CONTENT OBJECTIVES 3rd 9 Weeks
20. Describe the causes and effects of the Louisiana Purchase and the explorations of Lewis and Clark. (9.3)
21. Describe United States foreign relations and conflicts, territorial disputes, the War of 1812, and the significance
of the Monroe Doctrine, the Louisiana Purchase and the acquisition of Florida in the Adams-Onis Treaty. (5.9)
22.* Describe the economic growth and changes in the United States in science, technology, energy, manufacturing,
entrepreneurship, and transportation, including geographic factors in the location and development of United States
industries and centers of urbanization (e.g., Industrial Revolution, the early labor movement, and famous
entrepreneurs of the time). (6.1)
23.* Identify/explain economic, social, and cultural sectional differences between the North and the South. (10.1)
24. Evaluate the impact in the Northern states of the concentration of industry, manufacturing, and shipping; the
development of the railroad system; and the effects of immigration and the immigrant experience. (6.2)
25. Evaluate the impact in the Southern states of the dependence on cotton, the plantation system and rigid social
classes, and the relative absence of enterprises engaged in manufacturing and finance. (6.3)
26. Assess the economic, political and social aspects of slavery, the variety of slave experiences, African American
resistance to slavery, and the rise of sharecropping and tenant farming. (6.4)
27.* Trace development of Jacksonian Democracy & explain why election of Andrew Jackson was considered a
victory for the “common man.” (7.1)
28.* Analyze Jackson’s attack on 2nd Bank of U.S. & subsequent 1830s business cycle of inflation/depression. (7.2)
29.Compare and contrast the policies toward Native Americans pursued by presidential administrations through the
Jacksonian era, and evaluate the impact on Native Americans of white expansion, including the resistance and
removal of the Five Tribes (i.e., Choctaw, Chickasaw, Creek, Seminole, and Cherokee). (7.4)Eighth Grade, page 4 rev. May 10, 2011
30. Describe and explain the Nullification Crisis and the development of the states’ rights debates. (7.3)
31. Examine, discuss Manifest Destiny as motivation & justification for westward expansion, lure of the West, and
reality of life on the frontier. (9.1)
32. * Analyze the causes of Texas independence and the Mexican-American War, and evaluate the provisions and
consequences of the Treaty of Guadalupe Hidalgo. (9.4)
33. Delineate and locate territorial acquisitions (e.g., Texas Annexation, Mexican Cession, and Gadsden Purchase),
explorations, events, and settlement of the American West using a variety of resources. (9.2)
34. Assess the factors that led to increased immigration (e.g., the Irish potato famine, railroad construction, and
employment opportunities) and how ethnic and cultural conflict was intensified. (9.5)
35. Compare and contrast the causes and character of the rapid settlement of Oregon and California in the late 1840s an
1850s. (9.6)
36. * Examine the religious origins and persecution of the Mormons; explain the motives for their trek westward, and
evaluate their contributions to the settlement of the West. (9.7)
37. Describe the importance of trade on the frontiers and assess the impact of westward expansion on Native American
peoples, including their displacement and removal and the Indian Wars of 1850s-1870s. (9.8)
38. * Evaluate the impact of the Homestead Act of 1862 and the resulting movement westward to “free land.” (9.9)
39. Examine how the invention of the cotton gin, the demand for cotton in northern and European textile factories, and the
opening of new lands in the South and West led to the increased demand for slaves. (10.2)
PROCESS OBJECTIVES ----------------------------------------------------------------------------------------------4
th 9 Weeks
1. * Develop/apply cause-effect reasoning & chronological thinking to past, present, and future situations. (1.1)
2. Identify, analyze, and interpret primary and secondary sources that reflect events and life in United States History
within the curriculum context. (1.2)
3. Construct various timelines of United States, highlighting landmark dates, technological changes, major political,
economic and military events, and major historical figures. (1.3)
4. Locate on a U.S. map major physical features, bodies of water, exploration and trade routes, & the states that
entered the Union up to 1877. (1.4)
5. Interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and
economic graphs. (1.5)
6. Make distinctions among propaganda, fact, opinion; evaluate cause-effect relationships; draw conclusions. (1.6)
7. Interpret patriotic slogans and excerpts from notable quotations, speeches and documents (e.g., “Give me liberty or
give me death,” “Don’t Tread on Me,” “”One if by land and two if by sea,” “The shot heard ‘round the world,” “E
Pluribus Unum,” the Declaration of Independence, the Preamble to the Constitution, “Fifty-four forty or fight,” and
the Gettysburg Address). (1.7)
8. * Read, write, and present a variety of products, such as tables, charts, graphs, maps, reports, letters, computer
presentations, checklists, resumes, brochures, pamphlets, and summaries. (2.1)
9. * Write on, speak about, and dramatize different historical perspectives of individuals and groups (e.g., settlers,
slaves, indentured servants, and slave holders; Patriots and Loyalists; Federalists and Anti-Federalists; political
parties; rural and urban dwellers; and peoples of different cultural, economic, and ethnic backgrounds). (2.2)
10. * Write on, speak about, and dramatize different evaluations of the causes and effects of major events (e.g., the
American Revolution, the Constitutional Convention, the Industrial Revolution, westward expansion, the Civil War,
and Reconstruction). (2.3)
11. * Examine development and emergence of a unique American culture (e.g., art, music, and literature). (2.4)
CONTENT OBJECTIVES 4
th 9 Weeks
40. * Analyze changing ideas about race and assess pro-slavery and anti-slavery ideologies in the North and South.
(8.1)
41. Explain the fundamental beliefs of abolitionism and the operation of the Underground Railroad. (8.2)
42. * Assess importance of the Second Great Awakening and the ideas and beliefs of its principal leaders. (8.3)
43. Identify major utopian experiments (e.g., New Harmony, Indiana, and Oneida, New York) and describe the
reasons for their formation. (8.4)
44. *Examine changing gender roles and the ideas and activities of women reformers. (8.5)Eighth Grade, page 5 rev. May 10, 2011
45. Identify and explain the significance of the activities of early reform leaders of different racial, economic and
social groups in education, abolition, temperance, and women’s suffrage. (8.6)
46. * Evaluate the importance of slavery as a principal cause of the conflict. (10.3)
47. Explain how the Compromise of 1850, the publication of Uncle Tom’s Cabin, the Kansas-Nebraska Act (popular
sovereignty), the Dred Scott decision, and John Brown’s raid on Harper’s Ferry contributed to and increased
sectional polarization. (10.4)
48. Discuss the significance of the presidential election of 1860, including the issues, personalities, and results.
(10.5)
49. * Compare economic resources of the Union & the Confederacy at beginning of the Civil War & assess the
tactical advantages of each side. (11.1)
50. * Identify the turning points of war (e.g., major battles and the Emancipation Proclamation) and evaluate how
political, economic, military, and diplomatic leadership affected the outcome of the conflict. (11.2)
51. * Compare and contrast the motives for fighting and the daily life experiences of Confederate soldiers with
those of Union soldiers, both white and African American. (11.3)
52. * Compare homefront and battlefront roles of women in the Union and the Confederacy. (11.4)
53. * Examine various plans for Reconstruction, programs to transform social relations in the South, and successes
and failures of Reconstruction in the South, North, and West (e.g., role of carpetbaggers & scalawags, passage of
Black Codes, accomplishments of Freedmen’s Bureau, and rise of Ku Klux Klan.) (11.5)
54. * Explain the provisions of the 13th, 14th, and 15th Amendments and the political forces supporting and opposing
each. (11.6)
55. * Analyze the escalating conflict between the president and Congress, and explain the reasons for and
consequences of Andrew Johnson’s impeachment and trial. (11.7)
56. * Analyze how and why the Compromise of 1877 effectively ended Reconstruction. (11.8)
Many objectives include people/events/situations covered in different ways for different time periods. Please continue to cover all important
people/events in terms of the context of each 9 weeks. Do not omit important historical figures because their names do not appear in the PASS
objectives of that grading period.
20. Describe the causes and effects of the Louisiana Purchase and the explorations of Lewis and Clark. (9.3)
21. Describe United States foreign relations and conflicts, territorial disputes, the War of 1812, and the significance
of the Monroe Doctrine, the Louisiana Purchase and the acquisition of Florida in the Adams-Onis Treaty. (5.9)
22.* Describe the economic growth and changes in the United States in science, technology, energy, manufacturing,
entrepreneurship, and transportation, including geographic factors in the location and development of United States
industries and centers of urbanization (e.g., Industrial Revolution, the early labor movement, and famous
entrepreneurs of the time). (6.1)
23.* Identify/explain economic, social, and cultural sectional differences between the North and the South. (10.1)
24. Evaluate the impact in the Northern states of the concentration of industry, manufacturing, and shipping; the
development of the railroad system; and the effects of immigration and the immigrant experience. (6.2)
25. Evaluate the impact in the Southern states of the dependence on cotton, the plantation system and rigid social
classes, and the relative absence of enterprises engaged in manufacturing and finance. (6.3)
26. Assess the economic, political and social aspects of slavery, the variety of slave experiences, African American
resistance to slavery, and the rise of sharecropping and tenant farming. (6.4)
27.* Trace development of Jacksonian Democracy & explain why election of Andrew Jackson was considered a
victory for the “common man.” (7.1)
28.* Analyze Jackson’s attack on 2nd Bank of U.S. & subsequent 1830s business cycle of inflation/depression. (7.2)
29.Compare and contrast the policies toward Native Americans pursued by presidential administrations through the
Jacksonian era, and evaluate the impact on Native Americans of white expansion, including the resistance and
removal of the Five Tribes (i.e., Choctaw, Chickasaw, Creek, Seminole, and Cherokee). (7.4)Eighth Grade, page 4 rev. May 10, 2011
30. Describe and explain the Nullification Crisis and the development of the states’ rights debates. (7.3)
31. Examine, discuss Manifest Destiny as motivation & justification for westward expansion, lure of the West, and
reality of life on the frontier. (9.1)
32. * Analyze the causes of Texas independence and the Mexican-American War, and evaluate the provisions and
consequences of the Treaty of Guadalupe Hidalgo. (9.4)
33. Delineate and locate territorial acquisitions (e.g., Texas Annexation, Mexican Cession, and Gadsden Purchase),
explorations, events, and settlement of the American West using a variety of resources. (9.2)
34. Assess the factors that led to increased immigration (e.g., the Irish potato famine, railroad construction, and
employment opportunities) and how ethnic and cultural conflict was intensified. (9.5)
35. Compare and contrast the causes and character of the rapid settlement of Oregon and California in the late 1840s an
1850s. (9.6)
36. * Examine the religious origins and persecution of the Mormons; explain the motives for their trek westward, and
evaluate their contributions to the settlement of the West. (9.7)
37. Describe the importance of trade on the frontiers and assess the impact of westward expansion on Native American
peoples, including their displacement and removal and the Indian Wars of 1850s-1870s. (9.8)
38. * Evaluate the impact of the Homestead Act of 1862 and the resulting movement westward to “free land.” (9.9)
39. Examine how the invention of the cotton gin, the demand for cotton in northern and European textile factories, and the
opening of new lands in the South and West led to the increased demand for slaves. (10.2)
PROCESS OBJECTIVES ----------------------------------------------------------------------------------------------4
th 9 Weeks
1. * Develop/apply cause-effect reasoning & chronological thinking to past, present, and future situations. (1.1)
2. Identify, analyze, and interpret primary and secondary sources that reflect events and life in United States History
within the curriculum context. (1.2)
3. Construct various timelines of United States, highlighting landmark dates, technological changes, major political,
economic and military events, and major historical figures. (1.3)
4. Locate on a U.S. map major physical features, bodies of water, exploration and trade routes, & the states that
entered the Union up to 1877. (1.4)
5. Interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and
economic graphs. (1.5)
6. Make distinctions among propaganda, fact, opinion; evaluate cause-effect relationships; draw conclusions. (1.6)
7. Interpret patriotic slogans and excerpts from notable quotations, speeches and documents (e.g., “Give me liberty or
give me death,” “Don’t Tread on Me,” “”One if by land and two if by sea,” “The shot heard ‘round the world,” “E
Pluribus Unum,” the Declaration of Independence, the Preamble to the Constitution, “Fifty-four forty or fight,” and
the Gettysburg Address). (1.7)
8. * Read, write, and present a variety of products, such as tables, charts, graphs, maps, reports, letters, computer
presentations, checklists, resumes, brochures, pamphlets, and summaries. (2.1)
9. * Write on, speak about, and dramatize different historical perspectives of individuals and groups (e.g., settlers,
slaves, indentured servants, and slave holders; Patriots and Loyalists; Federalists and Anti-Federalists; political
parties; rural and urban dwellers; and peoples of different cultural, economic, and ethnic backgrounds). (2.2)
10. * Write on, speak about, and dramatize different evaluations of the causes and effects of major events (e.g., the
American Revolution, the Constitutional Convention, the Industrial Revolution, westward expansion, the Civil War,
and Reconstruction). (2.3)
11. * Examine development and emergence of a unique American culture (e.g., art, music, and literature). (2.4)
CONTENT OBJECTIVES 4
th 9 Weeks
40. * Analyze changing ideas about race and assess pro-slavery and anti-slavery ideologies in the North and South.
(8.1)
41. Explain the fundamental beliefs of abolitionism and the operation of the Underground Railroad. (8.2)
42. * Assess importance of the Second Great Awakening and the ideas and beliefs of its principal leaders. (8.3)
43. Identify major utopian experiments (e.g., New Harmony, Indiana, and Oneida, New York) and describe the
reasons for their formation. (8.4)
44. *Examine changing gender roles and the ideas and activities of women reformers. (8.5)Eighth Grade, page 5 rev. May 10, 2011
45. Identify and explain the significance of the activities of early reform leaders of different racial, economic and
social groups in education, abolition, temperance, and women’s suffrage. (8.6)
46. * Evaluate the importance of slavery as a principal cause of the conflict. (10.3)
47. Explain how the Compromise of 1850, the publication of Uncle Tom’s Cabin, the Kansas-Nebraska Act (popular
sovereignty), the Dred Scott decision, and John Brown’s raid on Harper’s Ferry contributed to and increased
sectional polarization. (10.4)
48. Discuss the significance of the presidential election of 1860, including the issues, personalities, and results.
(10.5)
49. * Compare economic resources of the Union & the Confederacy at beginning of the Civil War & assess the
tactical advantages of each side. (11.1)
50. * Identify the turning points of war (e.g., major battles and the Emancipation Proclamation) and evaluate how
political, economic, military, and diplomatic leadership affected the outcome of the conflict. (11.2)
51. * Compare and contrast the motives for fighting and the daily life experiences of Confederate soldiers with
those of Union soldiers, both white and African American. (11.3)
52. * Compare homefront and battlefront roles of women in the Union and the Confederacy. (11.4)
53. * Examine various plans for Reconstruction, programs to transform social relations in the South, and successes
and failures of Reconstruction in the South, North, and West (e.g., role of carpetbaggers & scalawags, passage of
Black Codes, accomplishments of Freedmen’s Bureau, and rise of Ku Klux Klan.) (11.5)
54. * Explain the provisions of the 13th, 14th, and 15th Amendments and the political forces supporting and opposing
each. (11.6)
55. * Analyze the escalating conflict between the president and Congress, and explain the reasons for and
consequences of Andrew Johnson’s impeachment and trial. (11.7)
56. * Analyze how and why the Compromise of 1877 effectively ended Reconstruction. (11.8)
Many objectives include people/events/situations covered in different ways for different time periods. Please continue to cover all important
people/events in terms of the context of each 9 weeks. Do not omit important historical figures because their names do not appear in the PASS
objectives of that grading period.