8th Grade U.S. History Curriculum Bundle #7
Title
Early Republic and Industrialization
Big Idea/Enduring Understanding
Influential individuals’ beliefs and actions greatly
influenced how the new government worked in
terms of policy and practice.
Innovation spurred industrialization which led to
both opportunity and oppression as well as
increased sectionalism.
Suggested Dates
Mon. Jan. 5 – Tues., Feb. 3, 2015 (18 days)
Guiding Questions
 What were the domestic issues faced by the leaders of the new republic (e.g. protective tariffs, taxation, and the
banking system)?
 What are the characteristics and the benefits of the U.S. free enterprise system, especially during the 18th and 19th
centuries?
 What were the foreign policies of presidents Washington through Monroe (e.g. Washington’s Farewell Address and the
Monroe Doctrine)?
 What are different points of view represented by political parties and interest groups on historical and contemporary
issues?
 What is the significance of each of the following dates: 1803
 What were the causes, important events, and effects of the War of 1812?
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper
depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the
suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum.
Knowledge & Skills with Student Expectations
8.1 History. The student understands traditional
historical points of reference in U.S. history through
1877. The student is expected to:
Specificity & Examples
Suggested Resources
(Read the note above)
What are the major eras in U.S. history through 1877?
 Early Republic (1789-1824): Early Presidents, Political Parties, Development
of Courts
8.1A identify the major eras and events in U.S. history
through 1877, including colonization, revolution, drafting
of the Declaration of Independence, creation and
ratification of the Constitution, religious revivals such as
the Second Great Awakening, early republic, the Age of
Jackson, westward expansion, reform movements,
sectionalism, Civil War, and Reconstruction, and describe
their causes and effects;
8.5 History. The student understands the challenges
confronted by the government and its leaders in the
early years of the republic and the Age of Jackson.
The student is expected to:
What were the domestic problems faced by the leaders of the new republic?



Maintaining national security – War of 1812
Creating a stable economic system – Creation of a National Banking system
Setting up the court system – Judiciary Acts
8.5A describe major domestic problems faced by the
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leaders of the new republic such as maintaining national
security, building a military, creating a stable economic
system, setting up the court system, and defining the
authority of the central government;
8.5 History. The student understands the challenges
confronted by the government and its leaders in the
early years of the republic and the Age of Jackson.
The student is expected to:

What were the arguments regarding protective tariffs, taxation, and the banking
system?

8.5B summarize arguments regarding protective tariffs,
taxation, and the banking system;


8.14 Economics. The student understands the origins
and development of the free enterprise system in the
United States. The student is expected to:
8.14A explain why a free enterprise system of economics
developed in the new nation, including minimal
government intrusion, taxation, and property rights; and
Defining the authority of the central government-The Whiskey Rebellion,
Alien Sedition Act
Protective tariffs – designed to raise the price of imported products making
them less attractive to consumers and promote purchase of domestic products.
Favored by Northern Industrial States. Opposed by Southern States whose
economy was based on agriculture and bought most products from foreign
countries
Taxation – Federal government maintained right to tax certain goods for
revenue purposes
Banking System – Hamilton argued for the creation of a national bank to issue
currency and provide loans to businesses and individuals and strengthen the
national government. Others, including Jefferson and Madison, opposed a
national bank on the belief that the national government would gain too much
power. Both supported their argument through interpretation of the
Constitution
How did a free enterprise system of economics develop in the new nation?
Also known as Capitalism and Free Market System
Minimal Government Intrusion
 Ideas of capitalism over mercantilism
 European countries too far away to control how colonies developed businesses
and trade (little government interference)
 Free enterprise system was an evolutionary process during 1800s – specifically
the role of the government
Taxation
 Protective tariffs
 Alexander Hamilton’s financial plan (believed in a strong central government
that encouraged business and industry)
Property Rights
 Constitution allowed for private ownership of property
8.14 Economics. The student understands the origins
and development of the free enterprise system in the
United States. The student is expected to:
What are the characteristics and the benefits of the U.S. free enterprise system,
especially during the 18th and 19th centuries?
Characteristics of U.S. free enterprise system
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8.14B describe the characteristics and the benefits of the
U.S. free enterprise system during the 18th and 19th
centuries.
8.22 Citizenship. The student understands the
importance of effective leadership in a constitutional
republic. The student is expected to:

Laissez-faire – the belief that the government should not interfere in the
economy other than to protect private property rights and to maintain peace
 Entrepreneurship – people who risk their capital in organizing and running a
business
Benefits of free enterprise system
 Freedom of choice in producing and purchasing
 Led to urbanization and expansion
 Strengthened the U.S. economy
How did the leadership qualities of elected and appointed leaders impact the U.S.
as a constitutional republic?

8.22A analyze the leadership qualities of elected and
appointed leaders of the United States such as George
Washington, John Marshall, and Abraham Lincoln; and

John Marshall – Appointed Chief Justice of the Supreme Court by President
Adams. Set precedent of Judicial Review in the landmark Supreme Court
Case Marbury v. Madison establishing the Supreme Courts authority to
declare acts of Congress unconstitutional.
George Washington – led the Continental Army during the American
Revolutionary War. Came out of retirement to lead the Constitutional
Convention and then again to serve as the first President of the United States
for two terms. Set many precedents as President.
TEACHER NOTE: Teachers can choose a leader who applies as well.
8.5 History. The student understands the challenges
confronted by the government and its leaders in the
early years of the republic and the Age of Jackson.
The student is expected to:
8.5E identify the foreign policies of presidents
Washington through Monroe and explain the impact of
Washington's Farewell Address and the Monroe
Doctrine;
8.5 History. The student understands the challenges
confronted by the government and its leaders in the
early years of the republic and the Age of Jackson.
The student is expected to:
8.5C explain the origin and development of American
political parties;
What were the foreign policies of presidents Washington through Monroe?
What was the impact of Washington’s Farewell Adress and the Monroe Doctrine?

Washington’s Farewell Address- Policy of neutrality, Farewell Address:
recommended the nation remain neutral in foreign affairs and avoid the
development of political parties and don’t form permanent political alliances
 John Adams- Maintained peace with European nations, XYZ Affair
 James Madison - War of 1812 with Britain
 James Monroe - Monroe Doctrine - Agreed to stay out of European affairs
while closing the western hemisphere to further European Colonization
What was the origin and development of American political parties?
Origin – Disagreements over Alexander Hamilton’s financial program
Federalists – belief in a strong national government, loose construction
(interpretation) of the Constitution, and development of industry, trade and cities.
Early leaders included Alexander Hamilton and John Adams
Democratic-Republican – belief in a limited national government, strict
construction (interpretation) of the Constitution. Supported strong state
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governments and agricultural development. Early leaders included Thomas
Jefferson and James Madison
8.21 Citizenship. The student understands the
importance of the expression of different points of
view in a constitutional republic. The student is
expected to:
8.21A identify different points of view of political parties
and interest groups on important historical and
contemporary issues;
8.1 History. The student understands traditional
historical points of reference in U.S. history through
1877. The student is expected to:
What are different points of view represented by political parties and interest
groups on historical and contemporary issues?




Federalists (strong central government) v. Democratic Republicans (stronger
state governments)
Election of 1796 – 1st election with political parties
Interest Groups: Southern plantation owners (it was costing too much to get
their tools and supplies from overseas) v. Northern merchants regarding
protective tariffs (tariffs made their products cheaper than foreign goods)
 Jeffersonian /Jacksonian Democracies p. 357
What is the significance of each of the following dates: 1803

1803—Louisiana Purchase, Lewis and Clark Expedition – Expansion of
United States, Exploration of new territories
8.1C explain the significance of the following dates:
1607, founding of Jamestown; 1620, arrival of the
Pilgrims and signing of the Mayflower Compact; 1776,
adoption of the Declaration of Independence; 1787,
writing of the U.S. Constitution; 1803, Louisiana
Purchase; and 1861-1865, Civil War.
8.10 Geography. The student understands the
location and characteristics of places and regions of
the United States, past and present. The student is
expected to:
What were the effects of physical and human geographic factors on major
historical and contemporary events in the U.S.?
 Purchase of Louisiana Territory – control of Mississippi River; doubled size of
US
8.10C analyze the effects of physical and human
geographic factors on major historical and contemporary
events in the United States.
8.6 History. The student understands westward
expansion and its effects on the political, economic,
and social development of the nation. The student is
expected to:
What were the areas acquired to form the U.S.?
 Louisiana Territory
 Florida
8.6E identify areas that were acquired to form the United
States, including the Louisiana Purchase.
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8.18 Government. The student understands the
impact of landmark Supreme Court cases. The
student is expected to:
8.18A identify the origin of judicial review and analyze
examples of congressional and presidential responses;
What is the origin of judicial review? What are some examples of congressional
and presidential responses to judicial review?



8.18B summarize the issues, decisions, and significance
of landmark Supreme Court cases, including Marbury v.
Madison, McCulloch v. Maryland, and Gibbons v.
Ogden; and


8.5 History. The student understands the challenges
confronted by the government and its leaders in the
early years of the republic and the Age of Jackson.
The student is expected to:
8.5D explain the causes, important events, and effects of
the War of 1812;
Constitution provides the judicial branch with power to interpret laws
Judiciary Act passed by Congress in the Washington administration set the
number of Supreme Court justices at 6 (this changed to 9 in 1869)
Marbury v. Madison – Chief Justice John Marshall strengthened the power of
the federal judicial branch by extending the Supreme Court’s power of
judicial review, the ability of the court to declare a law unconstitutional, over
the Federal Congress.
McCulloch v. Maryland – Upheld constitutionality of the Bank of the United
States. The doctrine of “implied powers” provided Congress more flexibility
to enact legislation.
Gibbons v. Ogden – Revoked an existing state monopoly and gave Congress
the right to regulate interstate commerce
What were the causes, important events, and effects of the War of 1812?
Causes
 British warship attacked an American ship killing three Americans and took
prisoners U.S. sailors
 British strict trade restrictions
 Embargo Act
 British support of Native American opposition to frontier Settlement
 War Hawks desire to acquire Canada
 Impressment of U.S. sailors
Important Events
 Writing of Star Spangled Banner
 Attack/Burning of Washington D.C.
 Battle of New Orleans
 Treaty of Ghent
Effects
 Nationalism and patriotism increased – Americans gain confidence in their
military strength
 Native American resistance weakened
 Manufacturing grew
 Andrew Jackson becomes an American hero
8.13 Economics. The student understands how
various economic forces resulted in the Industrial
How did the War of 1812 cause economic changes in the nation?
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Revolution in the 19th century. The student is
expected to:


8.13A analyze the War of 1812 as a cause of economic
changes in the nation; and


8.22 Citizenship. The student understands the
importance of effective leadership in a constitutional
republic. The student is expected to:
8.22B describe the contributions of significant political,
social, and military leaders of the United States such as
Frederick Douglass, John Paul Jones, James Monroe,
Stonewall Jackson, Susan B. Anthony, and Elizabeth
Cady Stanton.
8.12 Economics. The student understands why
various sections of the United States developed
different patterns of economic activity. The student is
expected to:
8.12D analyze the causes and effects of economic
differences among different regions of the United States
at selected times in U.S. history.
8.21 Citizenship. The student understands the
importance of the expression of different points of
view in a constitutional republic. The student is
expected to:
8.21C summarize a historical event in which
compromise resulted in a peaceful resolution.
8.11 Geography. The student understands the
physical characteristics of North America and how
humans adapted to and modified the environment
through the mid-19th century. The student is expected
to:
8.11B describe the positive and negative consequences
of human modification of the physical environment of the
United States; and
Increased manufacturing
Protective Tariff (Tariff of 1816) – Protect manufacturers from foreign
competition by taxing imports
Road and canal transportation to move troops and supplies in case of war and
trade in peace time.
Post war increase in Industrial Production
What are the contributions of significant political, social and military leaders of
the U.S.?

James Monroe – Fifth American President. During his presidency Monroe
issued the Monroe Doctrine (1823), establishing the concept of American
domination of the Western Hemisphere and declaring the hemisphere was
closed to further European colonization.
What are the causes and effects of economic differences among different regions
of the U.S. throughout its history?
The Roots of Sectionalism
Industrialization
North
Gold rush, homesteaders, ranching
West
Plantation system, cotton
South
What are some historical events in which a compromise produced a peaceful
resolution?
 Missouri Compromise – Compromise in Congress temporarily deciding the
issue of the expansion of slavery in new territories. Admitted Missouri as
slave state and Maine as a free state, maintaining the balance of power in the
Senate. It also banned slavery in Louisiana Territory north of the 36° 30’
parallel.
What were the positive and negative consequences of human modification of the
physical environment of the U.S.?
Canals, roads, railroads

Erie Canal (1825) – A man made water way that connected the Erie
Canal with the Hudson River. It connected businesses and people
between Lake Erie and New York City. (farm to market)
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

National Road – The first east-west federally funded highway. It allowed
farmers to take their crop to Eastern markets
Textile factories and damming – negative consequences include
disruption of water supply and effects on environment
8.10 Geography. The student understands the
location and characteristics of places and regions of
the United States, past and present. The student is
expected to:
Cities:
Washington DC
St Louis
New Orleans
8.10A locate places and regions of importance in the
United States during the 17th, 18th, and 19th centuries;
Regions:
Northeast, West, South, Pacific Northwest
Territory:
Louisiana Purchase
Physical Features:
Rocky Mountains
Bodies of Water:
Gulf of Mexico, Erie Canal, Pacific Ocean, Great Lakes, Mississippi River,
Missouri River, Columbia River
8.30 Social studies skills. The student communicates
in written, oral, and visual forms. The student is
expected to:
8.30A use social studies terminology correctly;
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