_________ (GLI:8c) discuss the meaning of Manifest Destiny
__________ (GLI:3) As a rising industrial power in the early 1800s, the United States competed with foreign nations at home and abroad for market to sale American manufacturing products. Explain the effects of a teriff, positive and negative. (Tariff of 1828)
__________ (C GLI:3)List two reasons for a government to enact trade barier laws (tariffs)
__________ Explain the purpose and effects of trade barriers such as tariffs enacted before the Civil War.
__________ Explain how governmental protection of property rights and regulation of economic activity impacted the development of the U.S. economy
__________ Analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries
__________Explain how colonization, westward expansion, immigration, and advances in transportation and communication changed geographic patterns in the United States.
__________ Explain how political parties developed as a result of attempts to resolve issues in the early years of the United States including:
__________Payment of debt;
__________Select events and construct a multiple-tier time line to show relationships among events.
Describe and analyze the territorial expansion of the United States including:
__________c. Westward movement including Manifest Destiny;
Explain causes of the Civil War with emphasis on:
__________a. Slavery;
__________b. States' rights;
__________c. The different economies of the North and South;
-Mt. Vernon Tour
-Capital
-Smithsonian Museums
-cruise the Potomac
-monuments (Lincoln, Jefferson, FDR, and Washington)
-Arlington Cemetery
-Vietnam Memorial, Korean Memorial
Mr. Ruby's U.S. History Class
2008-2009
Our class will be focusing on the Ohio 8th grade Academic Content Standards and using the textbook American Nation that deals with U.S. History from Prerevolution to the time after the Civil War. Grades will be earned by earning points for completing correct answers from tests, quizzes, class work, homework and projects. A link to all 8th grade benchmarks can be found from links from my website.
Grades:
Grades are determined by total points earned divided by total possible points. Usually 2-4 tests per 9 weeks, one 50 point project per 9 weeks and homework. I will check your notebooks two times each 9 weeks, 25 points each time. Homework and class assignments are 5 or 10 points depending on amount of work necessary to complete them. Quizzes will be worth 5-10 points each. Failure to do work will result is loss of points on homework as well as notebook. Successful students will complete all work on time, keep a well organized notebook and study for tests. Reading assigned textbook and completing work will help students understand concepts and be successful in the class.
My web site has a weekly schedule, project outline, lunch menu, links for enrichment and a wealth of other history, government and CMS information. My address is: http://schoolnotes.com/43725/scottruby.html, my E Mail address is: scottruby7869@aol.com. E Mail me with questions and concerns.
You can know exactly what we are doing and how your child is doing by looking at his/her notebook and my website. All assignments are on my website and all papers should be in your child’s notebook.
Materials
You will need your book and materials every day.
I will have information concerning expected work posted on the website schoolnotes.com, and written on the board. You should write assignments in your assignment book.
Borrow videos, books and CD's from the Guernsey Co. Library by clicking on my link and following directions.
You can order up to 10 books or videos, and CD's at a time. They will call you when it is in. They have DVD's VHS' and CD's, and even books. There are some great history videos. This is a good way to learn more about history and it's fun. Check out my link and order books, videos and enjoy! Don't forget that the Guernsey Co. Library has two Internet computers and one word processor for those of you who do not have one at home.
Social Studies Benchmarks for Citizenship Checklist
Write the first date that each benchmark is covered. There will be many dates for most benchmark, write only one.
__________1.A. Show the relationship between civic participation and attainment of civic and public goals.
__________B. Identify historical origins that influenced the rights of U.S. citizens have today.
Citizenship (Participation)
1. Show the relationship between participating in civic and political life and the attainment of individual and public goals including:
__________a. The Sons of Liberty and Committees of Correspondence/American independence;
__________b. The Underground Railroad and the abolitionist movement/Abolition of slavery.
2. Explain how the opportunities for civic participation expanded during the first half of the 19th century including:
__________a. Nominating conventions;
__________b. Expansion of the franchise;
__________c. Active campaigning.
Citizenship (Rights and Responsibilities)
3. Evaluate the role of historical figures and political bodies in furthering and restricting the rights of individuals including:
__________a. Jefferson and the contradiction between the ideals of the Declaration of Independence and his role as a slave owner;
__________b. State constitutional conventions and the disenfranchisement of free blacks;
__________c. Jackson and his role in Indian removal; __________d. Frederick Douglass and the abolitionist movement;
__________e. Elizabeth Cady Stanton and women's rights.
4. Show connections between the rights and responsibilities of citizenship including:
__________a. Voting and staying informed on issues;
__________b. Being tried by a jury and serving on juries;
__________c. Having rights and respecting the rights of others
Economics (Scarcity and Resource Allocation)
__________1. Explain how the uneven distribution of productive resources influenced historic events such as the Civil War.
Economics (Markets)
__________2. Discuss how mercantilism and the establishment of colonies led to increased global trading during the 17th and 19th centuries.
__________3. Explain the purpose and effects of trade barriers such as tariffs enacted before the Civil War.
Economics (Government And the Economy)
__________4. Explain how lack of power to regulate the economy contributed to the demise of the Articles of Confederation and the creation of the U.S. Constitution.
__________5. Explain how governmental protection of property rights and regulation of economic activity impacted the development of the U.S. economy
Geography (Places and Regions)
__________1. Compare places and regions in the United States as they existed prior to 1877 with the same places and regions today to analyze changes in land use and population, political, social, and economic characteristics
Geography (Human Environmental Interaction)
__________2. Analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries
Geography (Movement)
__________3. Explain how colonization, westward expansion, immigration, and advances in transportation and communication changed geographic patterns in the United States.
Government (Role of Government)
__________1. Analyze the principles of self-government and natural rights expressed in the Declaration of Independence and their relationship to Enlightenment ideas.
__________2. Explain how political parties developed as a result of attempts to resolve issues in the early years of the United States including:
__________a. Payment of debt;
__________b. Establishment of a national bank;
__________c. Strict or loose interpretation of the Constitution;
__________d. Support for England or France.
Government (Rules and Laws)
3. Explain how events and issues demonstrated the need for a stronger form of governance in the early years of the United States:
__________a. Shay's Rebellion;
__________b. Economic instability;
__________c. Government under the Articles of Confederation.
4. Explain the political concepts expressed in the U.S. Constitution:
__________a. Representative democracy;
__________b. Federalism;
__________c. Bicameralism;
__________d. Separation of powers;
__________e. Checks and balances.
__________5. Explain how the U.S. Constitution protects the rights of citizens, regulates the use of territory, manages conflict, and establishes order and security.
6. Explain how specific provisions of the U.S. Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals with emphasis on:
__________a. Freedom of religion, speech, press, assembly, and petition;
__________b. Right to trial by jury and the right to counsel;
__________c. Due process and equal protection of the laws.
__________7. Explain how the Northwest Ordinance established principles and procedures for the orderly expansion of the United States.
__________8. Describe the process by which a bill becomes a law.
History (Chronology)
__________1. Select events and construct a multiple-tier time line to show relationships among events.
History (First Global Age)
2. Describe the political, religious, and economic aspects of North American colonization including:
__________a. Reasons for colonization, including religion, desire for land, and economic opportunity;
__________b. Key differences among the Spanish, French, and British colonies;
__________c. Interactions between American Indians and European settlers, including the agricultural and cultural exchanges, alliances, and conflicts;
__________d. Indentured servitude and the introduction and institutionalization of slavery;
__________e. Early representative governments and democratic practices that emerged, including town meetings and colonial assemblies;
__________f. Conflicts among colonial powers for control of North America.
History (Revolution)
3. Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists, and the British concerning:
__________a. The Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea Act, and the Intolerable Acts;
__________b. The Boston Tea Party, the boycotts, the Sons of Liberty, and petitions and appeals to Parliament.
4. Explain the results of important developments of the American Revolution including: __________a. A declaration of American independence;
__________b. Character and significance of the military struggle in the North in the early years of the war, and the shift of the battle to the South after 1779;
__________c. Creation of state constitutions;
__________d. Impacts on women, African-Americans, and American Indians.
History (A New Nation)
5. Explain major domestic problems faced by the leaders of the new republic under the Articles of Confederation including:
__________a. Maintaining national security;
__________b. Creating a stable economic system;
__________c. Dealing with war debts;
__________d. Collecting revenue;
__________e. Defining the authority of the central government.
6. Explain the challenges in writing and ratifying the U.S. Constitution including:
__________a. Issues debated during the convention resulting in compromises (i.e., the Great Compromise, the Three-Fifths Compromise, and the compromise over the slave trade);
__________b. The Federalist/Anti-Federalist debate;
__________c. The debate of a Bill of Rights.
History (Civil War and Reconstruction)
8. Describe and analyze the territorial expansion of the United States including:
__________a. Northwest Ordinance;
__________b. The Louisiana Purchase and the Lewis and Clark expedition;
__________c. Westward movement including Manifest Destiny;
__________d. The Texas War for Independence and the Mexican-American War.
9. Explain causes of the Civil War with emphasis on:
__________a. Slavery;
__________b. States' rights;
__________c. The different economies of the North and South;
__________d. The extension of slavery into the territories including the Dred Scott Decision and the Kansas-Nebraska Act;
__________e. The abolitionist movement and the roles of Frederick Douglass and John Brown;
__________f. The addition of new states to the Union and their impact on the balance of power in the Senate, including the Missouri Compromise and the Compromise of 1850;
__________g. The emergence of Abraham Lincoln as a national figure in the Lincoln-Douglas debates, the presidential election of 1860, and the South's succession.
10. Explain the course and consequences of the Civil War with emphasis on:
__________a. Contributions of key individuals, including Abraham Lincoln , Robert E. Lee, and Ulysses S. Grant;
__________b. The Emancipation Proclamation;
__________c. The Battle of Gettysburg.
11. Analyze the consequences of Reconstruction wit emphasis on:
__________a. President Lincoln's assassination and the ensuing struggle for control of Reconstruction, including the impeachment of President Andrew Johnson;
__________b. Attempts to protect the rights of and enhance opportunities for the freedmen, including the basic provisions of the 13th, 14th, and 15th Amendments to the U.S. Constitution;
__________c. The Ku Klux Klan and the enactment of black codes.
Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.
Benchmark A:
Analyze different perspectives on a topic obtained from a variety of sources.
Grade Eight
Obtaining Information
1. Compare accuracy and point of view of fiction and nonfiction sources about a particular era or event.
Benchmark B:
Organize historical information in text or graphic format and analyze the information in order to draw conclusions.
Grade Eight
No indicators present for this benchmark.
Benchmark C:
Present a position and support it with evidence and citation of sources.
Grade Eight
Communicating Information
2. Construct a historical narrative using primary and secondary sources.
3. Write a position paper or give an oral presentation that includes citation of sources.
Benchmark D:
Work effectively in a group.
Grade Eight
Problem Solving
4. Organize and lead a discussion.
5. Identify ways to manage conflict within a group.
Alien: A person residing under a government or in a country other than that of one's birth without being a citizen of that non-native country.
Amendment: A proposal by a Member (in committee or floor session of the respective Chamber) to alter the language or provisions of a bill or act. It is voted on in the same manner as a bill. The Constitution of the United States, as provided in Article 5, may be amended when two thirds of each house of Congress approves a proposed amendment and three fourths of the states thereafter ratify it.
Anti-Federalists: Opponents to the adoption of the federal Constitution. Leading Anti-Federalists included George Mason, Elbridge Gerry, Patrick Henry, and George Clinton.
Bicameral: The characteristic of having two branches, chambers, or houses, such as the United States Congress which is composed of the Senate and the House of Representatives.
Bill of Rights: The first ten amendments to the United States Constitution.
Checks and Balances: A system of limits imposed by the Constitution of the United States on all branches of a government by vesting in each branch the right to amend or void those acts of another that fall within its jurisdiction.
Citizen: A native or naturalized member of a state or nation who owes allegiance to its government and is entitled to its protection.
Commerce: The traffic in goods, usually thought of as trade between states or nations.
Confirmation: Action by the Senate approving Presidential nominees for the executive branch, regulatory commissions, and certain other positions.
Delegate: A person designated to act for or represent another or others; a deputy; representative, as in a political convention.
Democratic: Characterized by the principle of political or social equality for all.
Federal: A union of groups or states in which each member agrees to give up some of its governmental power in certain specified areas to a central authority.
Federalism: A union of states in which sovereignty is divided between a central authority and the member state authorities.
Federalists: A group of people who supported the adoption of the Constitution. Leading Federalists included Alexander Hamilton, James Madison, and John Jay.
Immigrant: A person who migrates to another country, usually for permanent residence.
Impeachment: A formal accusation issued by a legislature against a public official charged with crime or other serious misconduct.
Law: A rule of conduct established and enforced by the authority, legislation, or custom of a given community, state, or nation.
Legislative Day: A formal meeting of a House of Congress which begins with the call to order and opening of business and ends with adjournment. A legislative day may cover a period of several calendar days, with the House recessing at the end of each calendar day, rather than adjourning.
Line-Item Veto: The power of the executive to disapprove of particular items of a bill without having to disapprove of the entire bill.
National: A person under the protection of a specific country. A citizen or subject.
Naturalization: The official act by which a person is made a national of a country other than his native one.
Ratification: Two uses of this term are: (1) the act of approval of a proposed constitutional amendment by the legislatures of the States; (2) the Senate process of advice and consent to treaties negotiated by the
Referendum: The submission of a law, proposed or already in effect, to a direct vote of the people.
Republic: A state or nation in which the supreme power rests in all the citizens entitled to vote. This power is exercised by representatives elected, directly or indirectly, by them and responsible to them.
Separation of Powers: The distribution of power and authority among the legislative, executive, and judicial branches of the government.
Veto: The constitutional procedure by which the President refuses to approve a bill or joint resolution and thus prevents its enactment into law. A regular veto occurs when the President returns the legislation to the originating House without approval. It can be overridden only by a two-thirds vote in each House. A pocket veto occurs after Congress has adjourned and is unable to override the President’s action.
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