TEKS for Social Studies Grade 8

1. History. The student understands traditional historical points of reference in U.S. History through 1877. The student is expected to:

A. identify the major eras in U.S. history through 1877 and describe their defining characteristics;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  

B. apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  

C. explain the significance of the following dates: 1607, 1776, 1787, 1803 and 1861-1865.
• Britain in the New World AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/2.asp
  
• The Events Leading to Independence AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/9.asp
  
• E Pluribus Unum AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/10.asp
  
• The American Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/11.asp
  
• Societal Impacts of the American Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/12.asp
  
• When Does the Revolution End? AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/1.asp
  
• Articles of Confederation
  http://www.beyondbooks.com/ush81/2b.asp
  
• Drafting the Constitution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/3.asp
  
• Ratifying the Constitution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/4.asp
  
• Westward Expansion: The Louisiana Purchase
  http://www.beyondbooks.com/ush81/8c.asp
  
• The Election of 1860
  http://www.beyondbooks.com/ush82/9d.asp
  
• The South Secedes
  http://www.beyondbooks.com/ush82/9e.asp
  
• A House Divided AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/10.asp
  
• The War Behind the Lines AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/11.asp
  
• Reconstruction AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/12.asp
  

2. History. The student understands the causes of exploration and colonization eras. The student is expected to:

A. identify reasons for European exploration and colonization of North America; and
• Britain in the New World AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/2.asp
  
• The New England Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/3.asp
  
• The Middle Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/4.asp
  
• The Southern Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/5.asp
  
• New France
  http://www.beyondbooks.com/ush72/8a.asp
  
• Europeans Explore AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/eur11/2.asp
  

B. compare political, economic and social reasons for establishment of the 13 colonies.
• Britain in the New World AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/2.asp
  
• The New England Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/3.asp
  
• The Middle Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/4.asp
  
• The Southern Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/5.asp
  
• New France
  http://www.beyondbooks.com/ush72/8a.asp
  

3. History. The student understands the foundations of representative government in the United States. The student is expected to:

A. explain the reasons for the growth of representative government and institutions during the colonial period;
• The Beginnings of Revolutionary Thinking AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/7.asp
  
• The Events Leading to Independence AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/9.asp
  
• E Pluribus Unum AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/10.asp
  
• The Nature of Government AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/1.asp
  

B. evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut and the Virginia House of Burgesses to the growth of representative government; and
• The House of Burgesses
  http://www.beyondbooks.com/ush72/2f.asp
  
• The Mayflower and Plymouth Colony
  http://www.beyondbooks.com/ush72/3a.asp
  
• William Bradford and the First Thanksgiving
  http://www.beyondbooks.com/ush72/3b.asp
  
• Reaching to Connecticut
  http://www.beyondbooks.com/ush72/3f.asp
  
• The Beginnings of Revolutionary Thinking
  http://www.beyondbooks.com/ush72/7.asp
  

C. describe how religion contributed to the growth of representative government in the American colonies.
• Puritan Life
  http://www.beyondbooks.com/ush72/3d.asp
  
• Quakers in Pennsylvania and New Jersey
  http://www.beyondbooks.com/ush72/4b.asp
  
• Maryland - The Catholic Experiment
  http://www.beyondbooks.com/ush72/5a.asp
  
• The Great Awakening
  http://www.beyondbooks.com/ush72/7b.asp
  
• Foundations of American Government AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/2.asp
  

4. History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

A. analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War;
• The French and Indian War
  http://www.beyondbooks.com/ush72/8b.asp
  
• George Washington's Background and Experience
  http://www.beyondbooks.com/ush72/8c.asp
  
• The Treaty of Paris (1763) and Its Impact
  http://www.beyondbooks.com/ush72/8d.asp
  
• The Events Leading to Independence AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/9.asp
  

B. explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George II, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine and George Washington;
• The Ideas of Benjamin Franklin
  http://www.beyondbooks.com/ush72/4d.asp
  
• Indentured Servants
  http://www.beyondbooks.com/ush72/5b.asp
  
• George Washington's Background and Experience
  http://www.beyondbooks.com/ush72/8c.asp
  
• The Royal Proclamation of 1763
  http://www.beyondbooks.com/ush72/9a.asp
  
• The Boston Patriots
  http://www.beyondbooks.com/ush72/9c.asp
  
• The Townshend Acts
  http://www.beyondbooks.com/ush72/9d.asp
  
• The Intolerable Acts
  http://www.beyondbooks.com/ush72/9g.asp
  
• E Pluribus Unum
  http://www.beyondbooks.com/ush72/10.asp
  
• The American Revolution
  http://www.beyondbooks.com/ush72/11.asp
  

C. explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga and Yorktown; and signing the Treaty of Paris; and
• E Pluribus Unum AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/10.asp
  
• The American Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/11.asp
  
• The Declaration of Independence and Its Legacy
  http://www.beyondbooks.com/ush81/1a.asp
  
• State Constitutions
  http://www.beyondbooks.com/ush81/2a.asp
  
• Articles of Confederation
  http://www.beyondbooks.com/ush81/2b.asp
  
• Evaluating the Congress
  http://www.beyondbooks.com/ush81/2c.asp
  

D. analyze the issues of the Philadelphia Convention of 1787, including major compromises and arguments for and against ratification.
• Drafting the Constitution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/3.asp
  
• Ratifying the Constitution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/4.asp
  

5. History. The student understands the challenges confronted by the government and its leaders in the early years of the Republic. The student is expected to:

A. describe major domestic problems faced by the leaders of the new Republic such as maintaining national security, creating a stable economic system, setting up the court system and defining the authority of the central government;
• Making Rules
  http://www.beyondbooks.com/ush81/2.asp
  
• Drafting the Constitution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/3.asp
  
• Ratifying the Constitution
  http://www.beyondbooks.com/ush81/4.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/ush81/6a.asp
  
• Two Parties Emerge
  http://www.beyondbooks.com/ush81/7c.asp
  
• Jeffersonian America: A Second Revolution? AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/8.asp
  
• Politics and the New Nation
  http://www.beyondbooks.com/ush81/11.asp
  

B. summarize arguments regarding protective tariffs, taxation and the banking system;
• Hamilton's Financial Plan
  http://www.beyondbooks.com/ush81/6b.asp
  
• Jeffersonian Ideology
  http://www.beyondbooks.com/ush81/8b.asp
  
• A Federalist Stronghold: John Marshall's Supreme Court
  http://www.beyondbooks.com/ush81/8e.asp
  

C. explain the origin and development of American political parties;
• Ratifying the Constitution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/4.asp
  
• Two Parties Emerge
  http://www.beyondbooks.com/ush81/7c.asp
  
• Politics and the New Nation
  http://www.beyondbooks.com/ush81/11.asp
  

D. explain the causes of and issues surrounding important events of the War of 1812;
• The Expanding Republic and the War of 1812
  http://www.beyondbooks.com/ush81/9.asp
  

E. trace the foreign policies of Presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;
• The First Administration
  http://www.beyondbooks.com/ush81/5c.asp
  
• Trans-Atlantic Crisis: The French Revolution
  http://www.beyondbooks.com/ush81/7a.asp
  
• Negotiating with the Superpowers
  http://www.beyondbooks.com/ush81/7b.asp
  
• The Adams Presidency
  http://www.beyondbooks.com/ush81/7d.asp
  
• The Alien and Sedition Acts
  http://www.beyondbooks.com/ush81/7e.asp
  
• Jeffersonian Ideology
  http://www.beyondbooks.com/ush81/8b.asp
  
• Westward Expansion: The Louisiana Purchase
  http://www.beyondbooks.com/ush81/8c.asp
  
• Diplomatic Challenges in an Age of European War
  http://www.beyondbooks.com/ush81/9c.asp
  

F. explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party; and
• The Era of Good Feelings and the Two-Party System
  http://www.beyondbooks.com/ush81/11a.asp
  
• Jacksonian Democracy and Modern America
  http://www.beyondbooks.com/ush81/11f.asp
  
• The Age of Jackson
  http://www.beyondbooks.com/ush82/1.asp
  

G. analyze federal and state Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian Era.
• The Trail of Tears -- The Indian Removals
  http://www.beyondbooks.com/ush82/1f.asp
  

6. History. The student understands westward expansion and its effects on the political, economic and social development of the nation. The student is expected to:

A. explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States;
• Popular Sovereignty
  http://www.beyondbooks.com/ush82/7b.asp
  

B. explain the political, economic and social roots of Manifest Destiny;
• Manifest Destiny
  http://www.beyondbooks.com/ush82/6.asp
  

C. analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation;
• Manifest Destiny AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/6.asp
  
• An Uneasy Peace AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/7.asp
  
• 'Bloody Kansas' AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/8.asp
  
• Closing the Frontier
  http://www.beyondbooks.com/ush11/5.asp
  

D. explain the major issues and events of the Mexican War and their impact on the United States; and
• The Mexican-American War
  http://www.beyondbooks.com/ush82/6d.asp
  

E. identify areas that were acquired to form the United States.
• The Treaty of Paris (1763) and Its Impact
  http://www.beyondbooks.com/ush72/8d.asp
  
• The Expanding Republic and the War of 1812
  http://www.beyondbooks.com/ush81/9.asp
  
• Manifest Destiny
  http://www.beyondbooks.com/ush82/6.asp
  
• The Compromise of 1850
  http://www.beyondbooks.com/ush82/7d.asp
  
• The Kansas-Nebraska Act
  http://www.beyondbooks.com/ush82/8a.asp
  

7. History. The student understands how political, economic and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

A. analyze the impact of tariff policies on sections of the United States before the Civil War;
• The South Carolina Nullification Controversy
  http://www.beyondbooks.com/ush82/1c.asp
  
• Jackson vs. Clay and Calhoun
  http://www.beyondbooks.com/ush82/1e.asp
  
• Three Senatorial Giants: Clay, Calhoun and Webster
  http://www.beyondbooks.com/ush82/7c.asp
  

B. compare the effects of political, economic and social factors on slaves and free blacks;
• The Peculiar Institution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/4.asp
  
• Three Senatorial Giants: Clay, Calhoun and Webster
  http://www.beyondbooks.com/ush82/7c.asp
  
• The Dred Scott Decision
  http://www.beyondbooks.com/ush82/9a.asp
  

C. analyze the impact of slavery on different sections of the United States; and
• The Peculiar Institution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/4.asp
  
• Abolitionist Sentiment Grows AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/5.asp
  
• The Lone Star Republic
  http://www.beyondbooks.com/ush82/6a.asp
  
• An Uneasy Peace AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/7.asp
  
• 'Bloody Kansas' AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/8.asp
  
• From Uneasy Peace to Bitter Conflict AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/9.asp
  

D. compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay and Daniel Webster.
• An Uneasy Peace AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/7.asp
  
• 'Bloody Kansas' AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/8.asp
  
• From Uneasy Peace to Bitter Conflict AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/9.asp
  

8. History. The student understands individuals, issues and events of the Civil War. The student is expected to:

A. explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee and Abraham Lincoln;
• The Election of 1860
  http://www.beyondbooks.com/ush82/9d.asp
  
• The South Secedes
  http://www.beyondbooks.com/ush82/9e.asp
  
• Strengths and Weaknesses: North vs. South
  http://www.beyondbooks.com/ush82/10b.asp
  
• Of Generals and Soldiers
  http://www.beyondbooks.com/ush82/10f.asp
  

B. explain the issues surrounding significant events of the Civil War, including the firing on Fort Sumter, the battles of Gettysburg and Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln and Lee's surrender at Appomattox Court House; and
• A House Divided AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/10.asp
  
• The Emancipation Proclamation
  http://www.beyondbooks.com/ush82/11a.asp
  
• The Southern Homefront
  http://www.beyondbooks.com/ush82/11d.asp
  
• The Assassination of the President
  http://www.beyondbooks.com/ush82/11f.asp
  

C. analyze Abraham Lincoln's ideas about liberty, equality, union and government as contained in his first and second inaugural addresses and the Gettysburg Address.
• The Election of 1860
  http://www.beyondbooks.com/ush82/9d.asp
  
• Gettysburg: High Watermark of the Confederacy
  http://www.beyondbooks.com/ush82/10g.asp
  
• The Election of 1864
  http://www.beyondbooks.com/ush82/11e.asp
  

9. History. The student understands the effects of Reconstruction on the political, economic and social life of the nation. The student is expected to:

A. evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments;
• Radical Reconstruction
  http://www.beyondbooks.com/ush82/12b.asp
  

B. describe the economic difficulties faced by the United States during Reconstruction; and
• Presidential Reconstruction
  http://www.beyondbooks.com/ush82/12a.asp
  
• Radical Reconstruction
  http://www.beyondbooks.com/ush82/12b.asp
  

C. explain the social problems that faced the South during Reconstruction and evaluate their impact on different groups.
• Presidential Reconstruction
  http://www.beyondbooks.com/ush82/12a.asp
  
• Radical Reconstruction
  http://www.beyondbooks.com/ush82/12b.asp
  

10. Geography. The student uses geographic tools to collect, analyze and interpret data. The student is expected to:

A. create thematic maps, graphs, charts, models and databases representing various aspects of the United States; and

B. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models and databases.

11. Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to:

A. locate places and regions of importance in the United States during the 18th and 19th centuries;
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  

B. compare places and regions of the United States in terms of physical and human characteristics; and

C. analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States.

12. Geography. The student understands the physical characteristics of the United States during the 18th and 19th centuries and how humans adapted to and modified the environment. The student is expected to:

A. create thematic maps, graphs, charts, models and databases representing various aspects of the United States; and

Beyond Books content and resources can be used to meet this standard


B. pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models and databases.

13. Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

A. identify economic differences among different regions of the United States;
• Social Change and National Development AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/10.asp
  
• The Rise of American Industry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/2.asp
  
• The Peculiar Institution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/4.asp
  

B. explain reasons for the development of the plantation system, the growth of the slave trade and the spread of slavery; and
• Social Change and National Development AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/10.asp
  
• Politics and the New Nation AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/11.asp
  
• The Peculiar Institution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/4.asp
  
• An Uneasy Peace AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/7.asp
  

C. analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. History.
• Social Change and National Development AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/10.asp
  
• The Rise of American Industry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/2.asp
  
• The Peculiar Institution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/4.asp
  

14. Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

A. analyze the War of 1812 as a cause of economic changes in the nation; and
• The Expanding Republic and the War of 1812 AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/9.asp
  

B. identify the economic factors that brought about rapid industrialization and urbanization.
• Economic Growth and the Early Industrial Revolution
  http://www.beyondbooks.com/ush81/10a.asp
  
• The Rise of American Industry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/2.asp
  
• The Gilded Age AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/1.asp
  
• Organized Labor AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/2.asp
  
• From the Countryside to the City AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/3.asp
  

15. Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

A. explain why a free enterprise system of economics developed in the new nation; and
• Economic Growth and the Early Industrial Revolution
  http://www.beyondbooks.com/ush81/10a.asp
  
• The Rise of American Industry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/2.asp
  
• The Gilded Age AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/1.asp
  

B. describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries.
• The Gilded Age AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/1.asp
  
• Organized Labor AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/2.asp
  
• The Glamour of American Cities
  http://www.beyondbooks.com/ush11/3a.asp
  
• New Dimensions in Everyday Life AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/4.asp
  

16. Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to:

A. identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers and selected anti-federalist writings on the U.S. system of government;
• Britain in the New World AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/2.asp
  
• The Mayflower and Plymouth Colony
  http://www.beyondbooks.com/ush72/3a.asp
  
• William Bradford and the First Thanksgiving
  http://www.beyondbooks.com/ush72/3b.asp
  
• Reaching to Connecticut
  http://www.beyondbooks.com/ush72/3f.asp
  
• The Declaration of Independence
  http://www.beyondbooks.com/ush72/10g.asp
  
• Evaluating the Congress
  http://www.beyondbooks.com/ush81/2c.asp
  
• Antifederalists
  http://www.beyondbooks.com/ush81/4b.asp
  
• What Is a Democracy?
  http://www.beyondbooks.com/gov91/1c.asp
  
• Democratic Values -- Liberty, Equality, Justice
  http://www.beyondbooks.com/gov91/1d.asp
  
• Foundations of American Government
  http://www.beyondbooks.com/gov91/2.asp
  
• The Colonial Experience
  http://www.beyondbooks.com/gov91/2a.asp
  
• Independence and the Articles of Confederation
  http://www.beyondbooks.com/gov91/2b.asp
  
• Federalism
  http://www.beyondbooks.com/gov91/3.asp
  
• The Founders and Federalism
  http://www.beyondbooks.com/gov91/3a.asp
  

B. summarize the strengths and weaknesses of the Articles of Confederation;
• Articles of Confederation
  http://www.beyondbooks.com/ush81/2b.asp
  
• Independence and the Articles of Confederation
  http://www.beyondbooks.com/gov91/2b.asp
  

C. identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights;
• The Beginnings of Revolutionary Thinking AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/7.asp
  
• The Events Leading to Independence AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/9.asp
  
• E Pluribus Unum AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/10.asp
  
• The Declaration of Independence and Its Legacy
  http://www.beyondbooks.com/ush81/1a.asp
  
• State Constitutions
  http://www.beyondbooks.com/ush81/2a.asp
  
• Articles of Confederation
  http://www.beyondbooks.com/ush81/2b.asp
  
• Evaluating the Congress
  http://www.beyondbooks.com/ush81/2c.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/ush81/6a.asp
  
• Democratic Values -- Liberty, Equality, Justice
  http://www.beyondbooks.com/gov91/1d.asp
  
• Foundations of American Government AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/2.asp
  

D. analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty and individual rights.
• The Tough Issues
  http://www.beyondbooks.com/ush81/3c.asp
  
• Constitution Through Compromise
  http://www.beyondbooks.com/ush81/3d.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/ush81/6a.asp
  
• Creating the Constitution
  http://www.beyondbooks.com/gov91/2c.asp
  
• Federalism AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/3.asp
  

17. Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:

A. summarize the purposes for and processes of changing the U.S. Constitution;
• Creating the Constitution
  http://www.beyondbooks.com/gov91/2c.asp
  

B. describe the impact of 19th century amendments including the 13th, 14th and 15th amendments on life in the United States; and
• Reconstruction AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/12.asp
  
• Old Values vs. New Values AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/12.asp
  
• Civil Liberties and Civil Rights
  http://www.beyondbooks.com/gov91/10.asp
  
• Rights and Responsibilities of Citizens
  http://www.beyondbooks.com/gov91/10a.asp
  
• Crime and Due Process
  http://www.beyondbooks.com/gov91/10c.asp
  

C. identify the origin of judicial review and analyze examples of congressional and presidential responses.
• The Alien and Sedition Acts
  http://www.beyondbooks.com/ush81/7e.asp
  
• A Federalist Stronghold: John Marshall's Supreme Court
  http://www.beyondbooks.com/ush81/8e.asp
  
• The Creation of the Federal Courts
  http://www.beyondbooks.com/gov91/9a.asp
  
• The Power of the Federal Courts
  http://www.beyondbooks.com/gov91/9e.asp
  

18. Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:

A. analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison and George Mason; and
• The House of Burgesses
  http://www.beyondbooks.com/ush72/2f.asp
  
• The Stamp Act Controversy
  http://www.beyondbooks.com/ush72/9b.asp
  
• E Pluribus Unum AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/10.asp
  
• Revolutionary Changes and Limitations: Slavery
  http://www.beyondbooks.com/ush81/1d.asp
  
• A Cast of National Superstars
  http://www.beyondbooks.com/ush81/3b.asp
  
• Constitution Through Compromise
  http://www.beyondbooks.com/ush81/3d.asp
  
• Ratifying the Constitution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/4.asp
  
• Unsettled Domestic Issues AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/6.asp
  
• Creating the Constitution
  http://www.beyondbooks.com/gov91/2c.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/gov91/2d.asp
  
• Federalism AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/3.asp
  

B. describe the historical conflicts arising over the issue of states rights, including the Nullification Crisis and the Civil War.
• The South Carolina Nullification Controversy
  http://www.beyondbooks.com/ush82/1c.asp
  
• The Southern Argument for Slavery
  http://www.beyondbooks.com/ush82/4f.asp
  
• Abolitionist Sentiment Grows AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/5.asp
  
• An Uneasy Peace AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/7.asp
  
• 'Bloody Kansas' AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/8.asp
  
• From Uneasy Peace to Bitter Conflict AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/9.asp
  
• The War Behind the Lines AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/11.asp
  
• Independence and the Articles of Confederation
  http://www.beyondbooks.com/gov91/2b.asp
  
• Creating the Constitution
  http://www.beyondbooks.com/gov91/2c.asp
  
• Federalism AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/3.asp
  

19. Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

A. summarize the issues, decisions and significance of landmark Supreme Court cases including Marbury v. Madison, McCulloch v. Maryland and Gibbons v. Ogden;
• A Federalist Stronghold: John Marshall's Supreme Court
  http://www.beyondbooks.com/ush81/8e.asp
  
• The Creation of the Federal Courts
  http://www.beyondbooks.com/gov91/9a.asp
  
• The Supreme Court: What Does It Do?
  http://www.beyondbooks.com/gov91/9c.asp
  

B. evaluate the impact of selected landmark Supreme Court decisions including the Dred Scott v. Sanford on life in the United States.
• The Dred Scott Decision
  http://www.beyondbooks.com/ush82/9a.asp
  
• The Judicial Branch AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/9.asp
  

20. Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

A. define and give examples of unalienable rights;
• The Declaration of Independence
  http://www.beyondbooks.com/ush72/10g.asp
  
• The Declaration of Independence and Its Legacy
  http://www.beyondbooks.com/ush81/1a.asp
  
• Creating the Constitution
  http://www.beyondbooks.com/gov91/2c.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/gov91/2d.asp
  
• Civil Liberties and Civil Rights AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/10.asp
  

B. summarize rights guaranteed in the Bill of Rights;
• A Revolution in Social Law
  http://www.beyondbooks.com/ush72/12b.asp
  
• Political Experience
  http://www.beyondbooks.com/ush72/12c.asp
  
• Antifederalists
  http://www.beyondbooks.com/ush81/4b.asp
  
• The Antifederalists' Victory in Defeat
  http://www.beyondbooks.com/ush81/4e.asp
  
• After the Fact: Virginia, New York, and 'The Federalist Papers'
  http://www.beyondbooks.com/ush81/4d.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/ush81/6a.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/gov91/2d.asp
  

C. explain the importance of personal responsibilities such as accepting responsibility for one's behavior and supporting one's family;

D. identify examples of responsible citizenship, including obeying rules and laws, voting and serving on juries;

• Participating in Government
  http://www.beyondbooks.com/gov91/4d.asp
  
• Voting: A Forgotten Privilege?
  http://www.beyondbooks.com/gov91/4e.asp
  
• How Do Citizens Connect With Their Government? AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/5.asp
  
• Civil Liberties and Civil Rights AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/10.asp
  

E. summarize the criteria and explain the process for becoming a naturalized citizen of the United States; and

F. explain how the rights and responsibilities of U.S. citizens reflect our national identity.

• Civil Liberties and Civil Rights AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/gov91/10.asp
  

21. Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

A. explain the role of significant individuals such as William Penn in the development of self-government in colonial America;
• Quakers in Pennsylvania and New Jersey
  http://www.beyondbooks.com/ush72/4b.asp
  
• City of Brotherly Love - Philadelphia
  http://www.beyondbooks.com/ush72/4c.asp
  

B. evaluate the contributions of the Founding Fathers as models of civic virtue; and
• City of Brotherly Love - Philadelphia
  http://www.beyondbooks.com/ush72/4c.asp
  
• The Ideas of Benjamin Franklin
  http://www.beyondbooks.com/ush72/4d.asp
  
• George Washington's Background and Experience
  http://www.beyondbooks.com/ush72/8c.asp
  
• The Events Leading to Independence AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/9.asp
  
• E Pluribus Unum AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/10.asp
  
• The American Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/11.asp
  
• Societal Impacts of the American Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/12.asp
  
• The Declaration of Independence and Its Legacy
  http://www.beyondbooks.com/ush81/1a.asp
  
• The War Experience: Soldiers, Officers, and Civilians
  http://www.beyondbooks.com/ush81/1b.asp
  
• Making Rules AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/2.asp
  

C. identify reasons for and the impact of selected examples of civil disobedience in U.S. history such as Henry David Thoreau's refusal to pay a tax.
• Shays' Rebellion
  http://www.beyondbooks.com/ush81/3a.asp
  
• Gabriel's Rebellion: Another View of Virginia in 1800
  http://www.beyondbooks.com/ush81/8f.asp
  
• Transcendentalism, An American Philosophy
  http://www.beyondbooks.com/ush82/3f.asp
  
• Abolitionist Sentiment Grows AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/5.asp
  
• Organized Labor AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/2.asp
  

22. Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

A. identify different points of view of political parties and interest groups on important historical and contemporary issues;
• Loyalists, Fence-sitters, and Patriots
  http://www.beyondbooks.com/ush72/11b.asp
  
• Political Experience
  http://www.beyondbooks.com/ush72/12c.asp
  
• Ratifying the Constitution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/4.asp
  
• Two Parties Emerge
  http://www.beyondbooks.com/ush81/7c.asp
  
• The Adams Presidency
  http://www.beyondbooks.com/ush81/7d.asp
  
• The Election of 1800
  http://www.beyondbooks.com/ush81/8a.asp
  
• A Federalist Stronghold: John Marshall's Supreme Court
  http://www.beyondbooks.com/ush81/8e.asp
  
• Politics and the New Nation AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/11.asp
  
• Canefight! Preston Brooks and Charles Sumner
  http://www.beyondbooks.com/ush82/8e.asp
  
• Reconstruction AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/12.asp
  
• Politics of the Gilded Age
  http://www.beyondbooks.com/ush11/1f.asp
  
• The Growth of Populism
  http://www.beyondbooks.com/ush11/6d.asp
  
• Progressives in the White House AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/8.asp
  
• Domestic and International Politics
  http://www.beyondbooks.com/ush11/12e.asp
  
• Roosevelt's Critics
  http://www.beyondbooks.com/ush12/2f.asp
  
• Domestic Challenges
  http://www.beyondbooks.com/ush12/5f.asp
  
• Republicans vs. Democrats
  http://www.beyondbooks.com/ush12/13c.asp
  

B. describe the importance of free speech and press in a democratic society; and
• The Trial of John Peter Zenger
  http://www.beyondbooks.com/ush72/7c.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/ush81/6a.asp
  
• Jeffersonian Ideology
  http://www.beyondbooks.com/ush81/8b.asp
  
• Democratic Values -- Liberty, Equality, Justice
  http://www.beyondbooks.com/gov91/1d.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/gov91/2d.asp
  
• First Amendment Rights
  http://www.beyondbooks.com/gov91/10b.asp
  

C. summarize a historical event in which compromise resulted in a peaceful resolution.
• Constitution Through Compromise
  http://www.beyondbooks.com/ush81/3d.asp
  
• The Ratification Process: State by State
  http://www.beyondbooks.com/ush81/4c.asp
  
• The Missouri Compromise
  http://www.beyondbooks.com/ush81/11c.asp
  
• Three Senatorial Giants: Clay, Calhoun and Webster
  http://www.beyondbooks.com/ush82/7c.asp
  
• The Compromise of 1850
  http://www.beyondbooks.com/ush82/7d.asp
  
• Rebuilding the Old Order
  http://www.beyondbooks.com/ush82/12d.asp
  
• Creating the Constitution
  http://www.beyondbooks.com/gov91/2c.asp
  

23. Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

A. analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln, John Marshall and George Washington; and
• The American Revolution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/11.asp
  
• George Washington AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush81/5.asp
  
• A Federalist Stronghold: John Marshall's Supreme Court
  http://www.beyondbooks.com/ush81/8e.asp
  
• The Lincoln-Douglas Debates
  http://www.beyondbooks.com/ush82/9b.asp
  
• The Election of 1860
  http://www.beyondbooks.com/ush82/9d.asp
  
• The South Secedes
  http://www.beyondbooks.com/ush82/9e.asp
  
• A House Divided AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/10.asp
  
• The War Behind the Lines AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/11.asp
  
• The Creation of the Federal Courts
  http://www.beyondbooks.com/gov91/9a.asp
  

B. describe the contributions of significant political, social and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe and Elizabeth Cady Stanton.
• The War Experience: Soldiers, Officers, and Civilians
  http://www.beyondbooks.com/ush81/1b.asp
  
• Westward Expansion: The Louisiana Purchase
  http://www.beyondbooks.com/ush81/8c.asp
  
• The Era of Good Feelings and the Two-Party System
  http://www.beyondbooks.com/ush81/11a.asp
  
• Experiments with Utopia
  http://www.beyondbooks.com/ush82/3b.asp
  
• Women's Rights
  http://www.beyondbooks.com/ush82/3c.asp
  
• Free(?) African-Americans
  http://www.beyondbooks.com/ush82/4d.asp
  
• Rebellions on and off the Plantation
  http://www.beyondbooks.com/ush82/4e.asp
  
• African-American Abolitionists
  http://www.beyondbooks.com/ush82/5b.asp
  
• Women in the Gilded Age
  http://www.beyondbooks.com/ush11/4c.asp
  
• Women's Suffrage at Last
  http://www.beyondbooks.com/ush11/7c.asp
  
• Growing Pains AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/lam11/3.asp
  
• Charles Chesnutt
  http://www.beyondbooks.com/lam11/9d.asp
  
• W.E.B. Du Bois
  http://www.beyondbooks.com/lam11/9f.asp
  
• The Evolution of Women's Spheres
  http://www.beyondbooks.com/lam11/10.asp
  

24. Culture. The student understands the relationships between and among people from various groups, including racial, ethnic and religious groups during the 17th, 18th and 19th centuries. The student is expected to:

A. identify selected racial, ethnic and religious groups that settled in the United States and their reasons for immigration;
• Britain in the New World AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/2.asp
  
• The New England Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/3.asp
  
• The Middle Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/4.asp
  
• The Southern Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/5.asp
  
• African Americans in the British New World AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/6.asp
  
• Revolutionary Changes and Limitations: Slavery
  http://www.beyondbooks.com/ush81/1d.asp
  
• Revolutionary Limits: Native Americans
  http://www.beyondbooks.com/ush81/1f.asp
  
• Native American Resistance in the Trans-Appalachian West
  http://www.beyondbooks.com/ush81/9d.asp
  
• Economic Growth and the Early Industrial Revolution
  http://www.beyondbooks.com/ush81/10a.asp
  
• Cotton and African-American Life
  http://www.beyondbooks.com/ush81/10b.asp
  
• Religious Transformation and the Second Great Awakening
  http://www.beyondbooks.com/ush81/10c.asp
  
• The Expansion of the Vote: A White Man's Democracy
  http://www.beyondbooks.com/ush81/11b.asp
  
• The Missouri Compromise
  http://www.beyondbooks.com/ush81/11c.asp
  
• The Peculiar Institution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/4.asp
  
• Manifest Destiny AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/6.asp
  
• The Glamour of American Cities
  http://www.beyondbooks.com/ush11/3a.asp
  
• The Underside of Urban Life
  http://www.beyondbooks.com/ush11/3b.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Closing the Frontier AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/5.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• The Ways of the Cowboy
  http://www.beyondbooks.com/ush11/6b.asp
  
• Life on the Farm
  http://www.beyondbooks.com/ush11/6c.asp
  

B. explain the relationship between urbanization and conflicts resulting from differences in religion, social class and political beliefs;
• The Gilded Age AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/1.asp
  
• Organized Labor AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/2.asp
  
• From the Countryside to the City AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/3.asp
  
• Progressivism Sweeps the Nation AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/7.asp
  

C. identify ways conflicts between people from various racial, ethnic and religious groups were resolved;
• Dissent in Massachusetts Bay
  http://www.beyondbooks.com/ush72/3e.asp
  
• Witchcraft in Salem
  http://www.beyondbooks.com/ush72/3g.asp
  
• Quakers in Pennsylvania and New Jersey
  http://www.beyondbooks.com/ush72/4b.asp
  
• Maryland - The Catholic Experiment
  http://www.beyondbooks.com/ush72/5a.asp
  
• African Americans in the British New World AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/6.asp
  
• The Great Awakening
  http://www.beyondbooks.com/ush72/7b.asp
  
• Revolutionary Changes and Limitations: Slavery
  http://www.beyondbooks.com/ush81/1d.asp
  
• Revolutionary Limits: Native Americans
  http://www.beyondbooks.com/ush81/1f.asp
  
• Mount Vernon and the Dilemma of a Revolutionary Slave Holder
  http://www.beyondbooks.com/ush81/5e.asp
  
• Native American Resistance in the Trans-Appalachian West
  http://www.beyondbooks.com/ush81/9d.asp
  
• The Second War for American Independence
  http://www.beyondbooks.com/ush81/9e.asp
  
• Religious Transformation and the Second Great Awakening
  http://www.beyondbooks.com/ush81/10c.asp
  
• Institutionalizing Religious Belief: The Benevolent Empire
  http://www.beyondbooks.com/ush81/10d.asp
  
• The Expansion of the Vote: A White Man's Democracy
  http://www.beyondbooks.com/ush81/11b.asp
  
• The Missouri Compromise
  http://www.beyondbooks.com/ush81/11c.asp
  
• The Trail of Tears -- The Indian Removals
  http://www.beyondbooks.com/ush82/1f.asp
  
• Irish and German Immigration
  http://www.beyondbooks.com/ush82/2f.asp
  
• Experiments with Utopia
  http://www.beyondbooks.com/ush82/3b.asp
  
• The Peculiar Institution AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/4.asp
  
• Abolitionist Sentiment Grows AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/5.asp
  
• The Dred Scott Decision
  http://www.beyondbooks.com/ush82/9a.asp
  
• John Brown's Raid
  http://www.beyondbooks.com/ush82/9c.asp
  
• The Emancipation Proclamation
  http://www.beyondbooks.com/ush82/11a.asp
  
• Reconstruction
  http://www.beyondbooks.com/ush82/12.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Closing the Frontier AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/5.asp
  
• An Uneasy Peace AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/7.asp
  

D. analyze the contributions of people of various racial, ethnic and religious groups to our national identity; and
• Jamestown Settlement and the 'Starving Time'
  http://www.beyondbooks.com/ush72/2c.asp
  
• War and Peace with Powhatan's People
  http://www.beyondbooks.com/ush72/2e.asp
  
• William Bradford and the First Thanksgiving
  http://www.beyondbooks.com/ush72/3b.asp
  
• Puritan Life
  http://www.beyondbooks.com/ush72/3d.asp
  
• Quakers in Pennsylvania and New Jersey
  http://www.beyondbooks.com/ush72/4b.asp
  
• Maryland - The Catholic Experiment
  http://www.beyondbooks.com/ush72/5a.asp
  
• Free African Americans in the Colonial Era
  http://www.beyondbooks.com/ush72/6e.asp
  
• Irish and German Immigration
  http://www.beyondbooks.com/ush82/2f.asp
  
• Free(?) African-Americans
  http://www.beyondbooks.com/ush82/4d.asp
  
• African-American Abolitionists
  http://www.beyondbooks.com/ush82/5b.asp
  
• The Underground Railroad
  http://www.beyondbooks.com/ush82/5c.asp
  
• The Dred Scott Decision
  http://www.beyondbooks.com/ush82/9a.asp
  
• Radical Reconstruction
  http://www.beyondbooks.com/ush82/12b.asp
  

E. identify the political, social and economic contributions of women to American society.
• Sons and Daughters of Liberty
  http://www.beyondbooks.com/ush72/10b.asp
  
• The Emergence of 'Women's Sphere'
  http://www.beyondbooks.com/ush82/2e.asp
  
• Women's Rights
  http://www.beyondbooks.com/ush82/3c.asp
  
• Abolitionist Sentiment Grows AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/5.asp
  
• The Northern Homefront
  http://www.beyondbooks.com/ush82/11c.asp
  
• The Southern Homefront
  http://www.beyondbooks.com/ush82/11d.asp
  
• Women in the Gilded Age
  http://www.beyondbooks.com/ush11/4c.asp
  

25. Culture. The student understands the major reform movements of the 19th century. The student is expected to:

A. describe the historical development of the abolitionist movement; and
• Life in the Plantation South
  http://www.beyondbooks.com/ush72/5e.asp
  
• Free African Americans in the Colonial Era
  http://www.beyondbooks.com/ush72/6e.asp
  
• Revolutionary Changes and Limitations: Slavery
  http://www.beyondbooks.com/ush81/1d.asp
  
• Free(?) African-Americans
  http://www.beyondbooks.com/ush82/4d.asp
  
• Abolitionist Sentiment Grows AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/5.asp
  

B. evaluate the impact of reform movements including public education, temperance, women's rights, prison reform and care of the disabled.
• The Emergence of 'Women's Sphere'
  http://www.beyondbooks.com/ush82/2e.asp
  
• Women's Rights
  http://www.beyondbooks.com/ush82/3c.asp
  
• Prison and Asylum Reform
  http://www.beyondbooks.com/ush82/3d.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Corruption Runs Wild
  http://www.beyondbooks.com/ush11/3d.asp
  
• Education
  http://www.beyondbooks.com/ush11/4a.asp
  
• Women in the Gilded Age
  http://www.beyondbooks.com/ush11/4c.asp
  
• Progressivism Sweeps the Nation
  http://www.beyondbooks.com/ush11/7.asp
  
• The Trust Buster
  http://www.beyondbooks.com/ush11/8b.asp
  
• Passing the Torch
  http://www.beyondbooks.com/ush11/8e.asp
  

26. Culture. The student understands the impact of religion on the American way of life. The student is expected to:

A. trace the development of religious freedom in the United States;
• The New England Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/3.asp
  
• New Netherland to New York
  http://www.beyondbooks.com/ush72/4a.asp
  
• Quakers in Pennsylvania and New Jersey
  http://www.beyondbooks.com/ush72/4b.asp
  
• Second Continental Congress
  http://www.beyondbooks.com/ush72/10e.asp
  
• Maryland - The Catholic Experiment
  http://www.beyondbooks.com/ush72/5a.asp
  
• The Impact of Enlightenment in Europe
  http://www.beyondbooks.com/ush72/7a.asp
  
• The Great Awakening
  http://www.beyondbooks.com/ush72/7b.asp
  
• Religious Transformation and the Second Great Awakening
  http://www.beyondbooks.com/ush81/10c.asp
  
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• Religious Revival: The 'Social Gospel'
  http://www.beyondbooks.com/ush11/3e.asp
  

B. describe religious influences on immigration and on social movements, including the impact of the first and second Great Awakening; and
• The New England Colonies AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush72/3.asp
  
• New Netherland to New York
  http://www.beyondbooks.com/ush72/4a.asp
  
• Quakers in Pennsylvania and New Jersey
  http://www.beyondbooks.com/ush72/4b.asp
  
• Maryland - The Catholic Experiment
  http://www.beyondbooks.com/ush72/5a.asp
  
• The Impact of Enlightenment in Europe
  http://www.beyondbooks.com/ush72/7a.asp
  
• The Great Awakening
  http://www.beyondbooks.com/ush72/7b.asp
  
• Religious Transformation and the Second Great Awakening
  http://www.beyondbooks.com/ush81/10c.asp
  
• Irish and German Immigration
  http://www.beyondbooks.com/ush82/2f.asp
  
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  
• Religious Revival: The 'Social Gospel'
  http://www.beyondbooks.com/ush11/3e.asp
  

C. analyze the impact of the first amendment guarantees of religious freedom on the American way of life.
• The Antifederalists' Victory in Defeat
  http://www.beyondbooks.com/ush81/4e.asp
  
• The Bill of Rights
  http://www.beyondbooks.com/ush81/6a.asp
  

27. Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

A. describe developments in art, music, literature, drama and other cultural activities in the history of the United States;
• The Impact of Enlightenment in Europe
  http://www.beyondbooks.com/ush72/7a.asp
  
• The Great Awakening
  http://www.beyondbooks.com/ush72/7b.asp
  
• Early National Arts and Cultural Independence
  http://www.beyondbooks.com/ush81/10f.asp
  
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• Experiments with Utopia
  http://www.beyondbooks.com/ush82/3b.asp
  
• Hudson River School Artists
  http://www.beyondbooks.com/ush82/3e.asp
  
• Transcendentalism, An American Philosophy
  http://www.beyondbooks.com/ush82/3f.asp
  
• William Lloyd Garrison and The Liberator
  http://www.beyondbooks.com/ush82/5a.asp
  
• Harriet Beecher Stowe -- Uncle Tom's Cabin
  http://www.beyondbooks.com/ush82/5d.asp
  
• Artistic and Literary Trends
  http://www.beyondbooks.com/ush11/3f.asp
  
• Victorian Values in a New Age
  http://www.beyondbooks.com/ush11/4d.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  

B. analyze the relationship between fine arts and continuity and change in the American way of life;
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• Experiments with Utopia
  http://www.beyondbooks.com/ush82/3b.asp
  
• Prison and Asylum Reform
  http://www.beyondbooks.com/ush82/3d.asp
  
• Hudson River School Artists
  http://www.beyondbooks.com/ush82/3e.asp
  
• Transcendentalism, An American Philosophy
  http://www.beyondbooks.com/ush82/3f.asp
  
• Religious Revival: The 'Social Gospel'
  http://www.beyondbooks.com/ush11/3e.asp
  
• Artistic and Literary Trends
  http://www.beyondbooks.com/ush11/3f.asp
  
• Education
  http://www.beyondbooks.com/ush11/4a.asp
  
• Life on the Reservations
  http://www.beyondbooks.com/ush11/5d.asp
  
• Western Folkways AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/6.asp
  
• The Harlem Renaissance
  http://www.beyondbooks.com/ush11/11e.asp
  
• Books and Movies
  http://www.beyondbooks.com/ush11/12d.asp
  
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  
• American Literary Voices Part 2 PROGRAM
  http://www.beyondbooks.com/lam12/index.asp
  

C. identify examples of American art, music and literature that transcend American culture and convey universal themes.
• Religious Revival
  http://www.beyondbooks.com/ush82/3a.asp
  
• Experiments with Utopia
  http://www.beyondbooks.com/ush82/3b.asp
  
• Prison and Asylum Reform
  http://www.beyondbooks.com/ush82/3d.asp
  
• Hudson River School Artists
  http://www.beyondbooks.com/ush82/3e.asp
  
• Transcendentalism, An American Philosophy
  http://www.beyondbooks.com/ush82/3f.asp
  
• Religious Revival: The 'Social Gospel'
  http://www.beyondbooks.com/ush11/3e.asp
  
• Artistic and Literary Trends
  http://www.beyondbooks.com/ush11/3f.asp
  
• Education
  http://www.beyondbooks.com/ush11/4a.asp
  
• Life on the Reservations
  http://www.beyondbooks.com/ush11/5d.asp
  
• Western Folkways AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/6.asp
  
• The Harlem Renaissance
  http://www.beyondbooks.com/ush11/11e.asp
  
• Books and Movies
  http://www.beyondbooks.com/ush11/12d.asp
  
• American Literary Voices Part 1 PROGRAM
  http://www.beyondbooks.com/lam11/index.asp
  

28. Science, technology and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

A. explain the effects of technological and scientific innovations such as the steamboat, the cotton gin and the Bessemer process;

• Sons and Daughters of Liberty
  http://www.beyondbooks.com/ush72/10b.asp
  
• The Rise of American Industry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/2.asp
  
• The Crowning of King Cotton
  http://www.beyondbooks.com/ush82/4a.asp
  
• The New Tycoons: Andrew Carnegie
  http://www.beyondbooks.com/ush11/1c.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• The Mining Boom
  http://www.beyondbooks.com/ush11/6a.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  

B. analyze the impact of transportation systems on the growth, development and urbanization of the United States;
• The Rise of American Industry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/2.asp
  
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• The Glamour of American Cities
  http://www.beyondbooks.com/ush11/3a.asp
  
• The Underside of Urban Life
  http://www.beyondbooks.com/ush11/3b.asp
  
• The Rush of Immigrants
  http://www.beyondbooks.com/ush11/3c.asp
  

C. analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally;
• Inventors and Inventions
  http://www.beyondbooks.com/ush82/2c.asp
  
• The First American Factories
  http://www.beyondbooks.com/ush82/2d.asp
  

D. explain how technological innovations led to rapid industrialization.
• Economic Growth and the Early Industrial Revolution
  http://www.beyondbooks.com/ush81/10a.asp
  
• Inventors and Inventions
  http://www.beyondbooks.com/ush82/2c.asp
  
• The First American Factories
  http://www.beyondbooks.com/ush82/2d.asp
  

29. Science, technology and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

A. compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history;
• Economic Growth and the Early Industrial Revolution
  http://www.beyondbooks.com/ush81/10a.asp
  
• Cotton and African-American Life
  http://www.beyondbooks.com/ush81/10b.asp
  
• The Rise of American Industry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/2.asp
  
• The Crowning of King Cotton
  http://www.beyondbooks.com/ush82/4a.asp
  
• Binding the Nation by Rail
  http://www.beyondbooks.com/ush11/1a.asp
  
• The New Tycoons: Andrew Carnegie
  http://www.beyondbooks.com/ush11/1c.asp
  
• The Print Revolution
  http://www.beyondbooks.com/ush11/4e.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  

B. describe how scientific ideas influenced technological developments during different periods in U.S. history; and

C. identify examples of how industrialization changed life in the United States.

• Economic Growth and the Early Industrial Revolution
  http://www.beyondbooks.com/ush81/10a.asp
  
• Cotton and African-American Life
  http://www.beyondbooks.com/ush81/10b.asp
  
• The Rise of American Industry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush82/2.asp
  
• Organized Labor AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/2.asp
  
• From the Countryside to the City AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/3.asp
  
• New Dimensions in Everyday Life AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/ush11/4.asp
  
• The Age of the Automobile
  http://www.beyondbooks.com/ush11/11a.asp
  
• A Consumer Economy
  http://www.beyondbooks.com/ush11/11f.asp
  

30. Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

A. differentiate between, locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews and artifacts to acquire information about the United States;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

B. analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; http://www.beyondbooks.com/ush72/index.htm
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

C. organize and interpret information from outlines, reports, databases and visuals including graphs, charts, timelines and maps;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

D. identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

E. support a point of view on a social studies issue or event;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

F. identify bias in written, oral and visual material;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

G. evaluate the validity of a source based on language, corroboration with other sources and information about the author; and
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

H. use appropriate mathematical skills to interpret social studies information such as maps and graphs.

31. Social Studies Skills. The student communicates in written, oral and visual forms. The student is expected to:

A. use social studies terminology correctly;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

B. use standard grammar, spelling, sentence structure and punctuation;
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

C. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

D. create written, oral and visual presentations of social studies information.
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

32. Social Studies Skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

A. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages/disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp
  

B. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences and take action to implement a decision.
• From British Arrival through British Departure PROGRAM
  http://www.beyondbooks.com/ush72/index.asp
  
• The Creation of a New Nation PROGRAM
  http://www.beyondbooks.com/ush81/index.asp
  
• Jackson through Reconstruction PROGRAM
  http://www.beyondbooks.com/ush82/index.asp
  
• The Gilded Age to the Depression PROGRAM
  http://www.beyondbooks.com/ush11/index.asp
  
• From the Depression to the New Millennium PROGRAM
  http://www.beyondbooks.com/ush12/index.asp