Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
Assurances
By the end of the Eighth Grade United States History the Student will:
1. Describe the major issues and characteristics of the major eras in American history
from the early colonial period through 1877.
2. Locate and identify characteristics of places and regions of the U. S., describing the
acquisition, settlement, and population distribution of U. S. territory.
3. Use geographic tools to collect, analyze, and interpret data.
4. Explain the American beliefs and principles reflected in the U. S. Constitution and
other important historic documents.
5. Describe the importance of effective leadership in a democratic society.
6. Explain the rights and responsibilities of citizens of the United States.
7. Describe the rich and diverse cultural background of the United States as they
identify the different racial and ethnic groups that settled in the United States.
8. Conduct research using primary and secondary sources.
9. Apply critical-thinking skills to organize and use information acquired from a variety
of sources including electronic technology, artifacts, and visuals such as cartoons,
graphs, maps, charts and timelines.
affect
analyze
bias
categorize
cause
compare
conclude
consequence
contrast
data
Vocabulary
differentiate
diversity
effect
evaluate
generalization
impact
inference
influence
issue
option
prediction
primary source
reference
responsibility
secondary source
sequence
significance
summarization
visuals
Throughout the year as students learn social studies content, they are expected to master
certain skills which are required by the TEKS. Teachers should plan appropriate activities
which incorporate social studies skills throughout the scope of the course.
SOCIAL STUDIES SKILLS
The student applies critical-thinking skills to organize and use information acquired from
a variety of sources including electronic technology. These skills are to be incorporated
all year long.
The Student will:
1.
[Differentiate between, locate, and] use primary and secondary sources [such as
computer software, databases, media and news services, biographies, interviews,
Deborah Johnson
United States History –Grade 8 Page 1
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
2.
3.
4.
5.
6.
7.
8.
and artifacts] to acquire information about the United States. (TAKS 5, TEKS
8.30A)
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. (TAKS 5, TEKS 8.30B)
[Organize and] interpret information from [outlines, reports, databases, and]
visuals including graphs, charts, timelines, and maps. (TAKS 5, TEKS 8.30C)
Identify points of view from the historical context surrounding an event and the
frame of reference which influenced the participants. (TAKS 5, TEKS 8.30D)
Support a point of view on a social studies issue or event. (TEKS 8.30E)
Identify bias in written, [oral,] and visual material. (TAKS 5, TEKS 8.30F)
Evaluate the validity of a source based on language, corroboration with other
sources, and information about the author. (TEKS 8.30G)
Use appropriate mathematical skills to interpret social studies information such as
maps and graphs. (TEKS 8.30H)
The student communicates in written, oral, and visual forms.
The Student will:
9.
Use social studies terminology correctly.(TEKS 8.31A)
10. Use standard grammar, spelling, sentence structure, and punctuation.(TEKS
8.31B)
11. Transfer information from one medium to another, including written to visual,
and statistical to written or visual, using computer software as appropriate.(TEKS
8.31C)
12. Create written, oral, and visual presentations of social studies information. (TEKS
8.31D)
13. Create thematic maps, graphs, charts, models, and databases representing various
aspects of the United States (TEKS 8.10A)
14. [Pose and] answer questions about geographic distributions and patterns
shown on maps, graphs, charts, models, and databases representing various
aspects of the United States. (physical regions of the U.S.) (TAKS – Obj. 2,
TEKS 8.10 B)
The student uses problem-solving and decision-making skills working independently and
with others, in a variety of settings.
The Student will:
15. Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution. (TEKS 8.32A)
16. 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. (TEKS 8.32B)
Deborah Johnson
United States History –Grade 8 Page 2
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
adapt
agriculture
cause
century
characteristics
charts
colonial
colony
colonize
compact
contemporary
Vocabulary – First Six Weeks
databases
physical characteristics
distribution
regions
economic
religious freedom
environment
representative
exploration
rural
explore
self-government
fundamental
thematic maps
geography
urban
graphs
urbanization
modify
pattern
GEOGRAPHY
The Student will:
17. Compare places and regions of the United States in terms of physical and human
characteristics and analyze the effects on major historical [and contemporary]
events in the United States. (Coastal Plains Region, Appalachian Mountains,
Central Plains Region, Rocky Mountains Region, Mountain and Basins Region,
Pacific Coast) (TAKS – Obj. 2, TEKS 8.11B,C)
18. Analyze how physical characteristics of the environment influenced population
distribution settlement patterns, and economic activities in the United States
during the 18th and 19th centuries (TAKS – Obj. 2, TEKS 8.12A)
19. Describe the consequences of human modification of the physical environment of
the United States (TEKS 8.12B)
20. Describe how different immigrant groups interacted with the environment in the
United States during the 18t and 19th century. (TEKS 8.12C)
21. Analyze how physical characteristics of the environment influenced population
distribution, settlement patterns, and economic activities in the United States
during the 18th and 19th centuries. (cities and settlements located along rivers and
harbors for transportation and trade purposes, Appalachian Mountains created a
barrier) (TAKS – Obj. 2, TEKS 8.12 A)** all year long skill
22. Locate places and regions of importance in the United States during the 18th
century.
(New England Colonies, Middle Colonies, Southern Colonies,
Jamestown, Plymouth, Ohio River Valley, St. Lawrence River, Mississippi River)
(TAKS – Obj. 2, TEKS 8.11A)
MAJOR ERAS AND IMPORTANT DATES
23. Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods and identify the major eras in U.S. history
through 1877 and describe their defining characteristics.
(Exploration,
Deborah Johnson
United States History –Grade 8 Page 3
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
24.
Colonization, Virginia House of Burgesses, First Great Awakening) (TAKS –
Obj. 1, TEKS 8.1A.B)
Explain the significance of the following date: 1607. (Jamestown – first
permanent English settlement in North America) (TAKS – Obj. 1, TEKS 8.1C)
EARLY EXPLORATION, COLONIZATION, AND CULTURE
25. Identify reasons for European exploration and colonization of North America.
(searching for a route to Asia, searching for gold, to make a profit, religious
reasons, a better way of life) (TEKS 8.2A)
26. Compare political, economic, and social reasons for the establishment of the 13
colonies. (to make a profit, religious freedom, a better way of life)
(TAKS – Obj. 1, TEKS 8.2 B)
27. Trace the development of religious freedom in the United States. (the Pilgrims,
the Puritans, Rhode Island, Maryland, Pennsylvania) (TEKS 8.26A)
28. Describe religious influences on immigration and on social movements, including
the impact of the First Great Awakening. (Jonathan Edwards’ role; the First
Great Awakening brought a sense of equality among Americans.) (TEKS 8.26B)
29. Identify selected racial, ethnic, and religious groups that settled in the United
States and their reasons for immigration. (Spanish, French, English, Pilgrims,
Puritans, Quakers, African-Americans) (TEKS 8.24A)
30. Explain the relationship between urbanization and conflicts resulting from
differences in religion, social class, and political beliefs. (Roger Williams and
Anne Hutchinson established Rhode Island due to religious differences with John
Winthrop) (TEKS 8.24B)
31. Identify ways conflicts between people from various racial, ethnic, and religious
groups were resolved. (Roger Williams and Anne Hutchinson left Massachusetts
Bay Colony to avoid further problems) (TEKS 8.24C)
32. Analyze the contributions of people of various racial, ethnic, and religious groups
[to our national identity]. (Spanish, French, English, Pilgrims, Puritans, Quakers,
African-Americans, Native Americans) (TAKS – Obj. 3, TEKS 8.24D)
33. Describe how different immigrant groups interacted with the environment in the
United States during the 18th and 19th century. (TEKS 8.12C)
34. Identify the political, social, and economic contributions of women to American
society. (Anne Hutchinson and the development of Rhode Island; Phillis
Wheatley, an African-American poet in the Massachusetts Colony) (TAKS- Obj.
3, TEKS 8.24E)
35. Explain the reasons for the growth of representative government and
institutions, describe how religion contributes to the growth of representative
government and evaluate the importance of the Mayflower Compact, [the
Fundamental Orders of Connecticut,] and the Virginia House of Burgesses
[as well as religious contributions] to the growth of representative government.
(TAKS – Obj. 4, TEKS 8.3A,B, C)
36. Explain the role of significant individuals such as William Penn in the
development of self-government in colonial America. (TEKS 8.21A)
Deborah Johnson
United States History –Grade 8 Page 4
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
37.
38.
39.
Identify economic differences among different regions of the United States. (New
England, Middle, and Southern Colonies) (TAKS – Obj. 3, TEKS 8.13A)
Explain reasons for the development of the plantation system, the growth of the
slave trade, and the spread of slavery. (Rich soil and long growing season allows
for the growth of cash crops; a large work force is needed to cultivate these crops;
the decrease of indentured servants leads to a dependency on slave labor;
triangular trade route) (TAKS – Obj. 3, TEKS 8.13B)
Analyze the causes and effects of economic differences among different regions
of the United States at selected times in U.S. history. (North: good for fishing,
shipbuilding, not good for large scale farming; Middle: good for growing grains
and beginning craftsmanship; South: good for farming) (TEKS 8.13C)
CAUSES OF AMERICAN REVOLUTION (PART ONE)
40. Summarize the cause and outcome of the French and Indian War and describe
economic burdens placed on Britain as a result of the French and Indian War.
(Conflict between Britain and France over the Ohio River Valley; Treaty of Paris
of 1763; the war put Britain in debt and to pay off the debt, Britain started
imposing taxes on the American colonies) (TEKS 8.4A)
Deborah Johnson
United States History –Grade 8 Page 5
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
advocate
American Revolution
confederation
conflict
correspond
correspondence
debt
Vocabulary – Second Six Weeks
economic
ordinance
economy
quarter
French and Indian War
proclamation (proclaim)
grievance(s)
revolution
leadership
treaty
mercantilism
unalienable rights
minutemen
writ
GEOGRAPHY
41. Locate places and regions of importance in the United States during the 18th
century. (Ohio River Valley, Mississippi River, Appalachian Mountains, St.
Lawrence River, Northwest Territory, Lexington and Concord, Saratoga,
Yorktown, New York City) (TAKS – Obj. 2, TEKS 8.11A)
42. Compare places and regions of the United States in terms of physical and human
characteristics and analyze the effects on major historical [and contemporary]
events in the United States. (TAKS– Obj. 2, TEKS 8.11B,C)
43. Analyze how physical characteristics of the environment influenced population
distribution settlement patterns, and economic activities in the United States
during the 18th and 19th centuries. (TAKS – Obj. 2, TEKS 8.12A)
44. Describe the consequences of human modification of the physical environment of
the United States. (TEKS 8.12B)
45. Describe how different immigrant groups interacted with the environment in the
United States during the 18th and 19th century. (TEKS 8.12C)
MAJOR ERAS AND IMPORTANT DATES
The Student will:
46. Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods and identify the major eras in U.S. history
through 1877 and describe their defining characteristics. (French and Indian War,
causes of the American Revolution, American Revolution, Articles of
Confederation) (TAKS – Obj. 1, TEKS 8.1A,B)
47. Explain the significance of the following date:
1776. (Declaration of
Independence) (TAKS – Obj. 1, TEKS 8.1C)
CAUSES AND EVENTS OF THE AMERICAN REVOLUTION
48. Analyze causes of the American Revolution, including mercantilism and British
economic policies following the French and Indian War. (mercantilism, British
acts and policies to raise money to help pay off the debt incurred from the French
and Indian War caused many colonists to resent British rule: Proclamation of
1763, Sugar Act, Quartering Act, Boston Massacre, Stamp Act, Boston Tea Party,
Townshend Acts, Writs of Assistance, Tea Act, Intolerable Acts) (TAKS – Obj.
1, TEKS 8.4A)
Deborah Johnson
United States History –Grade 8 Page 6
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
49.
50.
51.
52.
53.
54.
55.
Define and give examples of unalienable rights. (Unalienable rights are
fundamental rights guaranteed to people naturally instead of by the law. The
Declaration of Independence stated, “That all men are created equal, that they are
endowed by their Creator with certain unalienable rights; that among these are
life, liberty, and the pursuit of happiness.”) (TAKS – Obj. 4, TEKS 8.20A)
Identify colonial grievances listed in the Declaration of Independence. (no
representation in Parliament, denied the right to trial by jury, quartering of troops,
etc.) (TAKS – Obj. 4, TEKS 8.16C)
Explain the roles played by significant individuals during the American
Revolution including Samuel Adams, Benjamin Franklin, King George III,
Thomas Jefferson, [Marquis de Lafayette,] Thomas Paine, and George
Washington. (TAKS – Obj. 1, TEKS 8.4B)
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 of 1783. (First and Second Continental Congress). (TAKS – Obj.
1, TEKS 8.4C)
Describe the contributions of significant political, social, [and military leaders]
such as [John Paul Jones]. (John Paul Jones is known as the father of the
American Navy for his actions during the American Revolution. His famous
quote was “I have not yet begun to fight.”; Benjamin Franklin; Patrick Henry)
(TAKS – Obj. 4, TEKS 8.23B)
Analyze the contributions of people of various racial, ethnic, and religious groups
[to our national identity]. (Bernardo de Galvez, Spanish governor of Louisiana
who helped the Americans during the American Revolution; Marquis de
Lafayette, advisor from France; Baron Von Steuben, German who drilled
Washington’s troops; Crispus Attucks, African-American killed at the Boston
Massacre) (TAKS – Obj. 3, TEKS 8.24D)
Identify the political, social, and economic contributions of women to American
society. (Mercy Otis Warren, wrote plays making fun of the British; the
Daughters of Liberty, boycotted British goods by only drinking herbal tea and by
spinning their own thread; Mary Ludwig Hayes, continued to load and fire a
cannon after her husband was killed in battle, Abigail Adams – early pioneer for
women’s rights) (TAKS – Obj. 3, TEKS 8.24E)
CONFEDERATION PERIOD
56. Summarize the strengths and weaknesses of the Articles of Confederation.
(Strengths: First form of government for the new republic, created the Land
Ordinance of 1785 and the Northwest Ordinance of 1787, outlawed slavery in
the Northwest Territories. Weaknesses: No executive or judicial branches of
government, monetary problems, Shay’s Rebellion showed that the government
could not keep order and a stronger form of national government was needed)
(TAKS – Obj. 4, TEKS 8.16B)
Deborah Johnson
United States History –Grade 8 Page 7
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
57.
Explain how the Northwest Ordinance established principles and procedures for
orderly expansion of the United States. (new states would be admitted on equal
footing.) (TAKS – Obj. 1, TEKS 8.6A)
Deborah Johnson
United States History –Grade 8 Page 8
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
anti
Anti-Federalists
civic virtue
civil disobedience
capitalism
checks and balances
comman man
compromise
constitution
convention
domestic
Farewell Address
Vocabulary – Third Six Weeks
Federalism
Monroe Doctrine
Federalist Period
naturalization
Federalists
naturalized citizen
free enterprise
passive resistance
Founding Fathers
plantation system
popular sovereignty
Gibbons v. Ogden
judicial review
ratify
libel
ratification
limited government
republic
Louisiana Purchase
republicanism
separation of powers
Marbury v. Madison
War of 1812
McCulloch v. Maryland
GEOGRAPHY
The student will:
58. Locate places and regions of importance in the United States during the 18th
century. (Philadelphia, New York City, Louisiana Purchase) (TAKS – Obj. 2,
TEKS 8.11A)
59. Compare places and regions of the United States in terms of physical and human
characteristics and analyze the effects on major historical [and contemporary]
events in the United States. (Coastal Plains Region, Appalachian Mountains,
Central Plains Region, Rocky Mountains Region, Mountain and Basins Region,
Pacific Coast) (TAKS – Obj. 2, TEKS 8.11B,C)
60. Analyze how physical characteristics of the environment influenced population
distribution settlement patterns, and economic activities in the United States
during the 18th and 19th centuries (TAKS – Obj. 2, TEKS 8.12A)
61. Describe the consequences of human modification of the physical environment of
the United States. (TEKS 8.12B)
62. Describe how different immigrant groups interacted with the environment in the
United States during the 18th and 19th century. (TEKS 8.24A)
MAJOR ERAS AND IMPORTANT DATES
63. Apply absolute and relative chronology through the sequencing of significant
individuals, events, time periods and identify the major eras in U.S. history
through 1877 and describe their defining characteristics. (Formation of
Government, Federalist Period, Age of Jefferson, War of 1812, Era of Good
Feelings) (TAKS – Obj. 1, TEKS 8.1A,B)
64. Explain the significance of the following dates: 1787. (Constitution written)
(TAKS – Obj. 1, TEKS 8.1C)
Deborah Johnson
United States History –Grade 8 Page 9
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
FORMATION OF GOVERNMENT
65. Analyze the issues of the Philadelphia Convention of 1787, including major
compromises. (representation in Congress: Virginia Plan vs. New Jersey Plan,
solved by the Great Compromise; counting of slaves for the purpose of taxation
and representation: solved by the Three-Fifths Compromise.)
(TAKS – Obj. 1, TEKS 8.4D)
66. Summarize a historical event in which compromise resulted in a peaceful
resolution. (the Great Compromise; the Three-Fifths Compromise)
(TEKS 8.22C)
67. Analyze the arguments for and against ratification of the Constitution. (Two
groups of thought emerged which became known as the Federalists and the
Anti-federalists. The Federalists advocated ratifying the Constitution because
they felt that a strong national government was needed. Anti-Federalists thought
the Constitution gave too much power to the federal government and not enough
to the states.) (TAKS- Obj. 4, TEKS 8.4D)
68. Analyze the arguments of the Federalists and Anti-Federalists, including those of
Alexander Hamilton, Patrick Henry, James Madison, and [George Mason].
(Federalists: favored a strong central government to maintain order; Alexander
Hamilton, James Madison, and John Jay. Anti-Federalists: in favor of a Bill of
Rights to limit the powers of the central government, feared a loss of state power;
Patrick Henry and George Mason.) (TAKS – Obj. 4, TEKS 8.18A)
69. Summarize the purposes for and processes of changing the U.S. Constitution.
(The Constitution can be changed or amended when it is deemed necessary by the
people to bring the document up to date. Congress or state conventions can
propose an amendment. It then goes to the states to be approved. An amendment
must have a 2/3 vote of Congress or state conventions and a ¾ vote of the states to
be approved.) (TAKS – Obj. 4, TEKS 8.17A)
70. Identify the influence of ideas from historic documents including the Magna
Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of
Independence, and the Federalist Papers, [and selected Anti-Federalists
writings] on the U.S. system of government. (TAKS – Obj. 4, TEKS 8.16A)
71. Explain how colonial grievances listed in the Declaration of Independence were
addressed in the U.S. Constitution and the Bill of Rights. (Constitution: each
state would have representatives in Congress, judges appointed for life making
them independent of executive control, etc. The Bill of Rights: limit abuses of
government, among the freedoms are those denied to the colonists under British
rule, ex: trial by jury, no quartering of soldiers.) (TAKS – Obj. 4, TEKS 8.16C)
GOVERNMENT and CITIZENSHIP
72. Analyze how the U.S. Constitution reflects the principles of limited
government, republicanism, checks and balances, federalism, separation of
powers, popular sovereignty (popular vote - the people have the right to vote for
representatives to make the laws), and individual rights.
(TAKS- Obj. 4, TEKS 8.16D)
Deborah Johnson
United States History –Grade 8 Page 10
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
73.
74.
75.
76.
77.
78.
79.
80.
81.
Summarize rights guaranteed in the Bill of Rights and describe the impact of 19th
century amendments including the 13th, 14th, and 15th amendments on life in the
United States. (TAKS – Obj. 4, TEKS 8.20B, 8.17B)
Analyze the impact of the first amendment guarantees of religious freedom on the
American way of life. (TEKS 8.26C)
Describe the importance of free speech and press in a democratic society. (The
John Peter Zenger Trial convinced people that not all printed criticism was libel-only false statements. This was a great victory for a free, but responsible press.)
(TAKS – Obj. 4, TEKS 8.22B)
Evaluate the contributions of the Founding Fathers as models of civic virtue.
(“Founding Fathers” applies to those individuals who played a major role in
declaring independence, fighting the Revolutionary War, or writing and adopting
the U.S. Constitution. Founding fathers include: Thomas Jefferson, George
Washington, and James Madison. “Civic” relates to involvement in a
community. Those with civic virtue go a step beyond their obligations by taking
an active role in improving the community and the experiences of other members
of the community.) (TEKS 8.21B)
Explain the importance of personal responsibilities such as accepting
responsibility for one’s behavior and supporting one’s family. (TEKS 8.20C)
Identify examples of responsible citizenship, including obeying rules and laws,
voting, and serving on juries. (TEKS 8.20D)
Explain how the rights and responsibilities of U.S. citizens reflect our national
identity. (Such as voting for elected officials) (TEKS 8.20F)
Summarize the criteria and explain the process for becoming a naturalized
citizen of the United States. (A naturalized citizen is a person of foreign birth who
is granted full citizenship. In order to become a citizen a person must have lived
in the United States for five years and must pass a naturalization test.) (TEKS
8.20E)
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. (Civil
disobedience--the process of defying codes of conduct within a community or
ignoring the policies and government of a state or nation when the civil laws are
considered unjust. Henry David Thoreau wrote the essay “Civil Disobedience.”
He did not want people to break the law indiscriminately, but he urged people to
challenge laws they considered unjust by refusing to obey them. This is called
passive resistance. Leaders such as Martin Luther King, Jr. followed Thoreau’s
advice.) (TEKS 8.21C)
EARLY YEARS OF THE REPUBLIC
82. Analyze the leadership qualities of elected and appointed leaders of the United
States such as George Washington. (TEKS 8.23A)
83. Describe the major domestic problems faced by leaders of the new Republic such
as maintaining national security, creating a stable economic system, setting up the
Deborah Johnson
United States History –Grade 8 Page 11
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
84.
85.
86.
87.
88.
89.
90.
court system, and defining the authority of the central government. (tariff policies
– Whiskey Rebellion) (TEKS 8.5A)
Explain why a free enterprise system of economics developed in the new nation.
(land opportunities in U.S.; Adam Smith’s book Wealth of Nations which stressed
the ideas of capitalism over mercantilism; Alexander Hamilton believed in a
strong central government that encouraged business and industry.)
(TAKS – Obj. 3, TEKS 8.15A)
Describe the characteristics and the benefits of the U.S. free enterprise system
during the 18th and 19th centuries. (freedom to own, freedom to compete, freedom
to select an occupation.) (TEKS 8.15B)
Summarize arguments regarding protective tariffs, taxation, [and the banking
system]. (tariff policies) (TAKS – Obj. 3, TEKS 8.5 B)
Explain the origin and development of political parties. (differences between
Jefferson and Hamilton) (TAKS – Obj. 1, TEKS 8.5C)
Identify different points of view of political parties and interest groups on
important historical and contemporary issues. (TEKS 8.22A)
Trace the foreign policies of Presidents Washington and explain the impact of
Washington’s Farewell Address. (neutrality, Farewell Address, undeclared
naval war with France) (TAKS – Obj. 1, TEKS 8.5E)
Analyze the contributions of people of various racial, ethnic, and religious groups
[to our national identity]. (Benjamin Banneker--African-American mathematician
and surveyor on the planning commission for the new capital at Washington,
D.C.) (TAKS- Obj. 3, TEKS 8.24D)
Deborah Johnson
United States History –Grade 8 Page 12
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
abolition
abolitionist
debate
era
Jacksonian Democracy
immigration
Indian Removal Act
industrialization
innovations
literature
Vocabulary – Fourth Six Weeks
null
spoils system
nullification
states’ rights
Nullification Crisis
tariff
plantation system
technological
protective tariff
Trail of Tears
reform
transcend
Second Great Awakening transcendentalism
section
transport
sectional
transportation
sectionalism
urbanization
slavery
GEOGRAPHY
91. Locate places and regions of importance in the United States during the 19th
century. (Indian Territory) (TAKS – Obj. 2, TEKS 8.11A)
92. Compare places and regions of the United States in terms of physical and human
characteristics and analyze the effects on major historical [and contemporary]
events in the United States. (Coastal Plains Region, Appalachian Mountains,
Central Plains Region, Rocky Mountains Region, Mountain and Basins Region,
Pacific Coast) (TAKS – Obj. 2, TEKS 8.11B,C)
93. Analyze how physical characteristics of the environment influenced population
distribution settlement patterns, and economic activities in the United States
during the 18th and 19th centuries (TAKS – Obj. 2, TEKS 8.12A)
94. Describe the consequences of human modification of the physical environment of
the United States. (TEKS 8.24B)
95. Describe how different immigrant groups interacted with the environment in the
United States during the 18th and 19th century. (TEKS 8.12C)
96. Identify areas that were acquired to form the United States.(Louisiana Territory)
(TAKS- Obj. 2, TEKS 8.6E)
97. Describe the consequences of human modification of the physical environment of
the United States. (canals, roads, railroads) (TEKS 8.12B)
MAJOR ERAS AND IMPORTANT DATES
The Student will:
98. Apply absolute and relative chronology through the sequencing of significant
individuals, events, time periods, and identify major eras in U.S. history through
1877 and describe their defining characteristics. (Industrial Revolution,
Jacksonian Democracy, Reform, Westward Expansion/Manifest Destiny, Era of
Good Feeling) (TAKS – Obj. 1, TEKS 8.1A,B)
99. Explain the significance of the following date: 1803. (Louisiana Purchase, Lewis
and Clark Expedition, Sacajawea) (TAKS – Obj. 1, TEKS 8.1C)
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United States History –Grade 8 Page 13
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Littlefield I.S.D. Benchmark Targets / Eighth Grade
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United States History
EARLY YEARS OF THE REPUBLIC
100. Summarize the issues, decisions, and significance of landmark Supreme Court
cases including Marbury v. Madison, [McCulloch v. Maryland, and Gibbons v.
Ogden]. (TAKS – Obj. 4, TEKS 8.19A)
101. Identify the origin of judicial review and analyze examples of congressional and
presidential responses. (Marbury v. Madison.) (TEKS 8.17C)
102. Analyze the leadership qualities of elected and appointed leaders of the United
States such as John Marshall. (TEKS 8.23A)
103. [Trace the foreign policies of Presidents Washington through Monroe] and
explain the impact of the Monroe Doctrine. (Louisiana Purchase, war with the
Barbary pirates, Embargo Act, Non-Intercourse Act, War of 1812, Monroe
Doctrine) (TAKS – Obj. 1, TEKS 8.5E)
104. Explain the [causes of and] issues surrounding important events of the War of
1812. (main reasons: impressment of U.S. sailors, violations of U.S. rights at sea,
and British support of Native American opposition to colonial settlement) (TAKS
– Obj. 1, TEKS 8.5D)
105. Analyze the War of 1812 as a cause of economic changes in the nation. (Second
War of Independence; nationalism; industrial production; transportation) (TEKS
8.14A)
106. Describe the contributions of significant political, social, [and military leaders] of
the United States such as James Monroe. (James Monroe and the Monroe
Doctrine; Andrew Jackson; James Madison) (TAKS – Obj. 4, TEKS 8.23B)
INDUSTRIAL REVOLUTION (Gilded Age)
107. Identify the economic factors that brought about rapid industrialization and
urbanization. (TAKS – Obj. 3, TEKS 8.14B)
108. Explain the effects of technological and scientific innovations such as the
steamboat, the cotton gin, [and the Bessemer steel process]. (telegraph) (TAKS
– Obj. 3, TEKS 8.28A)
109. Analyze the impact of transportation systems on the growth, development, and
urbanization of the United States. (canals, roads, railroads) (TAKS – Obj. 3,
TEKS 8.28B)
110. Analyze how technological innovations changed the way goods were
manufactured and marketed nationally [and internationally]. (assembly line,
interchangeable parts, steamboat, sewing machine) (TAKS – Obj. 3, TEKS
8.28C)
111. Explain how technological innovations led to rapid industrialization. (assembly
line and interchangeable parts) (TAKS – Obj. 3, TEKS 8.28D)
112. Compare the effects of scientific discoveries and technological innovations that
have influenced daily life in different periods in U.S. history. (sewing machine,
steamboat) (TEKS 8.29A)
113. Describe how scientific ideas influenced technological developments during
different periods in U.S. history. (TEKS 8.29B)
Deborah Johnson
United States History –Grade 8 Page 14
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Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
114. Identify examples of how industrialization changed life in the United States.
(urbanization, increased immigration, faster transportation, cheaper goods, cottage
industry vs. factories) (TAKS – Obj. 3, TEKS 8.29C)
SECTIONAL DIFFERENCES
115. Compare the effects of political, economic, and social factors on slaves and free
blacks. (TAKS – Obj. 1, TEKS 8.7B)
116. Analyze the impact of slavery on different sections of the United States.
(TAKS – Obj. 1, TEKS 8.7C)
117. Identify economic differences among different regions of the United States.
(TAKS – Obj. 3, TEKS 8.13A)
118. Explain reasons for the development of the plantation system, the growth of the
slave trade, and the spread of slavery. (effects of the cotton gin: cotton growing
became profitable, increase in demand for slaves and land to grow cotton, cotton
growing and slavery moved west) (TAKS – Obj. 3, TEKS 8.13B)
119. Analyze the causes and effects of economic differences among different regions
of the United States at selected times in U.S. history. (TEKS 8.13C)
120. Analyze how physical characteristics of the environment influenced population
distribution, settlement patterns, and economic activities in the United States
during the 18th and 19th centuries. (TAKS – Obj. 2, TEKS 8.12 A)
JACKSONIAN DEMOCRACY
121. Explain the impact of the election of Andrew Jackson, including the beginning
of the modern Democratic Party. (rise of the common man, Spoils System, veto
of the National Bank) (TAKS – Obj. 1, TEKS 8.5F)
122. Analyze the federal [and state] Indian policies and the removal and resettlement
of Cherokee Indians during the Jacksonian era. (Jackson and John Marshall
conflict, Indian Removal Act, Trail of Tears) (TAKS – Obj. 1, TEKS 8.5G)
123. Analyze the impact of tariff policies on sections of the United States before the
Civil War. (South Carolina and the Nullification Crisis) (TAKS – Obj. 1, TEKS
8.7A)
124. 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 and summarize a historical event in which compromise resulted
in a peaceful resolution. (Nullification Crisis, Missouri Compromise, WebsterHayne Debates) (TAKS – Obj. 1, TEKS 8.7D, 8.22C)
125. Describe the historical conflicts arising over the issue of states’ rights, including
the Nullification Crisis. (TAKS – Obj. 4, TEKS 8.18B)
IMMIGRATION AND CULTURAL GROUPS
126. Identify selected racial, ethnic, and religious groups that settled in the United
States and their reasons for immigration. (Irish, Germans, Chinese) (TEKS
8.24A)
Deborah Johnson
United States History –Grade 8 Page 15
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Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
127. Describe how different immigrant groups interacted with the environment in the
United States during the 18th and 19th centuries. (TEKS 8.12C)
128. Explain the relationship between urbanization and conflicts resulting from
differences in religion, social class, and political beliefs. (The Mormons moved
to Utah due to religious persecution.) (TEKS 8.24B)
129. Identify ways conflicts between people from various racial, ethnic, and religious
groups were resolved. (Mormons moved to Utah due to conflict with nonMormons) (TEKS 8.24C)
130. Analyze the contributions of people of various racial, ethnic, and religious groups
[to our national identity]. (African-Americans: Sojourner Truth, Frederick
Douglass, Harriet Tubman; Irish; Germans; Chinese; Mormons--Brigham Young)
(TAKS – Obj. 3, TEKS 8.24D)
131. Identify the political, social, and economic contributions of women to American
society. (Elizabeth Cady Stanton, Susan B. Anthony, Dorothea Dix, Sojourner
Truth, Harriet Tubman, Harriet Beecher Stowe) (TAKS – Obj. 3, TEKS 8.24E)
REFORM MOVEMENTS AND DEVELOPMENT OF AMERICAN CUTURE
132. Describe religious influences on immigration and social movements, including the
impact of the Second Great Awakening. (The message of the Second Great
Awakening was that Americans should root out evil and create a heaven on earth.
From the Second Great Awakening came a spirit of reform.) (TEKS 8.26B)
133. Describe the historical development of the abolitionist movement. (People
wanted to abolish slavery; Uncle Tom’s Cabin caused more people to become
abolitionists.) (TAKS, TEKS 8.25A)
134. Evaluate the impact of reform movements including public education,
temperance, women’s rights, [prison reform, and the care of the disabled].
(Horace Mann, Susan B. Anthony, Elizabeth Cady Stanton, and Dorothea Dix’s
contributions to these movements) (TAKS – Obj. 3, TEKS 8.25B)
135. Describe the contributions of significant political, social, [and military leaders] of
the United States such as Frederick Douglass and Elizabeth Cady Stanton.
(William Lloyd Garrison) (TAKS – Obj. 4, TEKS 8.23B)
136. Describe developments in art, music, literature, drama, and other cultural
activities in the history of the United States. (American art, music, literature,
drama, and other cultural activities began to take on a distinctive American
theme.) (TEKS 8.27A)
137. Analyze the relationship between fine arts and continuity and change in the
American way of life. (Ralph Waldo Emerson: Transcendentalism. Henry David
Thoreau: Walden, “Civil Disobedience.”) (TEKS 8.27B)
138. Identify examples of American art, music, and literature that transcend American
culture and convey universal themes. (themes: nature, common man, democracy,
history, etc; artists: John J. Audubon, George Caleb Bingham, John Singleton
Copley; music: “Star-Spangled Banner” Francis Scott Key, “Yankee Doodle”
Stephen Foster, Literature: Washington Irving, Edgar Allen Poe, James Fenimore
Deborah Johnson
United States History –Grade 8 Page 16
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Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
Cooper, Nathaniel Hawthorne, Henry Wadsworth Longfellow, Walt Whitman, Harriet
Beecher Stowe) (TEKS 8.27C)
Deborah Johnson
United States History –Grade 8 Page 17
Adapted from material developed by Aldine ISD
Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
Vocabulary – Fifth Six Weeks
abolition
Fifteenth Amendment
abolitionist
Fourteenth Amendment
assassin
fugitive
assassination
Fugitive Slave Law
barrier
Gadsden Purchase
“Bleeding Kansas”
Gettysburg Address
border states
Inaugural Address
Compromise of 1850
Jim Crow Laws
confederate
Kansas Nebraska Act
Confederate States of America Lincoln Douglas Debates
Dred Scott v. Sanford
emancipate
Emancipation Proclamation
Manifest Destiny
Mexican Cession
Mexican War
Republican Party
secede
secession
sectionalism
Uncle Tom’s Cabin
union
GEOGRAPHY
The Student will:
139. Locate places and regions of importance in the United States during the 19th
century. (Republic of Texas, Oregon Country, Mexican Cession, California,
Gadsden Purchase, Union State, Border States, Confederate states, Washington
D.C., Richmond, Ft. Sumter) (TAKS – Obj. 2, TEKS 8.11A.)
140. Compare places and regions of the United States in terms of physical and human
characteristics and analyze the effects on major historical [and contemporary]
events in the United States. (The Rocky Mountains proved to be a barrier to
western expansion that pioneers had to overcome; resources, population of North
vs. South) (TAKS – Obj. 2, TEKS 8.11B,C, TEKS 8.12B)
141. Analyze how physical characteristics of the environment influenced population
distribution, settlement patterns, and economic activities in the United States
during the 18th and 19th centuries. (TAKS – Obj. 2, TEKS 8.12 A)
142. Analyze the effects of physical and human geographic factors on major
historical and contemporary events in the United States. (TAKS – Obj. 2, TEKS
8.11C)
MAJOR ERAS
143. Apply absolute and relative chronology through sequencing significant
individuals, events, time periods and identify the major eras in U.S. history
through 1877 and describe their defining characteristics. (Manifest Destiny and
War with Mexico, Sectionalism, events leading to the Civil War, Civil War,
Reconstruction) (TAKS – Obj. 1, TEKS 8.1A,B)
144. Explain the significance of the following dates: 1861-1865. (TAKS – Obj. 1,
TEKS 8.1C)
Deborah Johnson
United States History –Grade 8 Page 18
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Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
WESTWARD EXPANSION/MANIFEST DESTINY
145. Explain the political, economic, and social roots of Manifest Destiny. (President
James K. Polk annexed Texas in 1845) (TAKS – Obj. 1, TEKS 8.6B)
146. Analyze the relationship between the concept of Manifest Destiny and the
westward growth of the nation. ( It was the nation’s destiny, fate, to expand
westward from sea to sea) (TAKS – Obj. 1, TEKS 8.6C)
147. Explain the major issues [and events] of the Mexican War and their impact on the
United States. (TAKS – Obj. 1, TEKS 8.6D)
148. Identify areas that were acquired to form the United States. (Texas, Mexican
Cession, Gadsden Purchase, Oregon Country, California) (TAKS – Obj. 2, TEKS
8.6E)
SECTIONALISM/CAUSES OF THE CIVIL WAR
149. Analyze the causes and effects of economic differences among different regions
of the United States at selected times in U.S. history. (North: industry, wanted
high tariffs; South: agricultural, wanted low tariffs) (TEKS 8.13C)
150. Explain the reasons for the development and the spread of slavery. (South wanted
slavery to spread into the territories so they could keep power in Congress)
(TEKS 8.13B)
151. Explain the origin and development of American political parties. (Republican
Party established to stop the spread of slavery) (TAKS – Obj. 1, TEKS 8.5C)
152. Identify different points of view of political parties and interest groups on
important historical and contemporary events. (TEKS 8.22A)
153. Explain how political, economic, and social factors led to the growth of
sectionalism and the Civil War. (Compromise of 1850, Fugitive Slave Law, Uncle
Tom’s Cabin, The Kansas-Nebraska Act, “Bleeding Kansas,” The Dred Scott
Decision, the Lincoln-Douglas Debates, John Brown, Abraham Lincoln’s
election, secession of the South, formation of the Confederate States of America,
firing on Fort Sumter) (TAKS – Obj. 1, TEKS 8.7)
154. Analyze the impact of tariff policies on sections of the United States before the
Civil War. (TAKS – Obj. 1, TEKS 8.7A,B)
155. Compare the effects of political, economic, and social factors on slaves, and free
blacks. (Dred Scott Decision, discrimination of free blacks in the North.)
(TAKS – Obj. 1, TEKS 8.7B)
156. Analyze the impact of slavery on different sections of the United States. (fight
over whether or not to extend slavery into the territories) (TAKS – Obj. 1, TEKS
8.7C)
157. Compare the provisions and effects of congressional conflicts and compromises
prior to the Civil War, including the role of John C. Calhoun, Henry Clay, and
Daniel Webster. (Missouri Compromise, Compromise of 1850)
(TAKS – Obj. 1, TEKS 8.7D)
158. Summarize a historical event in which compromise resulted in a peaceful
resolution. (TEKS 8.22C)
Deborah Johnson
United States History –Grade 8 Page 19
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Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
159. Describe historical conflicts arising over the issue of states’ rights. (Civil War)
(TAKS – Obj. 4, TEKS 8.18B)
160. Evaluate the impact of selected landmark Supreme Court decisions including
Dred Scott v. Sanford on life in the United States. (South liked the decision,
North did not, caused further tensions, Chief Justice – Roger Taney) (TAKS –
Obj. 4, TEKS 8.19B)
CIVIL WAR
161. Explain the roles played by significant individuals during the Civil War, including
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln.
(General William Tecumseh Sherman) (TAKS – Obj. 1, TEKS 8.8A)
162. Analyze the leadership qualities of elected and appointed leaders of the United
States such as Abraham Lincoln. (TEKS 8.23A)
163. 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. (TAKS – Obj. 1, TEKS 8.8B)
164. Analyze Lincoln’s ideas about liberty, equality, union, and government as
contained in his first and second inaugural addresses and the Gettysburg
Address. (TAKS – Obj. 1, TEKS 8.8C)
165. Analyze the contributions of people of various racial, ethnic, and religious groups
[to our national identity]. (TAKS – Obj. 3, TEKS 8.24D)
166. Identify the political, social, and economic contributions of women to American
society. (Clara Barton, Elizabeth Blackwell) (TAKS – Obj. 3, TEKS 8.24E)
RECONSTRUCTION
167. Identify the major eras in U.S. history through 1877 and describe their defining
characteristics. (Reconstruction) (TAKS – Obj. 1, TEKS 8.1A)
168. Describe the impact of 19th century amendments including the 13th, 14th, and 15th
amendments on life in the United States. (TAKS – Obj. 4, TEKS 8.17B)
Deborah Johnson
United States History –Grade 8 Page 20
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Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
Sixth Six Weeks
capitalism
commerce
consumer
economic
embargo
environment
executive
export
Federalism
Vocabulary
free enterprise
human characteristics
human environment
interaction
import
judicial
labor
legislative
location
natural resources
physical characteristics
region
rural
supply and demand
surplus
tariff
tax
urbanization
GEOGRAPHY
The Student will:
169. Locate places and regions of importance in the United States during the 19th
century. (review the five themes of geography, regions of U.S.)
(TAKS – Obj. 2, TEKS 8.11A)
170. Compare places and regions of the United States in terms of physical and human
characteristics. (regions of the U.S. 50 states) (TAKS – Obj. 2, TEKS 8.11B)
171. Analyze the effects of physical and human geographic factors on major
historical [and contemporary] events in the United States. (TAKS – Obj. 2, TEKS
8.11C)
MAJOR ERAS AND IMPORTANT DATES
172. Apply relative and absolute chronology through sequencing significant
individuals, events, and major eras (and dates) in U.S. history through 1877 and
describe their defining characteristics. (review all major dates and eras) (TAKS –
Obj. 2, TEKS 8.1A,B, C)
IMPORTANT FIGURES IN THE CIVIL WAR AND RECONSTRUCTION ERAS
173. Evaluate legislative reform programs of the Radical Reconstruction Congress
and reconstructed state governments. (TEKS 8.9A)
174. Describe the economic difficulties faced by the United States during
Reconstruction. (TEKS 8.9B)
175. Describe the contributions of significant political, social, [and military] leaders of
the United States. (President Andrew Johnson, President Rutherford B. Hayes)
(TAKS – Obj. 3, TEKS 8.23B)
176. Explain the social problems that faced the South during Reconstruction and
evaluate their impact on different groups. (Jim Crow Laws, Ku Klux Klan,
African-Americans, free blacks, Freedmen’s Bureau) (TEKS 8.9C)
177. Describe the impact of 19th century amendments including the 13th, 14th, and 15th
amendments on life in the United States. (TAKS – Obj. 4, TEKS 8.17B)
Deborah Johnson
United States History –Grade 8 Page 21
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Summer 2005
Littlefield I.S.D. Benchmark Targets / Eighth Grade
SUMMER 2005
United States History
Deborah Johnson
United States History –Grade 8 Page 22
Adapted from material developed by Aldine ISD
Summer 2005