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§113.20.Social Studies, Grade 8, Adopted 2018
Social Studies, Grade 8, Adopted 2018
§113.20.(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
§113.20.(1)(A) identify the major eras in U.S. history through 1877, including colonization, revolution, creation and ratification of the Constitution, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction,
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§113.20.(1)(B) 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 Pu
§113.20.(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:
§113.20.(10)(A) locate places and regions directly related to major eras and turning points in the United States during the 17th, 18th, and 19th centuries.
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§113.20.(10)(C) analyze the effects of physical and human geographic factors such as weather, landforms, waterways, transportation, and communication on major historical events in the United States.
§113.20.(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:
§113.20.(11)(A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States.
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§113.20.(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity through 1877. The student is expected to:
§113.20.(12)(A) identify economic differences among different regions of the United States.
§113.20.(13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:
§113.20.(13)(A) analyze the economic effects of the War of 1812.
§113.20.(14) Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:
§113.20.(14)(A) explain why a free enterprise system of economics developed in the new nation, including minimal government regulation, taxation, and property rights.
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§113.20.(14)(B) describe the characteristics and the benefits of the U.S. free enterprise system through 1877.
§113.20.(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
§113.20.(15)(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Federalist Papers, on the U.S. system of government.
§113.20.(15)(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.
§113.20.(15)(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
§113.20.(16) Government. The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:
§113.20.(16)(A) summarize the purposes for amending the U.S. Constitution.
§113.20.(17) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:
§113.20.(17)(A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason.
§113.20.(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:
§113.20.(20)(A) evaluate the contributions of the Founding Fathers as models of civic virtue.
§113.20.(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
§113.20.(21)(A) identify different points of view of political parties and interest groups on important historical issues.
§113.20.(21)(C) summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act.
§113.20.(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
§113.20.(22)(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln.
§113.20.(22)(B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
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§113.20.(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:
§113.20.(23)(A) identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration.
§113.20.(24)(B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, the labor reform movement, and care of the disabled.
§113.20.(27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:
§113.20.(27)(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, the telegraph, and interchangeable parts.
§113.20.(27)(C) analyze how technological innovations brought about economic growth such as the development of the factory system and the construction of the Transcontinental Railroad.
§113.20.(28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:
§113.20.(28)(A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history.
§113.20.(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
§113.20.(29)(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States.
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§113.20.(29)(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing
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§113.20.(3) History. The student understands the foundations of representative government in the United States. The student is expected to:
§113.20.(3)(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.
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§113.20.(4) History. The student understands significant political and economic issues of the revolutionary and Constitutional eras. The student is expected to:
§113.20.(4)(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War.
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§113.20.(4)(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Crispus Attucks, King George III, Patrick Hen
§113.20.(4)(C) explain the issues surrounding important events of the American Revolution, including declaring independence; fighting the battles of Lexington and Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 17
§113.20.(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:
§113.20.(5)(A) describe major domestic problems faced by the leaders of the new republic, including maintaining national security, creating a stable economic system, and setting up the court system.
§113.20.(5)(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine.
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§113.20.(5)(F) explain the impact of the election of Andrew Jackson, including expanded suffrage.
§113.20.(5)(G) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.
§113.20.(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:
§113.20.(6)(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States.
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§113.20.(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:
§113.20.(7)(B) compare the effects of political, economic, and social factors on slaves and free blacks.
§113.20.(7)(D) identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams.
§113.20.(8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to:
§113.20.(8)(A) explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar.
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§113.20.(8)(B) explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War.
§113.20.(8)(C) explain significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln.
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§113.20.(8)(D) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address.
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§113.20.(9) History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:
§113.20.(9)(A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments.