A Correlation of
Prentice Hall
America History of Our Nation
Colonization of North America to
Reconstruction and the American West
Tennessee Edition, ©2015
To the
Tennessee
Social Studies Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Table of Contents
Colonialism (1600-1750) ....................................................................................... 3
Development of a New Nation (1720-1787) ........................................................... 8
The Constitution and Foundation of the American Political System (1777-1789). 14
Growth of the Young Nation (1789-1849)............................................................ 17
The United States’ Role on the World Stage (1789-1849) .................................... 19
The Sectionalism of the American North, South, and West (1800-1850).............. 20
Slavery in America (1800-1850) .......................................................................... 24
Civil War (1830-1865) ......................................................................................... 25
Reconstruction (1865-1877) ................................................................................ 29
Westward Expansion after the Civil War (1861-1890) ......................................... 30
Content Strand Code ............................................................................................ 33
2
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
Eighth Grade
United States History and Geography: Colonization of North America to
Reconstruction and the American West
Course Description: Eighth grade students will study the European exploration of North
America, along with the geographic features that influenced early settlements and
colonies. This course will emphasize the development and maturation of the British
colonies, and the political, cultural, and economic influences that led to the American
Revolution. The major events and outcomes of the American Revolution will be analyzed,
along with the individuals that played influential roles in the development of the new
nation. Students will follow the development of the United States and its government,
continuing through the early 19th century. The impact of the expansion of the United
States will be analyzed, including implications on domestic and foreign policy. Policies that
affected the American Indians will also be studied. The events leading up to the Civil War
will be examined, along with the individuals and events that were significant during the
war. The history, people, government, and geography of Tennessee will be emphasized in
order to illustrate the role our state has played in American history. Reconstruction and
the development of the American West will conclude this course. Appropriate primary
sources and informational texts will be included in order to enhance understanding of the
content.
Colonialism (1600-1750)
Students will understand the social, political, and economic reasons for the movement of
people from Europe to the Americas, and they will describe the impact of colonization by
Europeans on American Indians and on the development of the land that eventually
became the United States of America.
8.1 Explain the primary motivations for
SE/TE: Asia Continues to Beckon, 51–52;
English colonization of the New World,
The First English Settlements, 66–70;
including the rise of the middle class (joint
Puritans in Massachusetts Bay, 73–74; New
stock companies), the need to move
Colonies, 73–75; New York and New
surplus population, and the search for
Jersey, 78; Pennsylvania and Delaware,
religious freedom. (E, G, H)
78–79
8.2 Trace and explain the founding of
Jamestown, including: (E, G, H)

Virginia Company

James River

John Smith

Pocahontas
SE/TE: Founding Jamestown, 67–68;
Jamestown Prospers, 68–69; Check Your
Progress, 70
SE/TE: Virginia Company, 67–69
SE/TE: See Map: Early English
Settlements, 67
SE/TE: John Smith, 67–68, 94, 120
TE only: Extend the Lesson Through
Technology Research: Write a Biography,
62h
SE/TE: Pocahontas, 94
3
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015

Powhatan
SE/TE: Powhatan, 67–68, 94

John Rolfe

“starving time”
SE/TE: See Jamestown Prospers, 68–69;
Pocahontas, 94
SE/TE: The “Starving Time” (1609), 68

Tobacco
SE/TE: Jamestown Prospers, 68–69

Bacon’s Rebellion
SE/TE: Bacon’s Rebellion, 64–65, 85

Indentured servants and slaves

The arrival of women
SE/TE: Indentured Servants, 111–112;
Africans Come to Virginia, 69
SE/TE: Arrival of First Women, 68

House of Burgesses
SE/TE: The House of Burgesses, 69
8.3 Explain the founding of the Plymouth
Colony, including the Separatists, William
Bradford, Mayflower, Mayflower Compact,
and Squanto. (C, G, H, P)
SE/TE: Plymouth Colony, 1, 63, 64–65,
69–70, 71, 88; Separatists, 69; Mayflower
Compact, 64–65, 69–70, 97, 253; Squanto,
70; Primary Sources: William Bradford,
History of Plimoth Plantation, 680; The
Mayflower Compact, 712
8.4 Analyze the reasons for the settlement
of the Massachusetts Bay Colony and the
events and the key figures of the colonies,
including: (C, E, G, H, P)
SE/TE: Massachusetts Bay Colony, 64–65,
71–74, 88; Primary Sources: Charter of the
Massachusetts Bay Colony (1629), 713

Non-Separatists/Puritans
SE/TE: Puritans, 64–65, 72–73, 76

John Winthrop
SE/TE: John Winthrop, 72

theocracy

Town meetings
SE/TE: Puritans in Massachusetts Bay, 73–
74
SE/TE: Town Meeting, 75

Anne Hutchinson and Roger
Williams-Rhode Island
SE/TE: Roger Williams, 73; Anne
Hutchinson, 74

Thomas Hooker-Connecticut
SE/TE: Thomas Hooker, 74

Salem Witchcraft Trials
SE/TE: Salem Witchcraft Trials, 72–73
4
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.5 Describe the settlement of New
Netherlands and the subsequent possession
of the colony by the English, including: (C,
E, G, H)
 Dutch influences

Peter Stuyvesant

Patroon System

Renaming to New York
SE/TE: New Netherland, 56; New York and
New Jersey, 78
SE/TE: New York and New Jersey, 78
SE/TE: See New Netherland Becomes New
York, 78
SE/TE: See New York and New Jersey, 78
SE/TE: New Netherland Becomes New
York, 78
SE/TE: New York and New Jersey, 78
SE/TE: Pennsylvania and Delaware, 78–79
 Diverse population
8.6 Analyze the founding of Pennsylvania
as a haven for Quakers and the tolerance
that drew many different groups to the
colony, including: (C, E, H, P)

William Penn
SE/TE: William Penn, 78–79

Philadelphia
SE/TE: Penn’s “Holy Experiment” 79

Role of women

Relationship with Indians
SE/TE: Women Considered Equal by
Quakers, 78
SE/TE: William Penn and Native
Americans, 79
SE/TE: Georgia, 87; Biography Quest:
James Oglethorpe, 87
8.7 Explain the reasons behind the
settlement of the Georgia Colony, including
the role of John Oglethorpe and Georgia as
a “debtor” colony and a “buffer” colony.
(C, E, G, H)
8.8 Describe the location and reasons for
French exploration and settlements in North
America, including the Huguenots.
(E, G, H, P)
SE/TE: New France, 53–55
5
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.9 Cite textual evidence analyzing
examples of both cooperation and conflict
between American Indians and colonists,
including agriculture, trade, cultural
exchanges, and military alliances and
conflicts. (C, E, G, H, P)
SE/TE: The Impact on Native Americans,
57; Comprehension and Critical Thinking,
60; King Philip’s War, 64–65, 76; Relations
with Native Americans, 68; The First
Thanksgiving, 70; Taking of Native
American Lands, 73: King Philip’s War, 76;
Quakers and Native Americans, 79;
Conflicts with Native Americans, 85;
Comprehension and Critical Thinking, 96;
Historian’s Apprentice Workshop:
Interaction with Native Americans, 131
SE/TE: Map: Colonies Take Root, 64–65;
Map: Early English Colonies, 67; Geography
of New England, 71; Map: The New England
Colonies, 74; Growth and Change, 75;
Geography of the Middle Colonies, 77; Map:
the Middle Colonies, 80; The Backcountry,
81; Geography and History: Geography of
the 13 Colonies, 82–83; Geography of the
Southern Colonies, 84; Map: The Southern
Colonies, 86; The Tidewater Region, 87;
Reading Charts: The Founding of the 13
Colonies, 88; Life in the English Colonies,
100–101; Review and Assessment, 96–97
SE/TE: Great Awakening, 100, 121–122;
Assessment, 129
8.10 Locate and identify the first 13
colonies, and describe how their location
and geographic features influenced their
development. (E, G, H, P)
8.11 Describe the significance of and the
leaders of the First Great Awakening, and
the growth in religious toleration and free
exercise of religion. (C, H, P)
8.12 Compare and contrast the day-to-day
colonial life for men, women, and children
in different regions and of different
ethnicities, including the system of
indentured servitude, as well as their
connection to the land. (C, E, G, H, P)
SE/TE: Arrival of first women, 68; Africans
Come to Virginia, 69; Anne Hutchinson, 75;
Quaker women, 78; Growth and Change,
79; Slavery in the Southern Colonies, 83;
Slavery, 87, 88; Women and girls in the
fields, 89; Colonial Society, 107–108, 110–
112; Infographic: Colonial Women, 109;
Slavery in the Colonies, 113–117; Compare
and Contrast: Colonial Women and
American Women Today, 126; Art and
Music, 435
TE Only: The Development of Ways of Life
in the Colonies, 62a; Extend the Lesson
Through Technology Research: Plan a Tour
of a Colonial Town, 98h
6
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.13 Analyze the ideas that significantly
impacted the development of colonial selfgovernment by citing textual evidence and
examining multiple perspectives using
excerpts from the following documents:
(C, H, P)
SE/TE: Mayflower Compact, 64–65, 69–70,
96; Governing the Colonies, 102–106;
Document-Based Questions, 97; Virginia
Charter, 67; Fundamental Orders of
Connecticut, 75; Toleration Act of 1649,
86; Primary Sources: The First Virginia
Charter, 1606, 711; The Mayflower
Compact, 1620, 712; Charter of the
Massachusetts Bay Colony, 1629, 713; The
Fundamental Orders of Connecticut, 1639,
714; New England Articles of
Confederation, 715
SE/TE: Virginia Charter, 67; Primary
Sources: The First Virginia Charter, 1606,
711

The First Virginia Charter, 1606

The Mayflower Compact, 1620
SE/TE: Mayflower Compact, 64–65, 69–70,
96; Document-Based Questions, 97;
Primary Sources: The Mayflower Compact,
1620, 712

Charter of the Massachusetts Bay
Colony, 1629
SE/TE: Primary Sources: Charter of the
Massachusetts Bay Colony, 1629, 713

The Fundamental Orders of
Connecticut, 1639
SE/TE: Fundamental Orders of
Connecticut, 75; Primary Sources: The
Fundamental Orders of Connecticut, 1639,
714

The New England Articles of
Confederation, 1643
SE/TE: Primary Sources: New England
Articles of Confederation, 715

The Maryland Toleration Act, 1649
SE/TE: Toleration Act of 1649, 86; Primary
Sources: Maryland Act of Toleration, 681
8.14 Identify the origins and development
of slavery in the colonies, overt and passive
resistance to enslavement, and the Middle
Passage. (C, E, G, H, P)
SE/TE: Slavery in the Southern Colonies,
83; Slavery, 87, 88; Slavery in the
Colonies, 113–117; Review and
Assessment, 128, 129
TE only: Extend the Lesson Through
Technology Research: Make an
Informational Poster About the Atlantic
Slave Trade, 98h
7
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
Primary Documents and Supporting
SE/TE: A Historie of Virginia, (“starving
Texts to Read: excerpts from The First
time”) by John Smith is discussed on page
Virginia Charter, 1606; The Mayflower
68; Primary Sources: William Bradford,
Compact, 1620; excerpts from the Charter
History of Plimoth Plantation, 680;
of Massachusetts Bay Colony, 1629;
Maryland Act of Toleration 681; Excerpts
excerpts from The Fundamental Orders of
from The First Virginia Charter, 1606, 711;
Connecticut, 1639; excerpts from The
Excerpts from The Mayflower Compact,
Maryland Toleration Act, 1649; excerpts
1620, 712; Excerpts from the Charter of
from The New England Articles of
Massachusetts Bay Colony, 1629, 713;
Confederation; excerpts from A Historie of
Excerpts from The Fundamental Orders of
Virginia, (“starving time”) John Smith;
Connecticut, 1639, 714; Excerpts from The
excerpts from Of Plymouth Plantation,
New England Articles of Confederation, 715
William Bradford
Development of a New Nation (1720-1787)
Students will understand the major events preceding the founding of the nation and
relate their significance to the development of American constitutional democracy.
8.15 Explain how the practice of salutary
SE/TE: Governing the Colonies, 102–106;
neglect, experience with self-government,
The Spread of New Ideas, 118–123;
and widespread ownership of land fostered
Trouble on the Frontier, 140–144; The
individualism and contributed to the
Colonists Resist Tighter Control. 145–149
American Revolution. (C, E, H, P)
8.16 Compare the government structures
SE/TE: New France, 53–55; Governing the
and economic base and cultural traditions
Colonies, 102–106; Colonial Society, 107–
of New France and the English colonies.
112
(C, E, G, H, P)
8.17 Evaluate the contributions of Benjamin
Franklin to American society in the areas of
science, writing and literature, and politics,
including analysis of excerpts from Poor
Richard’s Almanack, The Autobiography of
Benjamin Franklin, the Albany Plan of Union
and the Join or Die cartoon. (C, H, P)
SE/TE: Benjamin Franklin, 101, 120, 125,
156, 193, 213, 216, 217, 280; Poor
Richard’s Almanack, 120; Reading Political
Cartoons: Join, or Die, 141; Albany
Congress, 141–142; Literature: “How I
Became a Printer” from The Autobiography
of Benjamin Franklin, 124–125; Primary
Sources: Benjamin Franklin, Poor Richard’s
Almanack, 726
8.18 Describe the impact of the John Peter
Zenger trial on the development of the
principle of a free press. (C, P)
SE/TE: Freedom of the Press - John Peter
Zenger, 105
TE only: Extend the Lesson Through
Technology Research: Hold a Mock Trial,
98g
8
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.19 Describe the causes, course, and
outcome of the French and Indian War,
including the massacre at Fort Loudoun. (C,
G, H, P, TN)
The French and Indian War, SE: TN 50/TE:
TN T73
SE/TE: French and Indian War, 140–144,
152, 164, 272
TE only: Extend the Lesson Through
Technology Research: Write a Newscast,
136g
Walker, Dr. Thomas, SE: TN 50/TE: TN T73
Bean, William, SE: TN 51c/TE: TN T74c;
Spencer, Thomas Sharpe, SE: TN 51c/TE:
TN T74c; long hunters, SE: TN 51/TE: TN
T74; Daniel Boone, SE: TN 53/TE: TN T76
SE/TE: Wilderness Road, 401; Daniel
Boone, 401
long hunters, SE: TN 51/TE: TN T74
SE/TE: Wilderness Road, 401
Daniel Boone, SE: TN 53/TE: TN T76
SE/TE: Daniel Boone, 401
8.20 Explain the impact of individuals who
created interest in the land west of the
Appalachian Mountains, including: (C, G, H,
TN)



long hunters
Wilderness Road
Daniel Boone

William Bean
Bean, William, SE: TN 51c/TE: TN T74c

Thomas Sharpe Spencer

Dr. Thomas Walker
Spencer, Thomas Sharpe, SE: TN 51c/TE:
TN T74c
Walker, Dr. Thomas, SE: TN 50/TE: TN T73
8.21 Summarize the major events of the
Watauga Settlement, including: (E, P, TN)


Battle of Alamance and Regulators
Watauga Purchase and Compact


James Robertson
Little Carpenter, Dragging Canoe
How Revolution Affected Wataugans, SE:
TN 53-55/TE: TN T76–TN T78; Check Your
Progress, SE: TN 55/TE: TN T78
Battle of Alamance, SE: TN 52/TE: TN T75
Watauga Purchase, Association, SE: TN 52–
TN 53/TE: TN T75-TN T76
James Robertson, SE: TN 52/TE: TN T75
Little Carpenter, SE: TN 52/TE: TN T75;
SE: TN 55/ TE: TN T78; Dragging Canoe,
SE: TN 55/ TE: TN T78
9
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
8.22 Analyze the social, political and
economic causes of the American
Revolution and the major battles, leaders,
and events, including:
(C, E, H, P)
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
SE/TE: Colonists Resist Tighter Control,
145–149; From Protest to Rebellion, 150–
153; Life At the Time: The Spirit of Protest,
154–155; The War Begins, 156–161; Quick
Study Guide, 163; Review and Assessment,
164–165; A Nation Declares Independence,
170–173; Primary Source: The Declaration
of Independence, 174–178; A Critical Time,
179–181; The War Widens, 186–190
Winning Independence, 191–195; Quick
Study Guide, 197; Review and Assessment,
198–199; Primary Sources: William
Sutherland, The Battle of Lexington, 685
TE only: Extend the Lesson Through
Technology Research, 136g–136h, 166g–
166h
SE/TE: Mercantilism, 50, 106
SE/TE: Pontiac’s War, 145
SE/TE: Royal Proclamation of 1763, 138–
139, 145–146, 147; Primary Sources:
Royal Proclamation of 1763, 716



Mercantilism
Pontiac’s Rebellion
The Proclamation of 1763

The Sugar Act, 1764
SE/TE: Sugar Act of 1764, 146

The Quartering Act, 1765
SE/TE: Quartering Act of 1765, 147, 151

The Stamp Act, 1765
SE/TE: Stamp Act of 1765, 138–139, 147,
152; Document-Based Questions, 165

The Declaratory Act, 1766
SE/TE: Declaratory Act of 1766, 147

The Townshend Act, 1767
SE/TE: Townshend Acts of 1767, 148

The Boston Massacre, 1770
SE/TE: Boston Massacre, 148–149

The Boston Tea Party, 1773
SE/TE: Boston Tea Party, 138–139, 151,
152

The Intolerable Acts, 1774
SE/TE: Intolerable Acts of 1774, 138–139,
151–152
10
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015

Patrick Henry
SE/TE: Patrick Henry, 147, 152, 162, 202,
219–220; Primary Sources: Patrick Henry,
Speech in the House of Burgesses, 684

Benjamin Franklin

John Adams

Sam Adams
SE/TE: Benjamin Franklin, 101, 120, 124–
125, 141–142, 156, 193, 213, 216, 217,
280, 422
SE/TE: John Adams, 139, 149, 152, 170,
193, 220, 293, 298–301, 303, 305
SE/TE: Samuel Adams, 149, 152

John Hancock
SE/TE: John Hancock, 156

Thomas Jefferson
SE/TE: Jefferson, Thomas, 156, 158, 171,
173

Sons of Liberty
SE/TE: Sons of Liberty, 151
8.23 Determine the central ideas expressed
in the Declaration of Independence and
write an expository piece in which the
legacy of these ideas in today’s world is
described and validated with supporting
evidence from the text. (H, P)
8.24 Using Thomas Paine’s Common Sense
and The Crisis identify aspects of the texts
that reveal the author’s point of view and
purpose including loaded language. (H, P)
SE/TE: Declaration of Independence, 134,
167, 168–169, 170–173; Primary Source:
The Declaration of Independence, 174–
178; Document-Based Questions: Task,
199; Write Like a Historian: Expository
Essays, HT 22
TE only: Extend the Lesson Through
Technology Research: Draft a Declaration
of Rights, 166g; Compare the U.S.
Constitution and the Declaration of
Independence, 200f
SE/TE: Thomas Paine’s Common Sense,
170–171; Reading Primary Sources, 171;
The Crisis, 181; Identify the Author’s
Purpose, HT 4; Primary Sources: Thomas
Paine, Common Sense, 686
11
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
8.25 Identify and explain the significance of
the major battles, leaders, and events of
the American Revolution, including:
(C, E, H, P, TN)
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
SE/TE: The War Begins, 156–162; A
Nation Declares Independence, 170–173;
Primary Source: The Declaration of
Independence, 174–178; A Critical Time,
179–181; The War Widens, 186–190;
Winning Independence, 191–195; Quick
Study Guide, 197; Review and Assessment,
198–199
TE only: Extend the Lesson Through
Technology Research: Map the Revolution,
166h
SE/TE: Lexington, Concord, 153, 156,
158; Primary Sources: William Sutherland,
The Battle of Lexington, 685

Battles of Lexington and Concord

Capture of Fort Ticonderoga
SE/TE: Fort Ticonderoga, 138–139, 158,
182

Battle of Bunker Hill (Breed's Hill)
SE/TE: Bunker Hill, 138–139, 158–161

Battle of Trenton and Princeton
SE/TE: Battle of Trenton, 168–169, 181

Battle of Saratoga
SE/TE: Battle of Saratoga, 168–169, 181–
182; Quick Study Guide, 197

Valley Forge
SE/TE: Valley Forge, 168–169, 184, 185

Battle of King’s Mountain

Battle of Yorktown
Battle of King's Mountain, SE: TN 52/TE:
TN T75
SE/TE: Battle of Yorktown, 168–169, 192,
274

George Washington
SE/TE: George Washington in American
Revolution, 181–184, 192, 194

Benedict Arnold
SE/TE: Benedict Arnold, 161, 192

Hessians
SE/TE: Hessians, 181

Marquis de La Fayette
SE/TE: Marquis de Lafayette, 183, 194,
195
12
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015

Friedrich von Steuben
SE/TE: Friedrich von Steuben, 183

George Rogers Clark
SE/TE: George Rogers Clark, 189

Francis Marion
SE/TE: Francis Marion, 191, 194
8.26 Summarize the effect of the
Revolution on the Wataugans and the
reasons, plans, and struggles in creating
the Cumberland Settlement, including:
(G, P, TN)
 formation of Washington District
How Revolution Affected Wataugans, SE:
TN 53-55/TE: TN T76–TN T78; Cumberland
Settlement, SE: TN 55/TE: TN T78
Washington District (Tennessee), SE: TN
53/TE: TN T76
Cherokee War, SE: TN 53/TE: TN T76
SE: TN 55/TE: TN T78

Cherokee War

Nancy Ward
Nancy Ward, SE: TN 52–TN 53/TE: TN T75TN T76

Watauga Petitions
Watauga Petitions, SE: TN 53/TE: TN T76

Transylvania Purchase
Transylvania Purchase, SE: TN 51/TE: TN
T74, SE: TN 52/TE: TN T75, SE: TN 54/TE:
TN T77, SE: TN 55/TE: TN T78

Richard Henderson
Henderson, Richard, SE: TN 51c/TE: TN
T74c, SE: TN 52/TE: TN T75, SE: TN 53–
TN 54/TE: TN T76-TN T77

James Robertson
James Robertson, SE: TN 52/TE: TN T75

John Donelson
For related information see: Tennessee’s
Place in the Revolutionary War Years, SE:
TN 52/TE: TN T75

severe winter and river travel
For related information see: How the
Revolution Affected Wataugans, SE: TN
54/TE: TN T77, SE: TN 55/TE: TN T78

Cumberland Compact
Cumberland Compact, SE: TN 51/TE: TN
T74, SE: TN 55/TE: TN T78
13
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015

Indian attacks
Attacks by Native Americans, SE: TN
55/TE: TN T78

Battle of the Bluffs
Battle of the Bluffs, SE: TN 55/TE: TN T78
8.27 Compare the points of views of the
Loyalists and Patriots by integrating visual
information through charts, graphs, or
images with print texts. (C, E, G, H, P)
SE/TE: Patriots Against Loyalists, 157;
Check Your Progress, 161; Writing, 161
TE only: Differentiated Instruction:
Outline, 156; Extend the Lesson Through
Technology Research: Hold a Debate, 136h,
166g
Primary Documents and Supporting
Texts to Read: excerpts from “Give Me
Liberty or Give Me Death” speech, Patrick
Henry; The Declaration of Independence;
excerpts from “Common Sense” and “The
Crisis,” Thomas Paine; Autobiography of
Benjamin Franklin
SE/TE: Excerpts from “Give Me Liberty or
Give Me Death” speech, Patrick Henry, 162;
The Declaration of Independence, 174–
178; Excerpts from “Common Sense”, 170–
171; Reading Primary Sources, 171; “The
Crisis”, 181 Thomas Paine; Literature:
“How I Became a Printer” from The
Autobiography of Benjamin Franklin, 124–
125; Primary Sources: Patrick Henry,
Speech in the House of Burgesses, 684;
Thomas Pain, Common Sense, 686
Primary Documents and Supporting
Read How Revolutions Affected Wataugans,
Texts to Consider: excerpts from Andrew
SE: TN 53–TN 55/TE: TN T76-TN T78 to
Hamilton’s closing argument in the trial of
understand John Donelson’s journal.
John Peter Zenger; excepts from John
SE/TE: Excerpts from Andrew Hamilton’s
Donelson’s journal
Closing Argument in the trial of John Peter
Zenger, 105
The Constitution and Foundation of the American Political System (1777-1789)
Students analyze the political principles underlying the Constitution; compare the
enumerated and implied powers of the federal government, and understand the
foundation of the American political system and the ways in which citizens participate.
8.28 Describe the significance of the Magna SE/TE: Magna Carta, 100–101, 102, 172,
Carta, the English Bill of Rights, and the
252, 613; Bill of Rights (English), 103–104,
Mayflower Compact in relation to the
252; Mayflower Compact, 64–65, 69–70,
development of government in America.
97, 253, 712; Review and Assessment,
(C, H, P)
198; Citizenship Handbook: Ideas Behind
the Constitution, 252; Primary Sources:
Magna Carta, 682
14
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.29 Analyze the weaknesses of the Articles
of Confederation, including no power to tax,
no common currency, no control of
interstate commerce, and no executive
branch, failure of the Lost State of Franklin
and the impact of Shays’ Rebellion.
(C, E, H, P, TN)
8.30 Identify the various leaders of the
Constitutional Convention and analyze the
major issues they debated, including:
(C, E, H)
 distribution of power between the
states and federal government
 Great Compromise
Articles of Confederation, SE: T53/TE: TN
T76
SE/TE: Articles of Confederation, 202–203,
206, 209, 212, 217, 225; Review and
Assessment, 224; Daniel Shays’ Rebellion,
202–203, 208–209, 275
TE only: Extend the Lesson Through
Technology Research: Make a Flowchart of
the Causes and Effects of Shay’s Rebellion,
200f
SE/TE: The Constitutional Convention,
212–217
SE/TE: Federalism, 257; also see:
Constitutional Convention, 212–215
SE/TE: Great Compromise, 214–215

Slavery and the 3/5 Compromise
SE/TE: Three-Fifths Compromise, 215

George Washington and James
Madison
SE/TE: George Washington, 213, 216;
James Madison, 213, 216
8.31 Explain the ratification process and
describe the conflict between Federalists
and Anti-Federalists over ratification,
including the need for a Bill of Rights and
concern for state’s rights, citing evidence
from the Federalist Papers N. 10 and 51
and other primary source texts. (H, P)
8.32 Describe the principles embedded in
the Constitution, including the purposes of
government listed in the Preamble,
separation of powers, check and balances,
the amendment process, federalism, and
recognition of and protections of individual
rights in the Bill of Rights. (P)
SE/TE: Debating the Constitution, 218–
221; History of Bill of Rights, 135, 220–
222; Excerpt from The Federalist Papers N.
10, 212; Excerpts from The Federalist
Papers N. 51, 218, 290
SE/TE: Structure of the Constitution, 254–
255; Principles of the Constitution, 256–
257; How the Government Works: The
Legislative Branch, 258–259; The Executive
Branch, 260–261; The Judicial Branch,
262–263; Amending the Constitution, 264–
265; The First Amendment, 266–267; Bill
of Rights, 202–203, 220–222, 227, 240–
242, 265; Primary Sources: James
Madison, The Federalist, No. 39, 689;
Thomas Jefferson, On Majority Rule, 690
15
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.33 Write an opinion piece arguing for the
importance of a particular right as it
impacts individuals and/or groups, using
evidence from the Bill of Rights and
contemporary informational text. (P)
8.34 Analyze the Land Ordinance of 1785
and the Northwest Ordinance of 1787 and
their impact on the future development of
western settlement and the spread of public
education and slavery. (E, G, P)
SE/TE: Check Your Progress: Writing, 221;
Primary Sources: Hillary Rodham Clinton,
The Importance of Voting, 691
TE only: Extend the Lesson Through
Technology Research: Write an Opinion
Statement, 278h
SE/TE: Land Ordinance of 1785, 206–207;
Geography and History: Settling the
Northwest Territory, 210–211
TE only: Extend the Lesson Through
Technology Research: Write a Newscast,
278g
8.35 Analyze the major events of George
Washington’s presidency, including
Pinckney’s Treaty, Jay’s Treaty, Whiskey
Rebellion, and precedents set in the
Farewell Address. (G, P)
SE/TE: Washington Takes Office, 282–287;
The Birth of Political Parties, 290–293;
Troubles at Home and Abroad, 294–297;
Primary Sources: George Washington,
Farewell Address, 693
8.36 Explain the strict versus loose
interpretation of the Constitution and how
the conflicts between Thomas Jefferson and
Alexander Hamilton resulted in the
emergence of two political parties by
analyzing their views of foreign policy,
economic policy (including the National
Bank), funding, and assumption of the
revolutionary debt. (C, E, G, H, P)
8.37 Explain the controversies that plagued
the administration of John Adams, including
the conflicts with England and France and
the Alien and Sedition Acts. (H, P)
SE/TE: A National Bank, 285–286; The
Birth of Political Parties, 290–293; The
Presidency of John Adams, 298–301; Quick
Study Guide, 303; Comprehension and
Critical Thinking, 304; Document-Based
Questions, 305
Primary Documents and Supporting
Texts to Read: excerpts from The Articles
of Confederation; the U.S. Constitution;
The Federalist Paper # 10 and #51; The Bill
of Rights; Washington’s Farewell Address
SE/TE: Excerpt from The Articles of
Confederation, 225; The Constitution of the
United States, 228–250, 255; Excerpt from
The Federalist Papers #10, 212; Excerpts
from The Federalist Papers #51, 218, 290;
The Bill of Rights, 240–242; Excerpt from
Washington’s Farewell Address, 297;
Primary Sources: George Washington,
Farewell Address, 693
SE/TE: The Presidency of John Adams,
298–301
16
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
Primary Documents and Supporting
SE/TE: The Kentucky and Virginia
Texts to Consider: excerpts from The
Resolutions can be discussed on page 301;
Kentucky and Virginia Resolutions, Thomas
Patrick Henry’s arguments against
Jefferson and James Madison; Patrick
ratification, 220
Henry’s arguments against ratification
Growth of the Young Nation (1789-1849)
Students analyze the aspirations and ideals of the people of the new nation.
8.38 Describe daily life — including
SE/TE: American Literature and Arts, 431–
traditions in art, music, and literature — of
435
early national America by examining
excerpts from the stories of Washington
Irving and James Fenimore Cooper.
(C, H, P)
8.39 Identify the leaders and events and
Tennessee Territory, SE: TN 56-TN 57/
analyze the impact of western expansion to TE: TN T79-TN T80
the development of Tennessee statehood,
including: (G, H, P, TN)
 William Blount
William Blount, SE: TN 56-TN 57/
TE: TN T79-TN T80

John Sevier
John Sevier, SE: TN 56-TN 57/TE: TN T79TN T80; The Sevier-Jackson Rivalry, SE: TN
58-TN 59/TE: TN T81-TN T82
Rocky Mount, SE: TN 56/TE: TN T79

Rocky Mount

Treaty of Holston

Cumberland Gap

River systems
Tennessee and Mississippi Rivers, SE: TN
58/ TE: TN T81; Mississippi Delta, SE: TN
64/TE: TN T87

Natchez Trace
Natchez Trace, SE: TN 58/TE: TN T81

Jackson Purchase
Jackson Purchase, SE: TN 58/TE: TN T81
Treaty of Holston, SE: TN 53/TE: TN T76,
SE: TN 56/TE: TN T79, SE: TN 60/TE: TN
T83
Cumberland Gap, SE: TN 50/TE: TN T73
17
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.40 Analyze the role played by John
Marshall in strengthening the central
government, including the key decisions of
the Supreme Court - Marbury v. Madison,
Gibbons v. Ogden, and McCulloch v.
Maryland. (H, P)
SE/TE: The Supreme Court and Judicial
Review, 312–313; Three Important
Supreme Court Rulings, 343–344; Support
for Native Americans, 357; Marbury v.
Madison (1803), 313, 373; McCulloch v.
Maryland (1819), 343; Gibbons v. Ogden
(1824), 344, 369; Primary Sources: John
Marshall, Gibbons v. Ogden, 696
8.41 Explain the major events of Thomas
Jefferson’s presidency, including his
election in 1800, Louisiana Purchase, the
defeat of the Barbary pirates, and the
Embargo Act. (E, G, H)
SE/TE: The Era of Thomas Jefferson, 306–
307; Visual Preview, 308–309; Jefferson
Takes Office, 310–313; The Louisiana
Purchase, 314–321; A Time of Conflict,
322–326; Quick Study Guide, 333; Review
and Assessment, 334–335
TE only: Extend the Lesson Through
Technology Research: Write a Newspaper
Article, 306h
SE/TE: The Louisiana Purchase, 314–321;
Map Master, 316
TE only: Extend the Lesson Through
Technology Research: Create a Descriptive
Report, 306g; Write a Newspaper Article,
306h; Differentiated Instruction: Map
Analysis, 316
8.42 Analyze the impact of the Lewis and
Clark Expedition by identifying the routes
on a map, citing evidence from their
journals. (C, E, G, H)
Primary Documents and Supporting
Texts to Read: excerpts from the journals
of Lewis and Clark; excerpts from decision
in Marbury v. Madison, John Marshall
SE/TE: Excerpts from the journals of Lewis
and Clark, 314; Excerpts from decision in
Marbury v. Madison, John Marshall, 373;
Primary Sources: John Marshall, Marbury v.
Madison, 721
Primary Documents and Supporting
Texts to Consider: excerpts from John
Marshall’s decisions in Gibbons v. Ogden
and McCulloch v. Maryland; “Rip Van
Winkle” and “The Legend of Sleepy Hollow”,
Washington Irving; excerpts from The
Deerslayer series, James Fenimore Cooper
SE/TE: Gibbons v. Ogden is discussed on
page 344; McCulloch v. Maryland is
discussed on pages 343; Washington
Irving’s work is discussed on page 431;
James Fenimore Cooper’s work is discussed
on page 431; Primary Sources: John
Marshall, Gibbons v. Ogden, 696;
Washington Irving, Rip Van Winkle, 692
James Fenimore Cooper, The Deerslayer,
722
18
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
The United States’ Role on the World Stage (1789-1849)
Students analyze United States foreign policy in the early Republic.
8.43 Explain the causes, course, and
Tennessee’s Role in the War of 1812, SE:
consequences of the War of 1812, including TN 59/TE: TN T82
the major battles, leaders, events, and role SE/TE: The War of 1812, 327–331; Review
of Tennessee: (E, H, P, TN)
and Assessment, 334–335
TE only: Extend the Lesson Through
Technology Research: Create a Timeline,
306h

Impressment
SE/TE: Impressment, 323–324, 327;
Definition of Impressment, 296

War hawks
SE/TE: War Hawks, 327

Henry Clay
SE/TE: Henry Clay as nationalist war
hawk, 327

Burning of Washington
SE/TE: The British Attack Washington and
Baltimore, 330

Fort McHenry
SE/TE: Fort McHenry, 330

William Henry Harrison
SE/TE: William Henry Harrison, 326, 330

Tecumseh
SE/TE: Tecumseh, 326, 330; Primary
Sources: Tecumseh, Speech at Vincennes,
694

Andrew Jackson
Andrew Jackson in the War of 1812, SE: TN
59/TE: TN T82
SE/TE: Andrew Jackson, 330, 331

Battle of Horseshoe Bend
Battle of Horseshoe Bend, SE: TN 59/TE:
TN T82
SE/TE: Horseshoe Bend, 330

Battle of New Orleans
Battle of New Orleans, SE: TN 59/TE: TN
T82
SE/TE: Battle of New Orleans, 331
19
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
8.44 Identify on a map the changing
boundaries of the United States, including
the Convention of 1818 and Adams-Onis
Treaty. (G, P)
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
SE/TE: Maps: United States Territorial
Expansion to 1853, A12–A13; Western
Land Claims, 207; Settling the Northwest
Territory, 210–211; Launching a New
Nation, 280–281; Exploring the Louisiana
Purchase, 316; Land Taken from Native
Americans, 325; A Changing Nation, 338–
339; Dealing With Other Nations, 345–348;
Indian Removal, 356; Conflict Over Land,
357; Test Yourself, 371; Historian’s
Apprentice Workshop: Louisiana Purchase,
373
SE/TE: Dealing With Other Nations, 345–
348
8.45 Analyze the relationship the United
States had with Europe, including the
influence of the Monroe Doctrine. (E, G, P)
Primary Documents and Supporting
SE/TE: The Monroe Doctrine is discussed
Texts to Read: excerpts from The Monroe
on page 347
Doctrine
The Sectionalism of the American North, South, and West (1800-1850)
Students analyze the paths of the American people in the three regions of the United
States from 1800 to the mid-1800s and the challenges they faced as they became
increasingly sectionalized.
8.46 Describe the influence of
SE/TE: The Industrial Revolution, 382–
industrialization and technological
387; Literature: Mill Workers, 388–389;
developments of the regions, including
The North Transformed, 390–395
human modification of the landscape and
how physical geography shaped human
actions-growth of cities, deforestation,
farming, and mineral extraction.
(E, G, H, P)
8.47 Analyze the physical obstacles to and
SE/TE: Building the National Economy,
the economic and political factors involved
341–343; A Transportation Revolution,
in building a network of roads, canals and
392–393; Roads and Turnpikes, Canals,
railroads, including Henry Clay’s American
402–404
system. (E, G, H, P)
8.48 Explain the causes and effects of the
SE/TE: A New Wave of Immigrants, 393–
wave of immigration from Northern Europe
394; Test Yourself, 409
to the United States, and describe the
growth in the number, size, and spatial
arrangements of cities as a result of events
such as the Great Potato Famine. (C, E, G,
P)
20
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.49 Analyze the 19th century reforms
influenced by the 2nd Great Awakening such
as the Temperance Movement, Prison
Reform, Mental Health Reform, and
education, including tent meetings,
establishment of new churches, Horace
Mann, Dorothea Dix, and temperance
societies. (C, P)
SE/TE: Second Great Awakening, 415–
416; Improving Society, 414, 416–419;
The Fight Against Slavery, 422–426; A Call
for Women’s Rights, 427–430; Review and
Assessment, 438; Document-Based
Questions, 439
TE only: Extend the Lesson Through
Technology Research, 410g–410h
8.50 Analyze the women’s suffrage
movement and its major proponents,
including Elizabeth Cady Stanton, Lucretia
Mott, and Susan B. Anthony and examine
excerpts from the writings of Stanton,
Anthony, and Sojourner Truth. (C, P)
SE/TE: A Call for Women’s Rights, 427–
430; Historian’s Apprentice Workshop:
Women’s Rights, 474; Skills for Life, 438;
Primary Sources: Elizabeth Cady Stanton,
Letter From Seneca Falls, 700; “Ain’t I A
Woman,” Sojourner Truth, 727
TE only: Extend the Lesson Through
Technology Research: Create a Timeline
About Women’s Suffrage, 410h
8.51 Identify common themes in American
art and literature, including
transcendentalism and individualism by
analyzing essays and stories by Ralph
Waldo Emerson, Henry David Thoreau,
Louisa May Alcott, Nathaniel Hawthorne
and Henry Wadsworth Longfellow. (C)
SE/TE: American Literature and Arts, 431–
435; Primary Sources: Ralph Waldo
Emerson, 701; Louisa May Alcott, 717;
Nathaniel Hawthorne, 718; Henry
Wadsworth Longfellow, 719; Henry David
Thoreau, 724
8.52 Trace the development of the agrarian
economy in the South, the locations of the
cotton-producing states, and the
significance of cotton, the cotton gin and
the role of Memphis as the Cotton Capital
of the South. (C, E, G, P, TN)
8.53 Analyze the characteristics of white
Southern society and how the physical
environment influenced events and
conditions prior to the Civil War. (C, E, G)
Memphis as Cotton Capital of the South,
SE: TN 64–TN 65/TE: TN T87-TN T88
SE/TE: The Plantation South, 396–400;
Comprehension and Critical Thinking, 408
8.54 Write a narrative with supporting text
describing the effects of the New Madrid
Earthquakes of 1811-12 on the land and
people of Tennessee (G, H, TN)
New Madrid Earthquakes of 1811-1812, SE:
TN 66, TN 67/TE: TN T89, TN T90
SE/TE: Historian’s Workshop: Narrative
Essays, HT 24; Primary Sources: Eliza
Bryan, New Madrid Earthquakes, 730
Memphis as Cotton Capital of the South,
SE: TN 64–TN 65/TE: TN T87-TN T88
SE/TE:; The Plantation South, 396–400;
Comprehension and Critical Thinking, 408
21
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
8.55 Explain the events and impact of the
presidency of Andrew Jackson, including
the “corrupt bargain,” the advent of
Jacksonian Democracy, his use of the spoils
system and the veto, his battle with the
Bank of the United States, the Nullification
Crisis and the Indian removal. (C, E, G, H,
P, TN)
8.56 Analyze the contributions of Sequoyah
to the Cherokee. (C, TN)
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
SE/TE: The Age of Jackson, 349–354;
Indian Removal, 355–359; States’ Rights
and the Economy, 362–367; Historian’s
Apprentice, 368; Review and Assessment,
370–371
TE only: Extend the Lesson Through
Technology Research: Compare the Major
Players in the Battle Over the Second Bank,
336h
SE/TE: Sequoyah, 355; Literature:
Sequoyah and the Cherokee Alphabet,
360–361
8.57 Write a narrative piece that describes
the impact of the Indian Removal Act of
1830 and the struggle between the
Cherokee Nation and the United States
government and cites evidence from
primary source accounts of the Trail of
Tears. (C, G, H, TN)
8.58 Describe the concept of Manifest
Destiny and its impact on the developing
character of the American nation, including
the purpose, challenges and economic
incentives for westward expansion.
(C, E, G, H, P)
SE/TE: Indian Removal, 355–359;
Historian’s Apprentice, 368; Review and
Assessment: Write a Narrative, 370
8.59 Describe American settlements in
Texas after 1821 and the causes for the
Texas War of Independence, including the
roles of David Crockett and Sam Houston in
the war and the legacy of the Alamo.
(G, H, P, TN)
Mexican-American War, SE: TN 68/TE: TN
T91; Alamo, SE: TN 68/TE: TN T91; David
Crockett, SE: SE: TN 68/TE: TN T91
SE/TE: Growing Conflict, 454; Declaring
Independence, 455; Republic of Texas,
456; Alamo, 442–443, 455; Sam Houston,
455–456, 501
TE only: Extend the Lesson Through
Technology Research: Create a Biography
of Sam Houston, 440h
SE/TE: Manifest Destiny, 321, 447, 457,
459; Westward Expansion, 442–443; The
West, 444–447; Trails to the West, 448–
453; Growth of the United States, 458
TE only: Extend the Lesson Through
Technology Research: Define Manifest
Destiny, 440g
22
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.60 Analyze the reasons, outcome and
legacy of groups moving west including the
mountain men/trail blazers, Mormons,
missionaries, settlers, and the impact of the
Oregon Trail and John C. Frémont. (C, G,
H)
8.61 Describe the major events and impact
of the presidency of James K. Polk including
his “Dark Horse” nomination, the
settlements of the Oregon boundary, the
annexation of Texas, and the acquisition of
California through the Mexican War. (E, G,
H, P)
8.62 Describe the causes, course, and
consequences of the Mexican War,
including the controversy over the Rio
Grande boundary, the roles played by
Zachary Taylor and Winfield Scott, the
Mexican Cession and the Wilmot Proviso.
(C, E, G, H, P)
8.63 Trace the major figures and events in
the discovery of gold in California and its
impact on the economy of the United
States, including John Sutter, and 49’ers.
(C, E, G, H)
Primary Documents and Supporting
Texts to Read: excerpts from “The
Declaration of Sentiments, Seneca Falls
Convention; excerpts from “Nature” and
“Self-Reliance”, Ralph Waldo Emerson;
excerpts from “Walden” and “Civil
Disobedience”, Henry David Thoreau; “Ain’t
I A Woman,” Sojourner Truth; excerpts
from Eliza Bryan of the New Madrid
Earthquakes
SE/TE: The West, 444–447; Trails to the
West, 448–453; Conflict With Mexico, 454–
459; Geography and History: The MexicanAmerican War, 460–461; A Rush to the
West, 462–467; Historian’s Apprentice,
468; Review and Assessment, 470–471
TE only: Extend the Lesson Through
Technology Research: Write a Diary Entry
and Draw a Picture of Life on the Oregon
Trail, 440g
Polk’s Presidency, SE: TN 68–TN 69/TE: TN
T91-TN T92
SE/TE: Election of 1844, 456; Conflict With
Mexico, 454–459; Geography and History:
The Mexican-American War, 460–461
Mexican-American War, SE: TN 68/TE: TN
T91
SE/TE: Conflict With Mexico, 454–459;
Geography and History: The MexicanAmerican War, 460–461; Wilmot Proviso,
482
SE/TE: The California Gold Rush, 464–465;
California’s Changing Population, 466–467;
John Sutter, 464; Primary Sources: David
Rohrer Leeper, Gold Rush Journal, 703
TE only: Extend the Lesson Through
Technology Research: Write a Newspaper
Article about John Sutter, 440h
The New Madrid Earthquakes of 1811–1812
are discussed on pages SE: TN 66 and TN
67/TE: TN T89 and TN T90.
SE/TE: Excerpts from “The Declaration of
Sentiments”, Seneca Falls Convention, 474;
Ralph Waldo Emerson is discussed on 432–
433; Primary Sources: Elizabeth Cady
Stanton, Letter From Seneca Falls, 700;
Ralph Waldo Emerson, Self-Reliance, 701;
Henry David Thoreau, Civil Disobedience,
724; “Ain’t I A Woman,” Sojourner Truth,
727; Eliza Bryan, New Madrid Earthquakes,
730
23
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
Primary Document and Supporting
Texts to Consider: excerpts from
Roughing It, Mark Twain; A Narrative in the
Life of David Crockett of the state of
Tennessee, David Crockett
Slavery in America (1800-1850)
Students analyze the issue of slavery and the
8.64 Describe the significance of the
Northwest Ordinance and the banning of
slavery in new states north of the Ohio
River. (C, E, P)
8.65 Describe the reasons for and the
impact of the Missouri Compromise of
1820. (G, H, P)
The life of David Crockett is discussed on
pages SE:TN 68/TE: TN T91
SE/TE: Mark Twain is discussed on page
634
resulting controversies.
SE/TE: Northwest Ordinance of 1787, 207;
Settling the Northwest Territory, 210–211
SE/TE: Missouri Compromise, 404–405,
495
8.66 Analyze the impact of the various
leaders of the abolitionist movement,
including John Brown and armed
resistance; Harriet Tubman and the
Underground Railroad; William Lloyd
Garrison and The Liberator; Frederick
Douglass and the Slave Narratives; and
Harriet Beecher Stowe’s Uncle Tom’s Cabin,
Virginia Hill and Free Hill, Tennessee;
Francis Wright and Nashoba Commune;
and Elihu Embree’ s The Emancipator. (C,
E, H, P, TN)
Elihu Embree’s The Emancipator, SE: TN
65/TE: TN T88; Virginia Hill and Free Hill;
SE: TN 67/TE: TN T90; Francis Wright and
Nashoba Commune, SE: TN 67/TE: TN T90
SE/TE: The Fight Against Slavery, 422–
424, 426; Infographic: The Underground
Railroad, 425; Sojourner Truth, 427; Uncle
Tom’s Cabin, 488, 492–493; William Lloyd
Garrison, 423, 426;; Frederick Douglass,
Independence Day Speech, 436; Primary
Sources: Frederick Douglass, The
Autobiography of Frederick Douglass, 723
TE only: Extend the Lesson Through
Technology Research: Write a Newspaper
Editorial Opposing the Fugitive Slave Law,
478g; Write a Letter to Frederick Douglass,
410g; Create a Timeline of the Battle Over
Slavery, 478g; Write an Obituary About
John Brown, 478h
8.67 Explain the reasons for and the impact
of the Compromise of 1850, including the
roles played Daniel Webster and John C.
Calhoun and the Fugitive Slave Law. (C, E,
G, H, P)
SE/TE: The Compromise of 1850, 486–
487, 505, 491; Fugitive Slave Act of 1850,
487, 506; Calhoun Versus Webster, 484;
Document-Based Questions, 507
TE only: Extend the Lesson Through
Technology Research: Write a Newspaper
Editorial Opposing the Fugitive Slave Law,
478g
24
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.68 Explain the motivations behind
passage of the Kansas-Nebraska Act of
1854, including the rise of the Republican
Party, “Bleeding Kansas,” the Sumner
Brooks incident, and the John Brown raid
on Harper’s Ferry. (H, P)
8.69 Analyze the reasons for and applied by
the Supreme Court in the Dred Scott v.
Sandford case and the resulting
divisiveness between the North and South.
(C, H, P)
8.70 Examine the arguments presented by
Stephen Douglas and Abraham Lincoln in
the Illinois Senate race debate of 1858. (H,
P)
SE/TE: The Kansas-Nebraska Act, 489490; Bleeding Kansas, 490-491; A New
Antislavery Party, 494; John Brown’s Raid,
497-498
8.71 Identify the conditions of
enslavement, and explain how slaves
adapted and resisted in their daily lives.
(C, H)
The Development and Demise of Slavery in
America, SE: TN 65–TN 66/TE: TN T88-TN
T89
SE/TE: The Plantation South, 396–400;
Review and Assessment, 408–409; Primary
Sources: “Twelve Years a Slave,” 699,
“Defiance of the Fugitive Slave Law,” 704
Primary Documents and Supporting
Texts to Read: excerpts from Uncle Tom’s
Cabin, Harriet Beecher Stowe; excerpts
from the Lincoln-Douglas Debates; excerpts
from Roger Taney’s decision in the Dred
Scott case; excerpts from The
Autobiography of Frederick Douglass,
Frederick Douglass.
SE/TE: Excerpts from Uncle Tom’s Cabin,
Harriet Beecher Stowe, 492–493; The
Lincoln-Douglas Debates are discussed on
pages 480–481 and 496–497. The Dred
Scott case is discussed on pages 480–481
and 495; Primary Sources: Frederick
Douglass, The Autobiography of Frederick
Douglass, 723; Roger Taney, Dred Scott v.
Sanford Decision, 729
SE/TE: Dred Scott v. Sandford (1857),
495; Primary Sources: Roger Taney, Dred
Scott v. Sanford Decision, 729
SE/TE: The Lincoln-Douglas Debates, 496–
497; Distinguish Relevant Information, 506
TE only: Extend the Lesson Through
Technology Research: Create an Editorial
for a Candidate in the Election of 1860,
478h
Civil War (1830-1865)
Students analyze the multiple causes, key events, and complex consequences of the Civil
War.
8.72 Identify on a map the boundaries
SE/TE: Infographic: The Underground
constituting the North and the South and
Railroad, 425; Maps: Election of 1860, 500,
delineate and evaluate the geographical
The Civil War, 510–511, States Take Sides,
differences between the two regions,
513, Early Days of the War, 520
including the differences between agrarians
and industrialists. (E, G, P)
25
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.73 Identify the constitutional issues
posed by the doctrine of nullification and
secession and analyze the earliest origins of
that doctrine. (C, P)
8.74 Evaluate each candidate and the
election of 1860 and analyze how that
campaign reflected the sectional turmoil in
the country. (G, P, TN)
SE/TE: Threats to secede, 331, 484, 500–
501, 512; Nullification, 338–339, 364–366
8.75 Explain the geographical division of
Tennessee over the issue of slavery and
secession, including Governor Harris, the
secession convention vote of 1861, antisecession efforts, and Scott County. (P, TN)
8.76 Describe Abraham Lincoln’s presidency
and his significant writings and speeches,
including his House Divided speech in 1858,
Gettysburg Address in 1863, Emancipation
Proclamation in 1863 and inaugural
addresses in 1861 and 1865. (C, H, P)
The Development and Demise of Slavery in
America, SE: TN 65–TN 67/TE: TN T88-TN
T89; Civil War Divides Tennessee, SE: TN
70–TN 72/TE: TN T93-TN T95
8.77 Explain the roles of leaders during the
Civil War, including Ulysses S. Grant,
Jefferson Davis, Robert E. Lee, Stonewall
Jackson and soldiers on both sides of the
war, including Tennesseans David Farragut,
Nathan Bedford Forrest and William
Brownlow. (C, E, H, P, TN)
Matthew Fontaine Maury, SE: TN 71/TE:
TN T94; Sam Watkins, SE: TN 71/TE: TN
T94; William Brownlow, SE: TN 71/TE: TN
T94, SE: TN 72/TE: TN T95; Nathan
Bedford Forrest, SE: TN 71/TE: TN T94,
SE: TN 72/TE: TN T95
SE/TE: Robert E. Lee, 497, 514, 519, 534–
537, 638; Jefferson Davis, 501, 529, 540;
Thomas “Stonewall” Jackson, 516, 533;
Ulysses S. Grant, 520–521, 535–537, 556,
558, 644; David Farragut, 521
TE only: Extend the Lesson Through
Technology Research: Present a Biography,
508h
SE/TE: The Lincoln-Douglas Debates, 496;
Election of 1860, 499–500; Distinguish
Relevant Information, 506
TE only: Extend the Lesson Through
Technology Research: Create an Editorial
for a Candidate in the Election of 1860,
478h
SE/TE: The Coming of Civil War, 499–503;
Comprehension and Critical Thinking, 506;
Taking Sides in the War, 512–513; The War
in the East, 519; The Emancipation
Proclamation, 524–527; “The Gettysburg
Address”, 535; Skills for Life: Analyze a
Speech, 538; Comprehension and Critical
Thinking, 540; Primary Sources: Abraham
Lincoln, Emancipation Proclamation, 728
26
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.78 Describe African-American
involvement in the Union army, including
the Massachusetts 54th Regiment and the
13th U.S. Colored Troops in the Battle of
Nashville. (C, H, TN)
8.79 Cite textual evidence analyzing the life
of the common soldier in the Civil War,
including Sam Watkins and Sam Davis. (C,
H, TN)
Battle of Nashville, SE: TN 72/TE: TN T95
SE/TE: African Americans Help the Union,
526–527; Primary Sources: James Henry
Gooding, Letters From an African American
Soldier, 707
Sam Watkins, SE: TN 71/TE: TN T94
SE/TE: Americans Against Americans,
515–516; A Soldier’s Life, 517; New
Technology in the War, 518; Geography
and History: The Battle of Shiloh, 522–523;
Comprehension and Critical Thinking, 540
8.80 Trace the critical developments and
events in the war, including geographical
advantages and economic advantages of
both sides, technological advances and the
location and significance of the following
battles:

Anaconda Plan

First Battle of Bull Run
SE/TE: The Civil War, 508–509; Visual
Summary, 510–511; The Call to Arms,
512–515; History Interactive, 516–517;
Early Years of the War, 518–523; The
Emancipation Proclamation, 524–527; The
Civil War and American Life, 528–532;
Decisive Battles, 533–537; Quick Study
Guide, 539; Review and Assessment, 540–
541
TE only: Extend the Lesson Through
Technology Research: Deliver a Newscast
About a Civil War Battle, 508h
SE/TE: See Early Years of the War, 518–
523
SE/TE: Battle of Bull Run, 510–511, 516

Fort Henry and Fort Donelson
SE/TE: Fort Henry and Fort Donelson, 520

Shiloh
SE/TE: Battle of Shiloh, 510–511, 521,
522–523

Antietam
SE/TE: Battle of Antietam, 510–511, 520,
568

Stones River
Battle of Stones River, SE: TN 72/ TE: TN
T95, SE: TN 73/TE: TN T96

Fredericksburg
SE/TE: Battle of Fredericksburg, 511

Chancellorsville
SE/TE: Battle of Chancellorsville, 511
27
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015

Gettysburg
SE/TE: Battle of Gettysburg, 477, 510–
511, 534–535

Vicksburg
SE/TE: Battle of Vicksburg, 511, 520, 535

Chickamauga

Lookout Mountain

Franklin
Battle of Chickamauga, SE: TN 72/TE: TN
T95, SE: TN 73/ TE: TN T96
Lookout Mountain (“Battle Above the
Clouds”), SE: TN 72/TE: TN T95, SE: TN
73/ TE: TN T96
Battle of Franklin, SE: TN 72/TE: TN T95

Nashville

Sherman’s “March to the Sea”
Battle of Nashville, SE: TN 72/TE: TN T95
SE/TE: Battle of Nashville, 520
SE/TE: March to the Sea, 536

Appomattox Court House
SE/TE: Appomattox Court House, 537
8.81 Assess the impact of the assassination
of President Abraham Lincoln on both the
North and the South. (C, E, H, P)
SE/TE: Lincoln is Murdered, 549
Primary Documents and Supporting
Texts to Read: excerpts from the “House
Divided” speech in 1858, Gettysburg
Address in 1863, Emancipation
Proclamation in 1863, and Inaugural
Addresses in 1861 and 1865, Abraham
Lincoln; The Respective of Co. Aytch, Sam
Watkins
Diaries of Sam Watkins are discussed on
pages SE: TN 71/TE: TN T94.
SE/TE: Excerpt from the “House Divided”
speech in 1858, 496; Excerpts from the
Gettysburg Address in 1863, 535, 538;
Excerpts from the Emancipation
Proclamation in 1863, 525, 569, 728;
Inaugural Addresses in 1861, Abraham
Lincoln, 501; Inaugural Addresses in 1865,
Abraham Lincoln, 503; Primary Sources:
Abraham Lincoln, Emancipation
Proclamation, 728
28
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
Reconstruction (1865-1877)
Students analyze the character and lasting consequences of Reconstruction.
8.82 Explain the significance of 13th, 14th,
Fourteenth Amendment, SE: TN 71/TE: TN
and 15th Amendments to the Constitution.
T94
(P)
SE/TE: Thirteenth Amendment, 243, 255,
552, 565; Fourteenth Amendment, 244,
553–554, 565, 245, 556–557, 565, 566;
Primary Sources: Fourteenth Amendment,
722
TE only: Extend the Lesson Through
Technology Research: Create a Timeline,
542h
8.83 Analyze the choice of Andrew Johnson
SE/TE: Andrew Johnson, 549, 552–554,
as Vice-President, his succession to the
556
Presidency, his plan for Reconstruction and
TE only: Extend the Lesson Through
his conflict with the Radical Republicans.
Technology Research: Debate the
(H, P, TN)
Proposals, 542f
8.84 Compare the 10 Percent Plan to the
Radical Republican Plan for Reconstruction.
(C, P)
SE/TE: Ten Percent Plan (Lincoln), 546–
547; Radical Reconstruction, 544–545,
554–556
TE only: Extend the Lesson Through
Technology Research: Debate the
Proposals, 542f
8.85 Explain the effects of the Freedmen’s
Bureau and the restrictions placed on the
rights and opportunities of freedmen,
including racial segregation and Jim Crow
laws. (C, H, P)
8.86 Trace the rise of the Ku Klux Klan and
vigilante justice, including its role in
Tennessee. (C, P, TN)
8.87 Explain the movement of both white
and black Northern entrepreneurs
(carpetbaggers) from the North to the
South (C, E, P)
8.88 Explain the controversy of the 1876
presidential election and the subsequent
removal of federal troops from the South.
(H, P)
SE/TE: Freedmen’s Bureau, 543, 548; Jim
Crow Laws, 560
Ku Klux Klan, SE: TN 74/TE: TN T97
SE/TE: Ku Klux Klan, 556, 557, 567, 570
SE/TE: Carpetbaggers, 544–545, 555;
Industrial Growth, 562–563
SE/TE: The End of Reconstruction, 558–
563
29
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.89 Describe the push-pull effect in the
movement of former slaves to the North
and West, including the Exodusters, Pap
Singleton, and the First Great Migration to
urban centers. (C, E, G, H, TN)
8.90 Describe the major developments in
Tennessee during the Reconstruction Era,
including the Constitutional Convention of
1870, the yellow fever epidemic of 1878
and the election of African-Americans to the
General Assembly. (G, P, TN)
First Great Migration, SE: TN 74-TN 75/
TE: TN T97-TN T98, Buffalo Soldiers,
SE: TN 75/TE: TN T98; Pap Singleton,
SE: TN 75/TE: TN T98
SE/TE: Buffalo Soldiers, 586; Exodusters,
597; Skills for Life: Analyze a Migration
Map, 566
The Reconstruction Years, SE: TN 74–TN
76/TE: TN T97-TN T99
Primary Documents and Supporting
SE/TE: Excerpt from the Thirteenth
Texts to Read: excerpts from the 13th,
Amendment, 243; Excerpt from the
14th, and 15th Amendments to the
Fourteenth Amendment, 244, 722; Excerpt
Constitution
from the Fifteenth Amendment, 245
Primary Documents and Supporting
SE/TE: For related material see: Black
Texts to Consider: excerpts from Black
Codes, 553; Jim Crow Laws, 560
Codes and Jim Crow Laws
Westward Expansion after the Civil War (1865-1890)
Students analyze the social, political, and economic transformation of America as a result
of westward expansion.
8.91 Explain patterns of agricultural and
SE/TE: The West Transformed, 576–577;
industrial development after the Civil War
Mining and Railroads, 578–581; Geography
as they relate to climate, use of natural
and History: Transcontinental Railroad,
resources, markets and trade and the
582–583; The Cattle Kingdom, 590–594;
location of such development on a map.
Farming in the West, 595–599; Review and
(E, G)
Assessment, 602–603; Industry and Urban
Growth, 606–607; A New Industrial
Revolution, 608–613
TE only: Extend the Lesson Through
Technology Research: Build a Timeline of
Railroads, 574g
30
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.92 Trace the evolution of federal policies
toward American Indians, including
movement to reservations; assimilation,
boarding schools, wars with American
Indians (Little Big Horn and Wounded
Knee), and the impact of the railroad and
settlement patterns of pioneers, Buffalo
Soldiers (George Jordan), and the Dawes
Act. (C, E, G, H, P, TN)

Crazy Horse
Buffalo Soldiers, SE: TN 75/TE: TN T98;
George Jordon, SE: TN 75/TE: TN T98
SE/TE: The Railroad Boom, 580–581;
Native Americans Struggle to Survive, 584–
589; The Cattle Kingdom, 590–594;
Farming in the West, 595–599; Buffalo
Soldiers, 586
TE only: Extend the Lesson Through
Technology Research: Write a Biography,
574g
SE/TE: Native Americans Struggle to
Survive, 584–589
TE only: Extend the Lesson Through
Technology Research: Write a Biography,
574g
SE/TE: Crazy Horse, 586

Geronimo
SE/TE: Geronimo, 587, 588

Sitting Bull
SE/TE: Sitting Bull, 586, 588

Chief Joseph
SE/TE: Chief Joseph, 587
8.93 Explain the significance of various
American Indian leaders, including: (H)
8.94 Explain the impact of the Homestead
Act. (E, H, P)
SE/TE: Aid to Railroads, 580; Homestead
Act, 595; Farmers Organize, 598–599;
Comprehension and Critical Thinking, 602
8.95 Analyze how significant inventors and
their inventions, including barbed wire, the
six shooter, windmills, sod housing, and the
steel plow changed life in the West. (E, H,
P)
8.96 Trace the expansion and development
of the Transcontinental Railroad including
the Golden Spike event (1869), and the
role that Chinese immigrant laborers
(Central Pacific track) and Irish immigrant
laborers (Union Pacific track) played in its
construction. (C, E, G, P)
SE/TE: Busting Sod, 596; New Farming
Methods, 596; The “Grasshopper Plow”,
597
SE/TE: The Railroad Boom, 580–581;
Geography and History: Transcontinental
Railroad, 582–583
TE only: Extend the Lesson Through
Technology Research: Build a Timeline of
Railroads, 574g
31
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Tennessee Social Studies
Curriculum Standards
United States History and Geography
Colonization of North America to
Reconstruction and the American West
Grade 8
Prentice Hall
America, History of Our Nation
Colonization of North America to
Reconstruction and the American West
©2015
8.97 Examine the development and life of
the iconic American cowboy, including his
skills, clothes and daily life and work. (C,
H)
SE/TE: The Wild West, 592–593; Writing,
594
TE only: Extend the Lesson Through
Technology Research: Write an Oral Report,
574h
8.98 Explain the concepts of the Open
Range, Long Drive, and cow towns in the
development of the American ranching
industry. (E, G, H)
Primary Documents and Supporting
Texts to Read: A Century of Dishonor,
Helen Hunt Jackson.
SE/TE: The Cattle Kingdom, 590–594
SE/TE: A Century of Dishonor, Helen Hunt
Jackson is discussed on page 589.
TE only: Differentiated Instruction:
Research, 586
32
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TE = Teacher’s Edition
A Correlation of Prentice Hall America, History of Our Nation
Colonization of North America to Reconstruction and the American West, ©2015
to the Tennessee Social Studies Curriculum Standards
Grade 8
Content
Strand Code
Content
Strand
Definition
C
Culture
Culture encompasses similarities and differences
among people including their beliefs, knowledge,
changes, values, and traditions. Students will explore
these elements of society to develop an appreciation
and respect for the variety of human cultures.
E
Economics
Globalization of the economy, the explosion of
population growth, technological changes and
international competition compel students to
understand both personally and globally production,
distribution, and consumption of goods and services.
Students will examine and analyze economic concepts
such as basic needs versus wants, using versus
saving money, and policy making versus decision
making.
G
Geography
Geography enables the students to see, understand
and appreciate the web of relationships between
people, places, and environments. Students will use
the knowledge, skills, and understanding of concepts
within the six essential elements of geography: world
in spatial terms, places and regions, physical systems,
human systems, environment and society, and the
uses of geography.
H
History
History involves people, events, and issues. Students
will evaluate evidence to develop comparative and
casual analyses, and to interpret primary sources.
They will construct sound historical arguments and
perspectives on which informed decisions in
contemporary life can be based.
P
Government,
Civics, and
Politics
Governance establishes structures of power and
authority in order to provide order and stability. Civic
efficacy requires understanding rights and
responsibilities, ethical behavior, and the role of
citizens within their community, nation, and world.
Tennessee
Connection
Tennessee has a unique story and provides a more
intimate view of the past in our present lives. As
students connect with their own state’s history and
geography they will gain a greater perspective of the
impact and significance of national history,
movements, decisions, and ideas.
TN
33
SE = Student Edition
TE = Teacher’s Edition