Utah+8th+Grade+Social+Studies+Core

=** 8th Grade Social Studies Core - Utah **= Students will interpret the role of geography in shaping United States history. || ** Objective 1 ** Determine how geography affected the development of the United States. || 1. Identify the five themes of geography; i.e., location, place, human-environmental interaction, movement, and region. ||  ||   ||   ||   || -- [|Daily Herald] -- [|CNN] -- [|Time] -- [|PBS Newshour] ||  ||   || -- [|Media Awareness Network] ||  ||   || e.g., George Washington, Thomas Paine, Alexander Hamilton, Sam Adams, John Adams ||  ||   ||   ||   || Assess the impact of the Industrial Revolution on the United States. || 1. Examine the development of the factory system. ||  ||   ||   ||   ||
 * ==** Standards **== || ==** Objectives **== || ==** Indicators **== || ==** Lesson Plans **== || ==** Resources **== ||  ||   ||
 * ** Standard 1 **
 * ||  || 2. Apply the five themes of geography as they relate to the development of the United States. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Utilize geographic skills as they relate to the study of the United States. || 1. Locate the major physical features, including the plains, major rivers, bodies of water, mountain ranges, and continents. ||  ||   ||   ||   ||
 * ||  || 2. Locate the major political features, including countries, regions, and states. ||   ||   ||   ||   ||
 * ||  || 3. Apply map and globe skills to the study of United States history; e.g., direction, legend, scale, grid coordinates. ||   ||   ||   ||   ||
 * ** Standard 2 ** Students will investigate the relationship between events of different time periods. || ** Objective 1 ** Develop an awareness of current events. || 1. Use print and broadcast media to acquire an awareness of current events. ||  || -- [|Deseret News]
 * ** Standard 2 ** Students will investigate the relationship between events of different time periods. || ** Objective 1 ** Develop an awareness of current events. || 1. Use print and broadcast media to acquire an awareness of current events. ||  || -- [|Deseret News]
 * ||  || 2. Recognize the difference between fact and opinion, and discern bias in the media. ||   || -- [|Media Research Center]
 * || ** Objective 2 ** Analyze how contemporary concerns and events affect and are affected by history. || 1. Apply knowledge of historical events to recent major events. ||  ||   ||   ||   ||
 * ||  || 2. Utilize contemporary news to discuss past events. ||   ||   ||   ||   ||
 * ** Standard 3 ** Students will understand the changes caused by European exploration in the Americas. || ** Objective 1 ** Explore life among the various American Indian nations prior to European exploration of the New World. || 1. Identify the major regional American Indian nations of North America. ||  ||   ||   ||   ||
 * ||  || 2. Examine the cultures of American Indian nations; e.g., languages, beliefs, traditions, and lifestyles. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Analyze the reasons for European exploration. || 1. Explain the economic reasons behind exploration; e.g., trade routes, discoveries of fine goods in the East, search for raw materials. ||  ||   ||   ||   ||
 * ||  || 2. Examine the political reasons behind exploration; e.g., empire building, European rivalries. ||   ||   ||   ||   ||
 * ||  || 3. Investigate the social reasons behind exploration; e.g., spreading ideas and beliefs, seeking religious freedoms. ||   ||   ||   ||   ||
 * ||  || 4. Identify key individuals who contributed to European exploration; e.g. Columbus, Cartier, Cabot, Hudson. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Assess the impact of European exploration on African slaves and American Indian nations. || 1. Examine the reasons for slavery in the New World; e.g., cotton, sugar, tobacco. ||  ||   ||   ||   ||
 * ||  || 2. Trace the beginnings of the slave trade in the Americas. ||   ||   ||   ||   ||
 * ||  || 3. Investigate the transportation of African slaves to the Americas; i.e., triangular trade routes, the Middle Passage. ||   ||   ||   ||   ||
 * ||  || 4. Explore the impact of the Europeans and the resulting destruction of American Indian cultures; e.g., the Spanish Conquistadors, disease brought by Europeans, European settlement. ||   ||   ||   ||   ||
 * ** Standard 4 ** Students will analyze European colonization and settlement of North America. || ** Objective 1 ** Explain where and why European countries colonized North America, e.g., the Netherlands, England, France, Spain. || 1. Identify motives for exploration; e.g., religion, expansion, trade, wealth. ||  ||   ||   ||   ||
 * ||  || 2. Locate the geographical regions of European settlement. ||   ||   ||   ||   ||
 * ||  || 3. Investigate the contributions and influences of the major European powers. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Assess the reasons for settlement of the English colonies. || 1. Compare the reasons for settlement in the New England, Middle, and Southern colonies. ||  ||   ||   ||   ||
 * ||  || 2. Explain the contributions of key individuals in the settling of the English colonies; e.g., John Smith, Lord Baltimore, William Bradford. ||   ||   ||   ||   ||
 * ||  || 3. Identify key groups involved in the settlement of the English colonies; e.g., Virginia Company, Pilgrims, Puritans, Quakers. ||   ||   ||   ||   ||
 * ||  || 4. Determine the reasons for conflict between the European powers in North America. ||   ||   ||   ||   ||
 * ||  || 5. Examine the causes and outcomes of the French and Indian War. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Examine the economic, political, and social patterns in the development of the 13 English colonies. || 1. Contrast the economies of the three major Colonial regions: New England, Middle, and Southern. ||  ||   ||   ||   ||
 * ||  || 2. Assess the impact of geography on the economies of the three major regions. ||   ||   ||   ||   ||
 * ||  || 3. Explain the development of self-government in the colonies. ||   ||   ||   ||   ||
 * ||  || 4. Investigate the lifestyles and cultures of the New England, Middle, and Southern colonies; e.g., education, slavery, religion. ||   ||   ||   ||   ||
 * ** Standard 5 ** Students will understand the significance of the American Revolution in the development of the United States. || ** Objective 1 ** Analyze what ideas and events led to the Revolutionary movement. || 1. Explore the events leading to the outbreak of armed conflict between the American colonies and Great Britain. ||  ||   ||   ||   ||
 * ||  || 2. Analyze the origin of the ideas behind the revolutionary movement and the movement toward independence; e.g., social contract, natural rights, English traditions. ||   ||   ||   ||   ||
 * ||  || 3. Explain the major ideas expressed in the Declaration of Independence. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Assess the factors affecting the course of the war and contributing to American victory. || 1. Examine how the Revolutionary War affected the colonists. ||  ||   ||   ||   ||
 * ||  || 2. Explain the events that brought European aid to the American cause. ||   ||   ||   ||   ||
 * ||  || 3. Examine the advantages and disadvantages of the Continental Army against British resources. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Evaluate the contributions of key people and groups to the Revolution. || 1. Identify the contributions of colonial leaders;
 * ||  || 2. Explain the events that brought European aid to the American cause. ||   ||   ||   ||   ||
 * ||  || 3. Examine the advantages and disadvantages of the Continental Army against British resources. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Evaluate the contributions of key people and groups to the Revolution. || 1. Identify the contributions of colonial leaders;
 * ||  || 2. Analyze the role various political groups played in the Revolutionary movement; e.g., Sons and Daughters of Liberty, Committees of Correspondence, 1st and 2nd Continental Congress. ||   ||   ||   ||   ||
 * ||  || 3. Examine the contributions of various social groups to the Revolutionary movement; e.g., women, free and enslaved blacks, American Indians. ||   ||   ||   ||   ||
 * || ** Objective 4 ** Examine the effects of the Revolution on the United States. || 1. Analyze the terms of the Treaty of Paris of 1783. ||  ||   ||   ||   ||
 * ||  || 2. Determine the weaknesses of the Articles of Confederation. ||   ||   ||   ||   ||
 * ||  || 3. Investigate the problems that faced the emerging nation; e.g., debt, lack of unified central government, international relations. ||   ||   ||   ||   ||
 * ||  || 4. Explain the effect the Revolution had on people; e.g., Native American Indians, slaves, European immigrants. ||   ||   ||   ||   ||
 * ** Standard 6 ** Students will understand the structure and function of the United States government established by the Constitution. || ** Objective 1 ** Assess the foundations and principles that led to the development of the Constitution. || 1. Analyze the factors involved in convening the Constitutional Convention. ||  ||   ||   ||   ||
 * ||  || 2. Investigate the ideas and documents that became the foundation for the United States Constitution; e.g., Magna Carta, Iroquois Confederation, European philosophers. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Analyze the compromises that led to the ratification of the Constitution. || 1. Compare the Federalists and Anti-Federalist ratification debates. ||  ||   ||   ||   ||
 * ||  || 2. Examine the Constitution ratification compromises; i.e., 3/5 Compromise, Great Compromise, Bill of Rights. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Examine the basic structure of the Constitution. || 1. Identify the major elements of the United States Constitution. ||  ||   ||   ||   ||
 * ||  || 2. Explain the purpose of the Constitution as outlined in the preamble. ||   ||   ||   ||   ||
 * ||  || 3. Explore the role and functions of the three branches of government. ||   ||   ||   ||   ||
 * ||  || 4. Examine the Constitutional principles of separation of powers and checks and balances. ||   ||   ||   ||   ||
 * ||  || 5. Determine the role of the Constitution as a living document. ||   ||   ||   ||   ||
 * || ** Objective 4 ** Analyze the rights, liberties, and responsibilities of citizens. || 1. Identify the responsibilities of citizenship to secure liberties; e.g., vote, perform jury duty, obey laws. ||  ||   ||   ||   ||
 * ||  || 2. Examine the Bill of Rights and its specific guarantees. ||   ||   ||   ||   ||
 * ** Standard 7 ** Students will explore the territorial growth of the United States before the Civil War. || ** Objective 1 ** Describe the ideas and events that motivated the expansion of the United States. || 1. Explain Manifest Destiny and its role in American expansion; e.g., land acquisition, economy, immigration. ||  ||   ||   ||   ||
 * ||  || 2. Examine the background and consequences of the Louisiana Purchase. ||   ||   ||   ||   ||
 * ||  || 3. Investigate the role of explorers in the expansion of the United States; e.g., Lewis and Clark, Pike, Fremont. ||   ||   ||   ||   ||
 * ||  || 4. Examine the groups of people that came West; e.g., mountain men, Mormon pioneers, California 49ers, Asian and Irish immigrants. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Examine the conflicts that arose during the American expansion. || 1. Investigate the causes and results of the War of 1812. ||  ||   ||   ||   ||
 * ||  || 2. Analyze government policies toward and treaties with American Indian nations; e.g., relocation, removal, assimilation, and sovereignty. ||   ||   ||   ||   ||
 * ||  || 3. Investigate the impact of the Mexican War on the land and people of the American Southwest; e.g., Mexican Cession, Texas, Gadsden Purchase. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Analyze how new inventions and transportation methods stimulated western expansion. || 1. Research the impact of inventions on expansion; e.g., farming,industry, communication. ||  ||   ||   ||   ||
 * ||  || 2. Examine developments in transportation; e.g., expansion of roads and trails, steamboats, and railroads. ||   ||   ||   ||   ||
 * || ** Objective 4 **
 * ||  || 2. Examine developments in transportation; e.g., expansion of roads and trails, steamboats, and railroads. ||   ||   ||   ||   ||
 * || ** Objective 4 **
 * ||  || 2. Analyze the role of factories on the growth of northern cities. ||   ||   ||   ||   ||
 * ||  || 3. Determine how the Industrial Revolution affected the North, South, and West differently. ||   ||   ||   ||   ||
 * ||  || 4. Investigate the changes in working conditions caused by the Industrial Revolution. ||   ||   ||   ||   ||
 * ** Standard 8 ** Students will examine the expansion of the political system and social rights before the Civil War. || ** Objective 1 ** Investigate the development of the American political party system. || 1. Examine the differences between the Federalists and the Democratic-Republicans. ||  ||   ||   ||   ||
 * ||  || 2. Trace the development of new political parties throughout the 18th and 19th centuries; e.g., Whigs, Jacksonian Democrats, Republicans. ||   ||   ||   ||   ||
 * ||  || 3. Determine the role of third parties as an agent of reform. ||   ||   ||   ||   ||
 * ||  || 4. Investigate the role of political parties in the electoral process. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Analyze the evolution of democracy and the extension of democratic principles. || 1. Examine how the Supreme Court strengthened the national government. ||  ||   ||   ||   ||
 * ||  || 2. Analyze how states' rights issues led to growing sectionalism. ||   ||   ||   ||   ||
 * ||  || 3. Investigate the relationship between national and state governments in expanding democracy. ||   ||   ||   ||   ||
 * ||  || 4. Appraise how the political process changed to involve more people. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Analyze the impact of social reforms on Americans during the 19th century. || 1. Examine the abolitionist movement; e.g., Sojourner Truth, William Lloyd Garrison, Frederick Douglas, the Grimke sisters. ||  ||   ||   ||   ||
 * ||  || 2. Investigate the impact of reform in education, religion, prisons and the treatment of the mentally ill during this period. ||   ||   ||   ||   ||
 * ||  || 3. Examine the extension of women's political and legal rights. ||   ||   ||   ||   ||
 * ** Standard 9 ** Students will understand the significance of the Civil War Era to the United States. || ** Objective 1 ** Analyze differences and events that led to the Civil War. || 1. Describe the cultural differences between the North and the South. ||  ||   ||   ||   ||
 * ||  || 2. Examine the sectional economic differences of the United States; e.g., slavery, industry, agriculture, geography. ||   ||   ||   ||   ||
 * ||  || 3. Analyze how states' rights led to conflict between the North and the South. ||   ||   ||   ||   ||
 * ||  || 4. Trace the failure of compromise to ease sectional differences; e.g., Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act. ||   ||   ||   ||   ||
 * ||  || 5. Investigate how the abolitionist movement increased sectional tensions between the Northern and Southern states; e.g., John Brown's raid, Dred Scott decision, //Uncle Tom's Cabin//, the Fugitive Slave Law. ||   ||   ||   ||   ||
 * ||  || 6. Assess how the election of 1860 led to secession. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Determine the factors that affected the course of the war and contributed to Union victory. || 1. Compare the advantages and disadvantages of the Union and the Confederacy. ||  ||   ||   ||   ||
 * ||  || 2. Analyze the impact of the Emancipation Proclamation on the United States and the Confederacy. ||   ||   ||   ||   ||
 * ||  || 3. Identify the contributions of key individuals in the Civil War; e.g., Lincoln, Davis, Lee, Grant. ||   ||   ||   ||   ||
 * ||  || 4. Investigate how the Civil War affected all people in the United States land area. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Evaluate the Reconstruction period and how it affected the United States following the Civil War. || 1. Explain the purpose of Reconstruction. ||  ||   ||   ||   ||
 * ||  || 2. Analyze the social impact of Reconstruction; e.g., abolition of slavery, integration of races, fall of Southern society, education. ||   ||   ||   ||   ||
 * ||  || 3. Determine the economic changes in the country caused by Reconstruction. ||   ||   ||   ||   ||
 * ||  || 4. Explain the political changes brought about by the Reconstruction Era; e.g., 13th, 14th, and 15th Amendments, voting regulations, military districts. ||   ||   ||   ||   ||
 * ** Standard 10 ** Students will understand the development of the American West following the Civil War. || ** Objective 1 ** Analyze the factors that brought people west. || 1. Examine why peoples came to the West; e.g., farmers, ranchers, miners, American Indian nations, immigrants, adventurers. ||  ||   ||   ||   ||
 * ||  || 2. Investigate the impact of mining and ranching on the land and people. ||   ||   ||   ||   ||
 * ||  || 3. Assess the impact of the railroad on western development. ||   ||   ||   ||   ||
 * || ** Objective 2 ** Analyze the settlement of the American West. || 1. Examine the changes of the landscape due to settlement patterns. ||  ||   ||   ||   ||
 * ||  || 2. Investigate the development of cities in the West. ||   ||   ||   ||   ||
 * ||  || 3. Assess the impact western settlement patterns had on the Native American Indians. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Investigate the conflict among various groups involved in the settlement of the West. || 1. Determine the reasons and groups involved in conflict during the settlement of the West; e.g., ranchers, miners, farmers, American Indian nations, immigrants. ||  ||   ||   ||   ||
 * ||  || 2. Examine the consequences of conflict in the settlement of the West. ||   ||   ||   ||   ||
 * ||  || 3. Assess the impact western settlement patterns had on the Native American Indians. ||   ||   ||   ||   ||
 * || ** Objective 3 ** Investigate the conflict among various groups involved in the settlement of the West. || 1. Determine the reasons and groups involved in conflict during the settlement of the West; e.g., ranchers, miners, farmers, American Indian nations, immigrants. ||  ||   ||   ||   ||
 * ||  || 2. Examine the consequences of conflict in the settlement of the West. ||   ||   ||   ||   ||