15 Day Review Grade 8 U.S. Studies

1

TABLE OF CONTENTS Day 1 ........................ 8.1A ............................................................ Page 3 Day 2 ........................ 8.4B & D ..................................................... Pages 4-5 Day 3 ....................... 8.5E ............................................................ Page 6 Day 4 ........................ 8.6A, B, & D ................................................ Pages 7-11 Day 5 ........................ 8.10C .......................................................... Page 12 Day 6 ........................ 8.11A & B ................................................... Pages 13-14 Day 7 ........................ 8.15B, C, & D .............................................. Pages 15-17 Day 8 ....................... 8.16A .......................................................... Page 18 Day 9 ........................ 8.17B .......................................................... Page 19 Day 10 ...................... 8.20A & C ................................................... Pages 20-21 Day 11 ...................... 8.23A, B, & C .............................................. Pages 22-24 Day 12 ...................... 8.25A & C ................................................... Page 25 Day 13 ...................... 8.26C .......................................................... Pages 26-28 Day 14 ...................... 8.27B .......................................................... Page 29 Day 15 ...................... 8.29A-E, H, & J ........................................... Page 30

This review is based on the standards most missed on the fall 2014 ACP and the spring 2014 STAAR test. It is divided into days with possible review activities. Teachers may want to supplement this review with strategies that work with their students.

2

Day One- TEKS 8.1A (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) 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. Readiness Standard

Instructions: Describe the causes and effects of each era or event listed. Eras/Events

Describe their Causes and Effects

Colonization

Revolution

Drafting of the Declaration of Independence

Creation and ratification of the Constitution

Second Great Awakening

Early Republic

The Age of Jackson

Westward Expansion

Reform movements

Sectionalism

Civil War

Reconstruction

3

Day Two- TEKS 4B and D (4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (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, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George W ashington. Supporting Standard

Instructions: Explain the role each individual played during the American Revolution. Classify the issue if applicable. Significant Individual

Political or Economic Issue

Role Played during the American Revolution

Abigail Adams Mercy Otis Warren James Armistead Benjamin Franklin Bernardo de Galvez Crispus Attucks King George III Haym Salomon Patrick Henry Thomas Jefferson Marquis de Lafayette Thomas Paine George Washington

4

(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise. Supporting Standard

Instructions: Use the Venn diagram to compare and contrast these two issues addressed during the Constitutional Convention.

Great Compromise

Three-Fifths Compromise

These two issues were responding to the need to define how states would be

_.

5

Day Three- TEKS 5E (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: (E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington’s Farewell Address and the Monroe Doctrine. Readiness Standard

Instructions: Identify the appropriate title for each textbox.

6

Day Four- TEKS 6A, B, and D (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: (A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States. Readiness Standard

7

Map Analysis Activity- The Northwest Territory Directions:Use the following map and information to answer the questions TOWNSHIP. 1785 Th& Land Ordlnilne& of 178S

36 30 24 18 12 6 35 29 23 17 11 5

QUlRlC

;_,..

34 33 32 31

,'W.C.C:OPKUII

'\. SP.\NISH?' "A.

28 27 26 25

22 16 21 15 20 14 19 13

10 9 8 7

4 3 2 1

POSS.SSION' NORl ILLINOIS)

sr-E!\RITORV

Sach towMstllt' WIU:Ined lG lions. lach S&CUI:II¥\aS one ll4te mft•

l l"'rt.J'(OHI!:I)

.; (J

Township Mal> COn.gross rG,!;Q rvod

..

several plots {outlined on map) for spec al

pu rposes. A few wre set aside for l ater sa e to raise money for the government. One plot was reserved toupport

a lo,al uhool. 1.How many square mlies made up a township?

2. The Northwest Territoryis made up of which present-day states?

3.How did Congress through the Land Ordinance,show a commitment to education in the territory?

4.What water routes were most likely important to the movement of goods and people?

Crit cal Thinking 5.What was lhe purpose of the Northwest Ordinance?

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: (B) explain the political, economic, and social roots of Manifest Destiny. Readiness Standard Instructions: Explain the political, economic and social roots of Manifest Destiny.

Economic Roots

9

(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: (D) explain the causes and effects of the U.S.-Mexican War and their impact on the United States. Readiness Standard Instructions: Explain the impact of each cause and effect of the U.S.Mexican War by completing the sentences below.

10

CAUSES Annexation of Texas-

Mexico and the United States disputed the -

President Polk's presidential campaign was focused on-

Mexican War

1846-1848

Treaty of Guadalupe

The California gold

Hidalgo,1848

rush was a response to-

granted the U.S. -

The Compromise of 1850 responded to the congressional debate over-

EFFECTS 11

Day Five- TEKS 10C (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: (C) analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States. Readiness Standard Instructions: What impact did each event have on the physical and human geography of the land? (This list can be expanded to include other events.) Before

Major Events

After

Colonization

The American Revolution Northwest Ordinance was established Second Great Awakening Washington D.C. after creating a government The Civil War

Reconstruction of the South

12

Day Six- TEKS 11A and B (11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid19th century. The student is expected to: (A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries. Readiness Standard

https://sites.google.com

13

(11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid19th century. The student is expected to: (B) describe the positive and negative consequences of human modification of the physical environment of the United States. Supporting Standard

Instructions: Describe the positive and negative consequences of the human modifications listed in the graphic organizer. (This list can be expanded to include other modifications.)

Positive consequences

Human Modification

Negative consequences

Building houses Developing cities Factory systems Building railroads Electricity Digging underground Building roads Constructing canals Power lines Steam power

14

Day Seven- TEKS 15B, C and D (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: (B) summarize the strengths and weaknesses of the Articles of Confederation. Supporting Standard Instructions: Summarize each strength and weakness of the Articles of Confederation with the phrase provided.

15

(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: (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. Readiness Standard Instructions: Explain how each grievance was addressed in the U.S. Constitution and the Bill of Rights.

Grievances He has refused his Assent to Laws, the most wholesome and necessary for the public good. He has forbidden his Governors to pass Laws of immediate and pressing importance He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their Public Records He has obstructed the Administration of Justice by refusing his Assent to Laws for establishing Judiciary Powers. He has made Judges dependent on his Will alone for the tenure of their offices, and the amount and payment of their salaries. He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures. For imposing taxes on us without our Consent For depriving us in many cases, of the benefit of Trial by Jury He has abdicated Government here, by declaring us out of his Protection and waging War against us.

Meaning

Constitution/ Bill of Rights Response

He has refused to enforce laws

He has forbidden the legislature to pass laws He has refused to pass laws that would benefit particular states He expects that states will forfeit their right of representation

He made it difficult for the colonists to participate in governance

He has forbidden laws to be passed that establish judiciary powers

He has denied judges their independence to make decisions based on case facts and the law alone He has forced persons to house military personnel Taxed citizens without the citizens giving their approval Denying those accuse of crimes jury trials under circumstances that the colonists deemed appropriate Refused to protect the colonists from foreign aggression on colonial lands

16

(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: (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. Readiness Standard Instructions: Identify each principle described in the textbox and explain how it is reflected in the constitution using the U.S. Constitution and the Bill of Rights. Textboxes

Principle Reflected

http://ushistorydeane.weebly.com

“Our safety, our liberty, depends upon preserving the Constitution of the United States as our fathers made it inviolate. The people of the United States are the rightful masters of both Congress and the courts, not to overthrow the Constitution, but to overthrow the men who pervert the Constitution.” ― Abraham Lincoln

http://commonconstitutionalist.com

“...I say, that Power must never be trusted without a check.” ― John Adams, Adams-Jefferson Letters

http://mrberlin.com

17

Day Eight – 8.16A (16) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to: (A) summarize the purposes for and process of amending the U.S. Constitution. Readiness Standard

Instructions: Using the information provided, complete the summary statement for amending the U.S. Constitution. Purpose for Amending Based on this Supreme Court interpretation of the U.S. Constitution, the purpose for amending the U.S. Constitution is

Process of Amending The process of amending the U.S. Constitution is found in Article . The power for amending is given to to ensure .

http://mrkash.com

18

Day Nine– 8.17 B (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: (B) explain constitutional issues arising over the issue of states’ rights, including the Nullification Crisis and the Civil War. Readiness Standard Instructions: Respond to each constitutional issue by using the graphic.

http://www.standupamericaus.org

19

Day Ten – 8.20 A and C (20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to: (A) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America. Supporting Standard Instructions: Explain the role of each significant person in developing selfgovernment during the Colonial Era. Significant Individuals

Role in the development of selfgovernment

Thomas Hooker

Charles de Montesquieu

John Locke

William Blackstone

William Penn

20

(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to: (C) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau’s refusal to pay a tax. Supporting Standard Instructions: Using the visual and description, explain the reason for and the impact of each civil disobedience. How do both of these events disrupt the idea of democracy?

Reasons for

Act of Civil Disobedience Boston Tea Party

Impact in U.S. History

https://www.blendspace.com

Henry David Thoreau’s refusal to pay a tax

http://mkalty.org

21

Day Eleven – 8.23 A, B, and C (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: (A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration. Readiness Standard Instructions: Identify the push and pull factors for each immigrant group. (This list can be expanded to include other immigrant groups.) Push Factor for migrating to the U.S. (New World)

Immigrant Group

Pull Factors encouraging migrating to the U.S. (New World)

Spanish French English Puritans Dutch Quakers African Catholics German Chinese

22

(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: (B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs. Supporting Standard Instructions: Write an explanation of how urbanization could cause conflict among people.

23

(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: (C) identify ways conflicts between people from various racial, ethnic, and religious groups were resolved. Supporting Standard Instructions: Provide two examples of how conflicts among groups of people were resolved in each century. Century 17th

Example One

Example Two

18th

19th

24

Day Twelve - 8.25 A and C (25) Culture. The student understands the impact of religion on the American way of life. The student is expected to: (A) trace the development of religious freedom in the United States. Supporting Standard (C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life. Readiness Standard Instructions: Summarize the development of religious freedom overtime and explain how it impacted the American way of life. Tracing Religious Freedom

Summarize the development of “Religious Freedom” overtime

Impact on the American way of life.

Puritans

Quakers

Second Great Awakening

First Amendment

Thomas Jefferson’s quote“.…act of the whole American people which declared that their legislature should 'make no law respecting an establishment of religion, or prohibiting the free exercise thereof,' thus building a wall of separation between Church & State.”

25

Day Thirteen – 8.26C (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (C) analyze the relationship between fine arts and continuity and change in the American way of life. Supporting Standard Instructions: Explain how each expression of art captures the American way of life during that time period.

http://www.missedinhistory.com

https://libcom.org

http://fineartamerica.com

26

http://fineartamerica.com

https://www.woolaroc.org

https://blogs.princeton.edu

http://www.dailymail.co.uk

27

http://www.soldierstudies.org

http://memory.loc.gov

28

Day Fourteen- 8.27B (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: (B) analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States. Readiness Standard Instructions: Analyzing the visual, what impact did transportation and communication systems have on urbanizing the United States?

http://history-world.org/

29

Day Fifteen- TEKS 8.29 (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 electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; (B) analyze information by sequencing, categorizing, identifying cause and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; (E) support a point of view on a social studies issue or event; (H) use appropriate mathematical skills to interpret social studies information such as maps and graphs; (J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

Instructions: Choose 10 skills from TEKS A-J to illustrate and share its purpose with the whole group.

30