, 1845–1853, 394, Growth of Slavery, 1800–1860, 397, Westward Expansion, 1820–1860, 442, Trails to the West, 1830-1850, 452, African American Migration, 1866–1877, 564, The Growing Nation, 1865–Present, 574, Draw Conclusions, FL31, The United States: A Diverse Nation, A10–A11, United States: Territorial Expansion, A-12–A-13, Geography and History, 460

SS.8.G.4.3Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.

N/A

Columbian Exchange, 40, 41, The First Thanksgiving, 70, Diverse and Thriving Colonies, 81, Religious Toleration in Maryland, 86, African Cultural Influences, 117, Interactions with Native Americans, 131, Spanish Texas, 131, Settling the Northwest Territory, 210–211, The Arts of Early America, 288–289, The Mexican American War, 457–458, A New Wave of Immigrants, 393–394, African Americans in the North, 395, The West, 444–447, Trails to the West, 448–453, A Rush to the West, 462–467, Immigration and the Growth of Cities, 579, An Immigrant’s Journey, 582–583, Focus on Florida: The Roots of Florida’s History, FL1-5, FL1-6, The United States: A Diverse Nation, A10–A11

SS.8.G.4.4

Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.

N/A

Geography and History: 82–83, 320–321, 460–461, A Transportation Revolution, 392–393, A New Wave of Immigrants, 393–394, African Americans in the North, 395, Building a National Identity, 340–344, Trails to the West, 448–453, A Rush to the West, 462–467, Maps, 64, 207, 210, 338, 380, 442, 452, 458, 471, 564, 574, Skills for Life: 602, United States: A Territorial Expansion, A-12–A-13, Five Themes of Geography, HT9

SS.8.G.4.5Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States over time.

N/AGeography and History: 320–321, The Industrial Revolution, 382–387, The North Transformed, 390–395, Quick Study Guide, 407, also see: Build Geography Skills, HT8–HT17

SS.8.G.4.6 Use political maps to describe changes in boundaries and governance throughout American history. N/A

Analyze Maps, FL29, Build Geography Skills, HT12, Political Maps, HT14, Special Purpose Maps, HT16, HT17, Maps, 34, 64–65, 67, 74, 80, 82–83, 86, 91, 100, 196, 207, 210–211, 356, 442, 456, 458, 513, 544, 574, Skills for Life, 196

SS.8.G.5.1Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

N/A

Cultures of North America, 10–15, Trade Networks of Asia and Africa, 16–19, The European Heritage, 22–27, Founding Jamestown, 67, The New England Colonies, 74, The Middle Colonies, 80, The Southern Colonies, 86, Geography and History: 82–83, 210–211, The Industrial Revolution, 382–387, The North Transformed, 390–395, The Plantation South, 396–400, Focus on Florida: The Roots of Florida’s History, FL1-2, also see: United States: Resources & the Economy, A-6–A-7

SS.8.G.5.2Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.

N/A

Cultures of North America, 10–15, The Southern Colonies, 84–89, Geography of the Southern Colonies, 84, 390-391, Roads and Turnpikes, 402, Canals, 403–404, also see: Five Themes of Geography, HT9

SS.8.G.6.1Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.

N/A

21st Century Skills: 196, Analyze Maps, 7, 13, 31, 64–65, 67, 74, 80, 82-83, 86, 91, 100, 165, 207, 210–211, 316, 320–321, 325, 338, 356, 380, 425, 442, 445, 458, 471, 500, 510, 513, 544, 577, also see: Analyze Maps, FL29, Build Geography Skills, HT8–HT17

SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations. N/A

The Columbian Exchange, 40, Document-Based Assessment, 61, The New England Colonies, 71–76, The Middle Colonies, 77–81, The Southern Colonies, 84–89, Governing the Colonies,102-106, Compare and Contrast, 126, See How Tariffs Work, 342, Causes of the Revolution, 152, Indian Removal, 355–359, Cotton Production and Slavery, 397, Free and Slave States, 404, Election of 1860, 500, Geography and History: 20–21, 82–83, 210–211, 320–321, 460–461, 522–523, also see: Analyze Maps, FL29, Five Themes of Geography, HT9, PoliticalMaps, HT15

America: History of Our Nation incorporates the Understanding by Design model, co-created by program author Grant Wiggins. This instruction encourages students to Connect to the content and builds knowledge and skills through Experience, which leads to Understanding. Unit-level and chapter-level Essential Questions provide a larger framework to guide students and help them see the big idea of each chapter. Woven throughout each section, activity, and assessment, the Essential Questions help students to connect to content by activating prior knowledge and engaging them in each lesson. Through America: History of Our Nation, students will be able to explore concepts, build knowledge, and transfer what they've learned beyond the classroom.“Understanding by Design” is registered as a trademark with the Patent and Trademark Office by the Association for Supervision of Curriculum Development (ASCD). ASCD has not authorized, approved or sponsored this work and is in no way affiliated with Pearson or its products.

Sample page References:Essential Question: Unit 1 Essential Question: How did the colonists with strong roots in the past, develop their own way of life? 1; Chapter 4 Essential Question: How did colonial life take shape? 98 Section Focus Questions: Section 1: How did English ideas about government and trade affect the colonies? 102; Section 2: What were the characteristics of colonial society? 107; Section 3: How did slavery develop in the colonies and affect colonial life? 113; Section 4: How did ideas about religion and government influence colonial life?History Interactive: Explore the Lives of Colonial Women 109; PearsonSchool.com/amhist 21st Century Skills: 21st Century Learning: Compare and Contrast 126 Unit 1 Historian's Apprentice Workshop Activity: Work in pairs or small groups to create a skit or short story that addresses the unit essential question. 133

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eIDENTIFY AN EXAMPLE (WITH PAGE NUMBERS OR LOCATION) DEEMED TYPICAL OF THE APPROACH TAKEN IN THE MAJOR TOOL.

OVERALL INSTRUCTIONAL QUALITY

The major tool introduces and builds social studies concepts as a coherent whole. It provides opportunities to students to explore why an idea is important and in which contexts that idea can be useful. In other words, the major tool helps students learn the social studies concepts in depth. Additionally, students are given opportunities to connect conceptual knowledge with procedural knowledge and factual knowledge. Overall, there is an appropriate balance of skill development and conceptual understanding.

Committee Member Evaluation(Committee Member Use Only)

Throughout the book, students encounter special features that engage their imaginations and encourage them to look further. At the end of each unit, the Historian's Apprentice Workshop immerses students in primary and secondary images and text sources to explore the essential question. Through a collaborative activity, they transfer their understanding through multimedia or in-class presentations. Students also have an opportunity to apply their understanding about Florida history through an engaging activity at the end of each unit.

Sample Page References:Links Across Time: Public Education 418Life at the Time: A Spirit of Protest 154-155Geography and History: Exploring the Louisiana Purchase 320-321Historian's Apprentice Workshop What Forces Unite and Divide a Nation? 468-469Focus on Florida History: 1824-1860: You are an East Florida rancher who meets a central Florida planter. Write a conversation you might have about statehood. FL4-11

Students encounter numerous points of view while reading America: History of Our Nation. Tasks encourage students to analyze critically, consider alternatives and make decisions. 21st Century Learning features give students a chance to build and apply those skills. Historian's Apprentice Workshops help students further refine them.

Sample Page References:Historian's Apprentice Toolkit: Historical Evidence, Using Historical Sources HT1-HT321st Century Learning features: Detect Historical Points of View332, Identify Bias 368, Evaluate Written Sources 468, Analyze a Speech 538

Evaluating differing points of view is encouraged by the tasks presented to students. Tasks require students to make decisions, determine strategies, and justify solutions.

Tasks are engaging and interesting enough that students want to pursue them. Real world problems are realistic and relevant to students’ lives.

Numerous tasks in the student book call on students to build and then communicate their understanding of social studies topics, developing confidence and self-direction as they move through both collaborative and independent work.

Sample Page References:Check Your Progress: Writing: Chapter 5 Section 1: Write two or three sentences identifying the problems facing the Albany Congress. Were these problems solved? Explain your answer in three or four sentences. 144; Section 2: As a Member of Parliament, you vote against repealing the Stamp Act. Brainstorm one or two possible solutions that you think would work better. 149Review and Assessment: Writing Since 1766, you have been a colonial merchant living in Boston. Write a letter to a friend explaining why you feel it is important to serve on the correspondence committee in your town. 164Historian's Apprentice Workshop Activities: Unit 2: Review the documents and other information to make a political cartoon on the unit question: How did the colonists break away from Britain and create a republican form of government? 275; Unit 3: Divide into three groups to prepare and stage a mock Congressional hearing on the unit question: What problems might a new nation face? 375Reading Skills: Chapter 5 Section 1: Make Inferences 140; Section 2: Support Inferences With Details 145; Draw Logical Conclusions 150; Identify Supporting Evidence 156

Tasks engage students in communicating social studies by writing, explaining, drawing, talking, listening, and reading for information. Tasks encourage collaboration, discussion, individual accountability, and positive interdependence.

America: History of Our Nation includes a variety of opportunities for students to organize, record and communicate their thinking. Through the Write Like a Historian feature, they are introduced to the writing process, including the use of graphic organizers to organize one's thoughts before writing. This support is followed up online with the Writing Workshop Online feature. To understand a single concept, students have the chance to explore multiple perspectives about a single concept through the Historian’s Apprentice Workshop, as well as numerous features that provide text and visual primary and secondary sources. Other primary and secondary sources enliven the text and give students an opportunity to hear the voices and read the key documents of American history.

Sample Page References:Historian's Apprentice Toolkit: Write Like a Historian: This feature provides instruction and practice in expository essays, research papers, narrative essays and persuasive essays. HT22-HT24. Historian's Apprentice Workshop: Unit 5 How Was the Civil War a Political, economic, and social turning point? The feature primary and secondary sources from which students can develop an answer to the essential question and complete the activity. 568-571Primary sources: The Liberator 423, Sarah Grimke protesting women's limited educational opportunities 427, Moby-Dick 432, Frederick Douglass Independence Day speech 436, Declaration of Sentiments 439, Abraham Lincoln and Stephen Douglas Debate 637

America: History of Our Nation gives students a chance to see the connections between history and other disciplines, such as reading, art, mathematics, and science. Features such as Geography and History, Life at the Time, and Literature exemplify this approach.

Sample Page References:Geography and History: Settling the Northwest Territory: shows math is important to understanding the settling of the Northwest Territory. 210-211Life at the Time The Arts in Early America: helps students connect architecture, folk art, and music to the development of American pride. 288Literature: Valley Forge by Maxwell Anderson uses drama to bring an episode in American Revolutionary history to life.

The social studies connects to other disciplines such as reading, art, mathematics, and science. Tasks represent ideas as interconnected and building upon each other.

Students are given opportunities to create and use representations to organize, record, and communicate their thinking. Tasks promote the use of multiple representations. Students use a variety of tools, including both primary and secondary sources, to understand a single concept.

America: History of Our Nation provides less than 10% extraneous content for this course. Any additional content is included to help create an engaging narrative and provide greater context for students.

Sample Page References:Chapter 3, Section 5 Spanish Colonies on the Borderlands

Content provided that is NOT directly associated with NGSSS benchmarks for the course/grade level is less than approximately ten percent (10%). (Publishers must list ALL content here, not just examples.)

SUBJECT: GRADE LEVEL:

COURSE TITLE: COURSE CODE:

SUBMISSION TITLE:TITLE ID:

PUBLISHER: PUBLISHER ID:

ACCESS POINT CODE ACCESS POINT DESCRIPTION

LESSONS WHERE ACCESS POINT IS DIRECTLY ADDRESSED IN-DEPTH IN MAJORTOOL(Include page numbers of lesson, a link to lesson, or other identifier for easy lookup for committee member.)

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SS.8.A.1.In.aProvide supporting details for an answer from a reference, ask questions to gather information for oral history, and check the accuracy of a source.

Toolkit: Evaluate Internet Sources, HT21, Skills for Life: Read a Primary Source, 94, Distinguish Facts From Opinions, 302, Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Evaluate Written Sources, 468, Analyze a Speech, 538; also see: Section Assessment, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 178, 184, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 491, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595, 601, Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604, Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605

Social StudiesGrade EightM/J United States History2100010

(Committee Member Use Only)

CORRELATIONFLORIDA DEPARTMENT OF EDUCATION

ACCESS POINTSINSTRUCTIONAL MATERIALS CORRELATION

Committee Member Evaluation

America: History of Our Nation, Florida Edition1858Pearson Education, Inc., publishing as Prentice Hall22-1603684-03

SS.8.A.1.In.b Interpret graphs, maps, photographs, and timelines.

Toolkit: Reading Skills (Cause and Effect), HT7, Build Geography Skills, HT10–HT17, Build Chart Skills, HT18–HT20, Skills for Life: Understand Sequence, 58, Compare Maps, 196, Analyze Cause and Effect, 222, Build Political Cartoon Skills, 406, Analyze a Migration Map, 564; also see: Map Master, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 380, 402, 412, 425, 442, 445, 452, 456, 458, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 574, 577, 592, Charts, Graphs, and Diagrams, 40, 50, 61, 88, 114, 122, 126, 152, 182, 205, 210, 254, 256, 257, 259, 260, 261, 262, 264, 268, 284, 291, 300, 312, 342, 350, 383, 394, 397, 397, 404, 409, 500, 500, 507, 514, 554, 560, 588, 602, 604, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585, Cause-and-Effect Charts, 146, 222, 429, 536

SS.8.A.1.In.c Identify current events relevant to American History topics using media resources and print.

Links Across Time: Link to Today, 25, 56, 104, 187, 215, 292, 317, 347, 385, 418, 465, 496, 562, 586, Skills for Life: Compare and Contrast, 126, Make Predictions, 602, Into the Future, 596–601

SS.8.A.1.In.dIdentify the difference between fact and opinion and use appropriate resources and support materials to gather information.

How to Read History, HT4–HT5, Skills for Life: Read a Primary Source, 94, Distinguish Facts From Opinions, 302, Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Evaluate Written Sources, 468, Analyze a Speech, 538; also see: Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585

SS.8.A.1.In.eIdentify the author and purpose of significant historical documents and distinguish between a primary and secondary historical source.

Read a Primary Source, 94, Build Political Cartoon Skills, 406, Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Literature, 124, 185, 360, 388, 492, Primary Source Readings, 607–642

SS.8.A.1.In.f Identify similarities and differences in points of view of historical interpretations of key events.

Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571, Republicans Versus Federalists, 291

SS.8.A.1.In.g Identify well-known historical events shown in art, writings, music, and artifacts.

Historic World Viewed through Art, 31, 45, 47, 55, 148, Historic World Viewed through Artifacts, 11, 14, 15, 24, 105, 109, 110, 119, 151, 183, 499, 523, Historic World Viewed through Music, 289, 371, American Literature and Arts, 431–435, Document-Based Assessment, 97, 165, 439, 567, Literature, 124–125, 185, 360–361, 388–389, 492–493, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585

SS.8.A.1.Pa.a Ask simple questions to gather information.

Frame Questions, 128, 312, 417, Ask: analytical questions, 444, 445, 447, 584, 586, 589, extension questions, 576, 580, 581, inferential questions, 448, 451, 453, questions, 16, 17, 19, questions that connect to the present, 596, 600, 601, questions that go beyond the text, 462, 467, questions to synthesize information, 454, 456, 459

SS.8.A.1.Pa.b Gather information from simple maps, photographs, and pictorial timelines.

Map Master, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 380, 402, 412, 425, 442, 445, 452, 456, 458, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 574, 577, 592, Charts, Graphs, and Diagrams, 40, 50, 61, 88, 114, 122, 126, 152, 182, 205, 210, 254, 256, 257, 259, 260, 261, 262, 264, 268, 284, 291, 300, 312, 342, 350, 383, 394, 397, 397, 404, 409, 500, 500, 507, 514, 554, 560, 588, 602, 604, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585, Cause-and-Effect Charts, 146, 222, 429, 536

SS.8.A.1.Pa.c Recognize a current event in a media resource or book.

Links Across Time: Link to Today, 25, 56, 104, 187, 215, 292, 317, 347, 385, 418, 465, 496, 562, 586

SS.8.A.1.Pa.d Use appropriate resources to obtain factual information.

Historical Evidence, HT2, Using Historical Sources, HT3, Read a Primary Source, 94, Build Political Cartoon Skills, 406, Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Literature, 124, 185, 360, 388, 492, Primary Source Readings, 607–642

SS.8.A.1.Pa.e Use appropriate resources to obtain factual information.


SS.8.A.1.Pa.f Use appropriate resources to obtain factual information.


SS.8.A.1.Pa.g Recognize a well-known historical event shown in art or artifacts.


SS.8.A.1.Su.aSelect a supporting detail for an answer from a reference and ask questions to gather information.

Section Assessment, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 178, 184, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 491, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595, 601, Review and Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604, Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605

SS.8.A.1.Su.b Interpret simple graphs, maps, photographs, and pictorial timelines.

Toolkit: Reading Skills (Cause and Effect), HT7, Build Geography Skills, HT10–HT17, Build Chart Skills, HT18–HT20, Skills for Life: Understand Sequence, 58, Compare Maps, 196, Analyze Cause and Effect, 222, Build Political Cartoon Skills, 406, Analyze a Migration Map, 564; also see: Map Master, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 380, 402, 412, 425, 442, 445, 452, 456, 458, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 574, 577, 592, Charts, Graphs, and Diagrams, 40, 50, 61, 88, 114, 122, 126, 152, 182, 205, 210, 254, 256, 257, 259, 260, 261, 262, 264, 268, 284, 291, 300, 312, 342, 350, 383, 394, 397, 397, 404, 409, 500, 500, 507, 514, 554, 560, 588, 602, 604, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585, Cause-and-Effect Charts, 146, 222, 429, 536

SS.8.A.1.Su.c Recognize current events relevant to American History topics using media resources and print.

Links Across Time: Link to Today, 25, 56, 104, 187, 215, 292, 317, 347, 385, 418, 465, 496, 562, 586, Skills for Life: Compare and Contrast, 126, Make Predictions, 602, Into the Future, 596–601

SS.8.A.1.Su.dRecognize fact and opinion and use appropriate resources and support materials to gather information.

Distinguish Facts From Opinions, 302; Distinguish Facts From Opinions, 297, 537, also see: Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585

SS.8.A.1.Su.e Recognize the author and purpose of significant historical documents.

Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605, Political Cartoons, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556, 585

SS.8.A.1.Su.f Recognize differences in points of view of historical interpretations of key events.

Detect Historical Points of View, 332, Critical Thinking: Detect Points of View, 144, 149, 224, 293, 334, 360, 367, 408, 419, 447, 506, 581, 589, Document-Based Assessment, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 605

SS.8.A.1.Su.g Recognize well-known historical events shown in art, writings, music, or artifacts.


SS.8.A.2.In.aRecognize important differences among the European nations struggling for control over colonization of North America.


SS.8.A.2.In.b

Identify that the colonies were grouped into three divisions (New England, Middle, and Southern) and describe their occupations, religion, and social patterns.

Essential Question, 64–65, The New England Colonies, 71–76, The Middle Colonies, 77–81, Landscapes of the 13 Colonies, 82–83, The Southern Colonies, 84–89, Quick Study Guide, 95, Review and Assessment, 96–97

SS.8.A.2.In.cIdentify characteristics of economic systems in the colonies, including the ways slaves and indentured servants were used.


SS.8.A.2.In.dIdentify the impact of key colonial figures on the development of the colonies, such as John Smith, William Penn, and Roger Williams.


SS.8.A.2.In.e Identify the impact of colonial settlement on Native Americans.

Founding Jamestown, 67–68, The First Thanksgiving, 70, King Philip’s War, 76, The Backcountry, 81, Life in Spanish Missions, 93, Interactions with Native Americans, 131, The Albany Congress, 141, Conflict with Native Americans, 145–146, Focus on Florida: The Early Republic, FL3-2, Focus on Florida: Seminoles and Settlers, FL4-2

SS.8.A.2.In.f

Describe a cause and outcome of the French and Indian War, such as the desire to control the Ohio River Valley and that the French lost to the English.

Trouble on the Frontier, 140–144, Quick Study Guide, 163, Review and Assessment, 164; Focus on Florida: Florida in the American Revolution, FL2-2

SS.8.A.2.In.gIdentify contributions of Africans, Native Americans, women, and children to colonial America.

Anne Hutchinson 75, Puritans 75, Slavery in the Southern Colonies, 83, Change in the Southern Colonies, 87–89, Spanish Florida, 90, Colonial Society, 107–112, Slavery in the Colonies, 113-117, The Importance of Education, 118–120

SS.8.A.2.Pa.a Recognize that different groups fought for ownership of the same land.

Europeans Compete in North America, 49–52, France and the Netherlands in North America, 53-57, Quick Study Guide, 59, Review and Assessment, 60–61

SS.8.A.2.Pa.b Recognize social aspects of living in a colony. Colonial Society, 107–112

SS.8.A.2.Pa.c Recognize that workers are part of an economic system.

Indentured Servants, 111–112, Slavery in the Colonies, 113–117

SS.8.A.2.Pa.d Recognize leaders who guide other people. Governing the Colonies, 102–106

SS.8.A.2.Pa.e Recognize a change due to colonial settlement.

Governing the Colonies, 102–106, Colonial Society, 107–112, Slavery in the Colonies, 113–117, The Spread of New Ideas, 118-123, Quick StudyGuide, 127, Review and Assessment, 128–129

SS.8.A.2.Pa.f Recognize a change due to colonial settlement.

Governing the Colonies, 102–106, Colonial Society, 107–112, Slavery in the Colonies, 113–117, The Spread of New Ideas, 118-123, Quick StudyGuide, 127, Review and Assessment, 128–129

SS.8.A.2.Pa.g Recognize a contribution of a key group to colonial society.


SS.8.A.2.Su.aRecognize an important difference of each of the European nations struggling for control over colonization of North America.


SS.8.A.2.Su.bRecognize characteristics of the colonies in different regions, such as location, occupations, and social patterns.

Essential Question, 64–65, The New England Colonies, 71–76, The Middle Colonies, 77–81, Landscapes of the 13 Colonies, 82–83, The Southern Colonies, 84–89, Quick Study Guide, 95, Review and Assessment, 96–97

SS.8.A.2.Su.c Recognize a characteristic of economic systems in the colonies, including the use of slaves.


SS.8.A.2.Su.dRecognize the impact of key colonial figures on the development of the colonies, such as John Smith and William Penn.


SS.8.A.2.Su.e Recognize the impact of colonial settlement on Native Americans.

Founding Jamestown, 67–68, The First Thanksgiving, 70, King Philip’s War, 76, The Backcountry, 81, Life in Spanish Missions, 93, Interactions with Native Americans, 131, The Albany Congress, 141, Conflict with Native Americans, 145–146, Focus on Florida: The Early Republic, FL3-2, Focus on Florida: Seminoles and Settlers, FL4-2

SS.8.A.2.Su.f Identify an outcome of the French and Indian War, such as that the French lost to the English.

Trouble on the Frontier, 140–144, Quick Study Guide, 163, Review and Assessment, 164, Focus on Florida: Florida in the American Revolution, FL2-2

SS.8.A.2.Su.gRecognize contributions of Africans, Native Americans, women, and children to colonial America.


SS.8.A.3.In.a

Identify the consequences of the French and Indian War on the British rule of the colonies, such as the Proclamation of 1763, the Stamp Act, and the Tea Act.

The Colonist Resist Tighter Control, 145–149, A From Protest to Rebellion, 150–153, A Spirit of Protest, 154–155, Quick Study Guide, 163, Review and Assessment, 164

SS.8.A.3.In.b

Identify American colonial reaction to British policy, such as protests to the acts, the Boston Massacre, the Boston Tea Party, and the First Continental Congress.

Essential Question, 138–139, The Colonist Resist Tighter Control, 145–149, A From Protest to Rebellion, 150–153, A Spirit of Protest, 154–155, Quick Study Guide, 163, Review and Assessment, 164, Document-Based Assessment, 165

SS.8.A.3.In.c

Recognize major contributions of the Founding Fathers, such as John Adams, Benjamin Franklin, Thomas Jefferson, and George Washington.


SS.8.A.3.In.dIdentify contributions of key groups to the outcomes of the American Revolutionary War, including Native Americans, slaves, and women.

The War Begins, 156–161, Help From Overseas, 183, Check Your Progress, 184, The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198

SS.8.A.3.In.e

Identify the influence of individuals on social and political developments, such as James Otis—“taxation without representation,” Abigail Adams—women’s rights, Mercy Otis Warren—abolition of slavery, or Benjamin Banneker—architecture.

A Spirit of Protest, 154-155, A Nation Declares Independence, 170–173, A Critical Time, 179–184, The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198–199

SS.8.A.3.In.f

Identify major causes, events, and consequences of the American Revolution, such as “Common Sense,” unfair taxes, the Declaration of Independence, winter at Valley Forge, and the Treaty of Paris.


SS.8.A.3.In.g Identify important content of the Declaration of Independence.

The Declaration of Independence, 172, Impact of the Declaration, 173, Text of The Declaration of Independence, 174–178, Quick Study Guide, 197, Review and Assessment, 198, Document-Based Assessment, 199

SS.8.A.3.In.h

Identify the impact of individuals and groups on the American Revolution, such as Ethan Allen, the Sons of Liberty, Patrick Henry, Patriots, and individual militias.


SS.8.A.3.In.iIdentify major characteristics of the Articles of Confederation, such as a weak central government and power for the states.

Governing a New Nation, 204–209, Quick Study Guide, 223, Review and Assessment, 224

SS.8.A.3.In.j

Identify major consequences of the Constitutional Convention, such as developing different plans for the number of votes allotted for each state in Congress, the Great Compromise (the makeup of Congress), and the power of the president.


SS.8.A.3.In.kRecognize reasons why people supported or opposed the Constitution, such as the inclusion of the Bill of Rights.

Debating the Constitution, 218–221, Quick Study Guide, 223, Review and Assessment, 224

SS.8.A.3.In.l

Identify influences of George Washington’s presidency, such as forming the Cabinet, keeping the country out of war, paying off the debt, and establishing a national bank and money system.


SS.8.A.3.In.m

Identify major developments of the presidency of John Adams, such as extending the waiting period for citizenship (Alien Act) and prohibiting criticism of the government (Sedition Act).

The Presidency of John Adams, 298–301, Quick Study Guide, 303, Review and Assessment, 304–305

SS.8.A.3.In.n

Identify major developments of the presidency of Thomas Jefferson, such as the Louisiana Purchase, the Lewis and Clark Expedition, and the embargo on goods traded with Great Britain and France.

Jefferson Takes Office, 310–313, The Louisiana Purchase, 314–319, A Time of Conflict, 322–326, Quick Study Guide, 333, Review and Assessment, 334

SS.8.A.3.In.o

Identify the quality of life of under-represented groups during the American Revolution and after, such as children, indentured servants, Native Americans, slaves, women, and the working class.

Colonial Society, 107–112, Slavery in the Colonies, 113–117, Valley Forge, 184, African Americans in the War, 186, The War at Home, 187–188, Fighting in the West, 188–189, Focus on Florida: The Early Republic, FL3-2, Indian Removal, 355–359, The Industrial Revolution, 382–387, The North Transformed, 390–395

SS.8.A.3.In.p

Identify the consequences of key events in Florida history as they relate to the American Revolution, such as Florida being a refuge for Loyalists, Indian resistance, and Spanish control of Florida.

Spanish Florida, 144, Treaty of Paris, 193, Focus on Florida: Florida and the American Revolution, FL2-2

SS.8.A.3.Pa.a Recognize that the colonists were unhappy with British rule.


SS.8.A.3.Pa.b Recognize that the colonists were unhappy with British rule.


SS.8.A.3.Pa.c Recognize a Founding Father, such as George Washington.


SS.8.A.3.Pa.d Recognize ways groups help during times of war.The War Begins, 156–161, Help From Overseas, 183, Check Your Progress, 184, The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198

SS.8.A.3.Pa.e Recognize that an individual can influence social developments.

A Nation Declares Independence, 170–173, A Critical Time, 179–184, The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198–199

SS.8.A.3.Pa.f Recognize that the colonists were unhappy with British rule.


SS.8.A.3.Pa.g Recognize freedom as a goal of the Declaration of Independence.


SS.8.A.3.Pa.h Recognize ways groups help during times of war. The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198

SS.8.A.3.Pa.i Recognize that people can work together to set up a government.

The Constitutional Convention, 212–217, Debating the Constitution, 218–221, Quick Study Guide, 223, Review and Assessment, 224

SS.8.A.3.Pa.j Recognize a way individuals or groups reach agreement.

The Constitutional Convention, 212–217, Debating the Constitution, 218–221, How To Serve on a Jury, 674

SS.8.A.3.Pa.k Recognize a way individuals or groups reach agreement.

The Constitutional Convention, 212–217, Debating the Constitution, 218–221, How To Serve on a Jury, 674

SS.8.A.3.Pa.l Recognize that George Washington was the first president.


SS.8.A.3.Pa.m Recognize that new leaders bring changes to the country.

The Presidency of John Adams, 298–301, Quick Study Guide, 303, Review and Assessment, 304–305, Jefferson Takes Office, 310–313, The Louisiana Purchase, 314–319

SS.8.A.3.Pa.n Recognize that new leaders bring changes to the country.


SS.8.A.3.Pa.o Recognize an aspect of the quality of life.


SS.8.A.3.Pa.p Recognize a consequence of a key event in Florida during this era of American history.

Focus on Florida: Florida in the American Revolution, FL2-2–FL2-3

SS.8.A.3.Su.aRecognize a consequence of the French and Indian War on British rule of the colonies, such as restricting freedom and creating more taxes.

The Colonist Resist Tighter Control, 145–149, A From Protest to Rebellion, 150–153, A Spirit of Protest, 154–155, Quick Study Guide, 163, Review and Assessment, 164

SS.8.A.3.Su.b

Recognize American colonial reaction to British policy, such as protests to the acts, the Boston Massacre, the Boston Tea Party, and the First Continental Congress.


SS.8.A.3.Su.cRecognize a contribution of one of the Founding Fathers, such as Benjamin Franklin, Thomas Jefferson, or George Washington.


SS.8.A.3.Su.dRecognize contributions of a key group to the American Revolutionary War, including Native Americans, slaves, or women.

The War Begins, 156–161, Help From Overseas, 183, Check Your Progress, 184, The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198

SS.8.A.3.Su.e

Recognize an influence of an individual on social and political developments, such as James Otis—“taxation without representation,” Abigail Adams—women’s rights, Mercy Otis Warren—abolition of slavery, or Benjamin Banneker—architecture.

A Spirit of Protest, 154-155, A Nation Declares Independence, 170–173, A Critical Time, 179–184, The War Widens, 186–190, Quick Study Guide, 197, Review and Assessment, 198–199

SS.8.A.3.Su.f

Recognize major causes and consequences of the American Revolution, such as “Common Sense,” unfair taxes, the Declaration of Independence, winter at Valley Forge, and the Treaty of Paris.


SS.8.A.3.Su.g Recognize the key ideas included in the Declaration of Independence.


SS.8.A.3.Su.h

Recognize the impact of individuals and groups on the American Revolution, such as some led resistance toward the British while others provided support for the British.


SS.8.A.3.Su.i Recognize that the Articles of Confederation set up a weak central government.


SS.8.A.3.Su.j

Recognize major consequences of the Constitutional Convention, such as the makeup of Congress, how votes would be given to states, and the power of the president.

The Constitutional Convention, 212–217, Debating the Constitution, 218–221, Quick Study Guide, 223, Review and Assessment, 224

SS.8.A.3.Su.k Recognize that some people supported and others opposed the Constitution.

Debating the Constitution, 218–221, Quick Study Guide, 223, Review and Assessment, 224, Document-Based Assessment, 225, Primary Sources: The Federalist, No. 39, 621

SS.8.A.3.Su.lRecognize an influence of George Washington’s presidency, such as forming the Cabinet and establishing a national bank and money system.


SS.8.A.3.Su.mRecognize a major development of the presidency of John Adams, such as prohibiting criticism of the government (Sedition Act).

The Presidency of John Adams, 298–301, Quick Study Guide, 303, Review and Assessment, 304–305

SS.8.A.3.Su.n

Recognize a major development of the presidency of Thomas Jefferson, such as the Louisiana Purchase and the Lewis and Clark Expedition.

Jefferson Takes Office, 310–313, The Louisiana Purchase, 314–319, A Time of Conflict, 322–326, Quick Study Guide, 333, Review and Assessment, 334

SS.8.A.3.Su.o

Recognize the quality of life of an under-represented group, such as children, indentured servants, Native Americans, slaves, women, or the working class.


SS.8.A.3.Su.p

Recognize a consequence of key events in Florida as they relate to the American Revolution, such as Florida being a refuge for Loyalists, Indian resistance, or Spanish control of Florida.

Spanish Florida, 144, Treaty of Paris, 193, Focus on Florida: Florida and the American Revolution, FL2-2

SS.8.A.4.In.a

Identify major events and consequences of America’s westward expansion, such as the War of 1812, the acquisition of Florida, the Trail of Tears, and the California Gold Rush.


SS.8.A.4.In.bIdentify reasons why people supported or opposed slavery in the western territories and Florida.

Focus on Florida: The Early Republic, FL3-2, Focus on Florida: The Struggle for Florida Statehood, FL4-9, Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Coming of the Civil War, 499–503, Quick Study Guide, 505, Review and Assessment, 506–507, Focus on Florida: Florida and the Civil War, FL5-2

SS.8.A.4.In.c

Identify the roles of individuals and groups during westward expansion, such as Lewis and Clark, Sacajawea, Native Americans, slaves, and Chinese immigrants.

Trails to the West, 448–453, Mormons Settle Utah, 462–463, Role of Women, California’s Changing Population, 466–467, Review and Assessment, 470

SS.8.A.4.In.d

Identify the roles of individuals and groups during westward expansion, such as Lewis and Clark, Sacajawea, Native Americans, slaves, and Chinese immigrants.


SS.8.A.4.In.e Identify how transportation changed America’s economy in the 1800s.

A Transportation Revolution, 392–393, Check Your Progress, 395, 405, Review and Assessment, 408

SS.8.A.4.In.f

Recognize technological improvements in industry, such as Eli Whitney and the cotton gin, Robert Fulton and the steam engine, and Francis Cabot Lowell and the mechanized cotton mill.

The Industrial Revolution, 382–387, The Growth of Northern Industry, 391–392, A Transportation Revolution, 392–393, The Cotton Gin, 396, Refining Sugar, 399, Check Your Progress, 400, Review and Assessment, 408

SS.8.A.4.In.g Identify working conditions in textile mills in New England as they affected women and children.

American Industry Grows, 384–385, The Revolution Takes Hold, 386–387, Literature: Mill Workers, 388–389, Review and Assessment, 408

SS.8.A.4.In.h

Identify the influence of individuals on social and political developments, such as Thomas Jefferson—westward expansion, Frederick Douglass—the abolitionist movement, Dorothea Dix—social reforms, and Susan B. Anthony—women's rights.

Skills for Life, 332, The Age of Jackson, 349–354, Indian Removal, 355–359, Essential Question, 412–413, Improving Society, 414–419, The Fight Against Slavery, 422–426, A Call for Women’s Rights, 427–430, American Literature and Arts, 431–435, Quick Study Guide, 437, Review and Assessment, 438–439, Abolitionism, 475, Women’s Rights, 474

SS.8.A.4.In.i

Identify the influence of individuals on social and political developments, such as Thomas Jefferson—westward expansion, Frederick Douglass—the abolitionist movement, Dorothea Dix—social reforms, and Susan B. Anthony—women's rights.


SS.8.A.4.In.j

Recognize technological improvements in industry, such as Eli Whitney and the cotton gin, Robert Fulton and the steam engine, and Francis Cabot Lowell and the mechanized cotton mill.


SS.8.A.4.In.k Identify characteristics of slave life on plantations, including resistance efforts. A Surprise Offer, 315

SS.8.A.4.In.lIdentify an effect of the Haitian Revolution, such as forcing the French to give up the Louisiana Territory to the United States.

A Surprise Offer, 315

SS.8.A.4.In.m

Identify a consequence of landmark Supreme Court cases during the westward expansion, such as that Native American tribes came under federal jurisdiction and were subsequently forced from their land.

Three Important Supreme Court Rulings, 343–344, Support for Native Americans, 357, Review and Assessment, 370

SS.8.A.4.In.nIdentify the major causes, events, and consequences of the women’s suffrage movement.

A Call for Women’s Rights, 427–430, Quick Study Guide, 437, Review and Assessment, 438–439

SS.8.A.4.In.o Identify literature that supported social reform in the era of westward expansion.

American Literature and Arts, 431–435, Quick Study Guide, 437, Review and Assessment, 438–439

SS.8.A.4.In.p

Recognize influences of Jacksonian democracy, such as an expansion of voting rights, the spoils system, a strong federal government, and the Indian Removal Act.

The Age of Jackson, 349–354, Quick Study Guide, 369, Review and Assessment, 370–371

SS.8.A.4.In.q

Identify impacts that Florida had on the era of the westward expansion, such as relations with Seminoles and runaway slaves, and the establishment of Florida as a territory and admittance as a state.

Relations With Spain, 345, Why It Matters, 355, Map: Indian Removal, 356, Quick Study Guide, 369, Focus on Florida: The Early Republic, FL3-2; Focus on Florida: Seminoles and Settlers, FL4-2

SS.8.A.4.In.r

Identify impacts that Florida had on the era of the westward expansion, such as relations with Seminoles and runaway slaves, and the establishment of Florida as a territory and admittance as a state.

Relations With Spain, 345, Why It Matters, 355, Map: Indian Removal, 356, Quick Study Guide, 369, Focus on Florida: The Early Republic, FL3-2, Focus on Florida: Seminoles and Settlers, FL4-2

SS.8.A.4.Pa.a Recognize a consequence of America’s westward expansion.

The West, 444–447, Trails to the West, 448–453, Conflict With Mexico, 454–459, The Mexican-American War, 460–461, A Rush to the West, 462–467, Review and Assessment, 470–471

SS.8.A.4.Pa.b Recognize that groups did not agree about slavery.

Essential Question, 480–481, Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Crisis Deepens, 494–498, Quick Study Guide, 505, Review and Assessment, 506–507

SS.8.A.4.Pa.c Recognize a consequence of America’s westward expansion.


SS.8.A.4.Pa.d Recognize a consequence of America’s westward expansion.


SS.8.A.4.Pa.e Recognize an effect of transportation. A Transportation Revolution, 392–393, Check Your Progress, 395, 405, Review and Assessment, 408

SS.8.A.4.Pa.f Recognize the benefit of an invention.


SS.8.A.4.Pa.g Recognize a characteristic of poor working conditions.


SS.8.A.4.Pa.h Recognize a social justice issue. Improving Society, 414–419, The Fight Against Slavery, 422–426, A Call for Women’s Rights, 427–430

SS.8.A.4.Pa.i Recognize a social justice issue. Improving Society, 414–419, The Fight Against Slavery, 422–426, A Call for Women’s Rights, 427–430

SS.8.A.4.Pa.j Recognize the benefit of an invention.


SS.8.A.4.Pa.k Recognize a characteristic of slave life on a plantation.

Slavery in the Colonies, 113-117, African Americans in the South, 398–400

SS.8.A.4.Pa.l Recognize an unintended effect of a revolution. Making Peace with Britain, 193–195

SS.8.A.4.Pa.m Recognize a social justice issue. Improving Society, 414–419, The Fight Against Slavery, 422–426, A Call for Women’s Rights, 427–430

SS.8.A.4.Pa.n Recognize that women can vote. A Call for Women’s Rights, 427–430, Quick Study Guide, 437, Review and Assessment, 438–439

SS.8.A.4.Pa.o Recognize that stories tell about the era of westward expansion.

The West, 444–447, Trails to the West, 448–453, Conflict With Mexico, 454–459, The Mexican-American War, 460–461, A Rush to the West, 462–467

SS.8.A.4.Pa.p Recognize that new leaders bring change to the government.


SS.8.A.4.Pa.q Recognize that Florida became a state. Focus on Florida: The Struggle for Florida Statehood, FL4-9

SS.8.A.4.Pa.r Recognize a contribution of a key group to Florida’s culture. Focus on Florida: FL3-2–FL3-7

SS.8.A.4.Su.a

Recognize major events and consequences of America’s westward expansion, such as the acquisition of Florida, the Trail of Tears, and the California Gold Rush.


SS.8.A.4.Su.b Recognize why people supported or opposed slavery in the western territories and Florida.

Focus on Florida: The Early Republic, FL3-2; Focus on Florida: The Struggle for Florida Statehood, FL4-9; Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Coming of the Civil War, 499–503, Quick Study Guide, 505, Review and Assessment, 506–507, Focus on Florida: Florida and the Civil War, FL5-2

SS.8.A.4.Su.c

Recognize the role of an individual or group during westward expansion, such as Lewis and Clark, Sacajawea, Native Americans, slaves, or Chinese immigrants.


SS.8.A.4.Su.d

Recognize the role of an individual or group during westward expansion, such as Lewis and Clark, Sacajawea, Native Americans, slaves, or Chinese immigrants.


SS.8.A.4.Su.e Recognize how transportation changed America’s economy in the 1800s.

A Transportation Revolution, 392–393, Check Your Progress, 395, 405, Review and Assessment, 408

SS.8.A.4.Su.f Recognize a technological improvement in industry, such as Eli Whitney and the cotton gin.


SS.8.A.4.Su.g Recognize working conditions in textile mills in New England in the 1800s.


SS.8.A.4.Su.h

Recognize the influence of individuals on social and political developments, such as Thomas Jefferson—westward expansion, Frederick Douglass—the abolitionist movement, Dorothea Dix—social reforms, and Susan B. Anthony—women's rights.


SS.8.A.4.Su.i

Recognize the influence of individuals on social and political developments, such as Thomas Jefferson—westward expansion, Frederick Douglass—the abolitionist movement, Dorothea Dix—social reforms, and Susan B. Anthony—women's rights.


SS.8.A.4.Su.j Recognize a technological improvement in industry, such as Eli Whitney and the cotton gin.


SS.8.A.4.Su.k Recognize characteristics of slave life on plantations.

The Plantation South, 396–400, Quick Study Guide, 407, Review and Assessment, 408–409

SS.8.A.4.Su.lRecognize an effect of the Haitian Revolution, such as forcing the French to give up the Louisiana Territory to the United States.

A Surprise Offer, 315

SS.8.A.4.Su.m

Recognize a consequence of landmark Supreme Court cases during the westward expansion, such as the forced removal of Native Americans from their lands.

Three Important Supreme Court Rulings, 343–344, Support for Native Americans, 357, Review and Assessment, 370

SS.8.A.4.Su.n Recognize the major cause and consequences of the women’s suffrage movement.

A Call for Women’s Rights, 427–430, Quick Study Guide, 437, Review and Assessment, 438–439

SS.8.A.4.Su.o Recognize stories and poems written to support social reform in the era of westward expansion.

American Literature and Arts, 431–435, Quick Study Guide, 437, Review and Assessment, 438–439

SS.8.A.4.Su.p

Recognize a key idea of Jacksonian democracy, such as an expansion of voting rights, the spoils system, a strong federal government, or the Indian Removal Act.

The Age of Jackson, 349–354, Quick Study Guide, 369, Review and Assessment, 370–371

SS.8.A.4.Su.q

Recognize an impact that Florida had on the era of the westward expansion, such as relations with Seminoles and runaway slaves, or the establishment of Florida as a territory and admittance as a state.


SS.8.A.4.Su.r

Recognize an impact that Florida had on the era of the westward expansion, such as relations with Seminoles and runaway slaves, or the establishment of Florida as a territory and admittance as a state.


SS.8.A.5.In.a

Identify the major causes, events, and consequence of the Civil War, such as states’ rights, sectional differences, war between the northern and southern states, and slaves being freed.

Essential Question, 480–481, Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Crisis Deepens, 494–498, The Coming of the Civil War, 499–503, Quick Study Guide, 505, Review and Assessment, 506–507, Essential Question, 510-511, The Call to Arms, 512–517, Early Years of the War, 518–521, The Battle of Shiloh, 522–523, 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

SS.8.A.5.In.b

Identify factors related to slavery that led to the Civil War, such as the Abolition Movement, Nat Turner’s Rebellion, the Underground Railroad, and Southern secession.


SS.8.A.5.In.c

Identify major developments during Abraham Lincoln’s presidency, such as the defeat of Confederate States in the Civil War, the Emancipation Proclamation, and the Gettysburg Address.


SS.8.A.5.In.d Identify the Union and Confederate States at the outbreak of the Civil War.

Essential Question: Map, 510–511, States Take Sides, 513

SS.8.A.5.In.eIdentify a strength and weakness of the Union and Confederacy, such as technology, resources, and military leaders.

North Against South, 514, The Two Sides Plan Strategies, 515, Check Your Progress, 517

SS.8.A.5.In.f

Identify outcomes of significant Civil War battles, such as Fort Sumter, the Monitor v. Merrimack, Gettysburg, and the surrender of General Lee at Appomattox.

First Battle of Bull Run, 516, A Soldier’s Life, 517, The War in the East, 519, The War in the West, 520–521, The Battle of Shiloh, 522–523, Decisive Battles, 533–537, Quick Study Guide, 539, Review and Assessment, 540–540

SS.8.A.5.In.g

Identify key events in Florida that impacted the nation during the time of the Civil War, such as membership in the Confederate states, Union occupation of coastal towns, battles in Florida, and the quality of life in the pioneer environment.

Focus on Florida: Florida and the Civil War, FL5-2

SS.8.A.5.In.hIdentify changes that occurred during the period of Reconstruction, such as the reuniting of the governments and the treatment of freed slaves.


SS.8.A.5.Pa.a Recognize that groups of people disagreed about slavery.


SS.8.A.5.Pa.b Recognize that groups of people disagreed about slavery.


SS.8.A.5.Pa.c Recognize that President Abraham Lincoln ended slavery. The Emancipation Proclamation, 524–527

SS.8.A.5.Pa.d Recognize that states disagreed about slavery.

Essential Question, 480–481, Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Crisis Deepens, 494–498, The Coming of the Civil War, 499–503, Quick Study Guide, 505, Review and Assessment, 506–507

SS.8.A.5.Pa.e Recognize a strength of groups in a war. North Against South, 514, The Two Sides Plan Strategies, 515, Check Your Progress, 517

SS.8.A.5.Pa.f Recognize a strength of groups in a war. North Against South, 514, The Two Sides Plan Strategies, 515, Check Your Progress, 517

SS.8.A.5.Pa.g Recognize an aspect of the quality of life during the time of the Civil War. The Civil War and American Life, 528–532

SS.8.A.5.Pa.h Recognize an aspect of the quality of life during Reconstruction.


SS.8.A.5.Su.aRecognize a major cause and consequence of the Civil War, such as states’ rights, sectional differences, and slaves being freed.

Essential Question, 480–481, Growing Tensions Over Slavery, 482–485, Compromises Fail, 486–491, The Crisis Deepens, 494–498, The Coming of the Civil War, 499–503, Quick Study Guide, 505, Review and Assessment, 506–507, Essential Question, 510-511, The Call to Arms, 512–517, Early Years of the War, 518–521, The Battle of Shiloh, 522–523, 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

SS.8.A.5.Su.b

Recognize a factor related to slavery that led to the Civil War, such as the support for freeing slaves or the secession of the Southern states from the Union.


SS.8.A.5.Su.c

Recognize a major development during the presidency of Abraham Lincoln, such as the defeat of the Confederate States in the Civil War or the Emancipation Proclamation.


SS.8.A.5.Su.d Recognize the Union and Confederate States at the outbreak of the Civil War.

Essential Question: Map, 510–511, States Take Sides, 513

SS.8.A.5.Su.eRecognize a strength and weakness of the Union and Confederacy, such as technology, resources, and military leaders.

North Against South, 514, The Two Sides Plan Strategies, 515, Check Your Progress, 517

SS.8.A.5.Su.fRecognize the outcome of a significant Civil War battle, such as Fort Sumter, Gettysburg, or the surrender of General Lee at Appomattox.

First Battle of Bull Run, 516, A Soldier’s Life, 517, The War in the East, 519, The War in the West, 520–521, The Battle of Shiloh, 522–523, Decisive Battles, 533–537, Quick Study Guide, 539, Review and Assessment, 540–540

SS.8.A.5.Su.g

Recognize key events in Florida that impacted the nation during the time of the Civil War, such as membership in the Confederate states, Union occupation of coastal towns, battles in Florida, and the quality of life in the pioneer environment.

Focus on Florida: Florida and the Civil War, FL5-2

SS.8.A.5.Su.hRecognize changes that occurred during the period of Reconstruction, such as reuniting of the governments and the treatment of freed slaves.


Documents

Prentice Hall America: History of Our Nation