prentice hall america: history of our...

A Correlation of

Prentice Hall America: History of Our Nation

Beginnings Through 1877 ©2014

To the

Oklahoma C³ Grade 8 United States History Standards

Creating the United States: The Foundation, Formation, and

Transformation of the American Nation 1754-1877

A Correlation of Prentice Hall America: History of Our Nation, Beginnings Through 1877, ©2014

to the Oklahoma C³ Grade 8 United States History Standards

2 SE = Student Edition TE = Teacher’s Edition

Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation

Table of Contents

PROCESS AND LITERACY SKILLS (PALS) FOR LEARNING ....................................... 3 CONTENT SKILLS.................................................................................................. 15






Prentice Hall America: History of Our Nation,


UNITED STATES HISTORY Creating the United States: The Foundation, Formation, and Transformation of the American Nation, 1754-1877 PROCESS AND LITERACY SKILLS (PALS) FOR LEARNING Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. A. Key Ideas and Details A.1 Cite specific textual evidence to support analysis of primary and secondary sources.

SE/TE: Reading Primary Sources, 14, 23, 103, 157, 171, 296, 423, 484, 525, 594; Read a Primary Source, 94; Build Political Cartoon Skills, 406; Analyze a Speech, 538; Primary Sources, 608-642; Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567; Literature, 124–125, 185, 360–361, 388–389, 492–493; Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571; Political Cartoons, HT17, 141, 220, 299, 305, 324, 363, 406, 483, 529, 556; Thinking Critically with Images, 8, 45, 68, 116, 148, 174, 227, 283, 318, 358, 398, 425, 455, 488, 519, 548, 594

A.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

SE/TE: Primary Sources, 608-642; Historian’s Apprentice Workshop, 133, 275, 375, 475, 571; also see: Skills for Life: Identify Main Ideas and Supporting Details, 30, Read a Primary Source, 94, Distinguish Facts From Opinions, 302, Detect Historical Points of View, 332, Identify Bias, 368, Evaluate Summaries, 436; Summarize, 30, 48, 52, 76, 81, 89, 93, 96, 112, 144, 153, 198, 217, 221, 224, 301, 334, 348, 367, 400, 430, 498, 506, 521, 540








A.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

SE/TE: Charts, Graphs, and Diagrams: The Columbian Exchange, 40, Mercantilism, 50, Virginia Bill of Rights, 205, Checks and Balances, 257, How a Bill Becomes a Law, 259, The Electoral College, 2008, 261, The Amendment Process, 264, How Tariffs Work, 342, Voter Participation in Presidential Elections, 1824–1840, 350; also see: Cause–and–Effect Charts, 146, 222, 429, 536; Skills for Life: Compare Maps, 196, Compare and Contrast, 126, Analyze Cause and Effect, 222, Detect Historical Points of View, 332, Analyze a Speech, 538, Analyze a Migration Map, 564








B.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

SE/TE: Skills for Life: Understand Sequence, 58, Compare and Contrast, 126, Compare Maps, 196, Analyze Cause and Effect, 222; also see: Reading Skills: compare and contrast, HT7, 84, 86, 89, 96, sequence of events, HT 7, 310, 313, 512, 513, 517, cause and effect, HT 7, 340, 341, 344, 370, 494, 497, 498, 506, compare contrast across sections, 90, 92, 93, distinguish events in sequence, 314, 319, 518, 521, multiple causes or effects, 499, 503, understand sequence, 540; Critical Thinking: Analyze Cause and Effect, 15, 30, 52, 70, 76, 117, 123, 198, 208i, 209, 295m, 301, 315i, 329m, 331, 370, 406, 429c, 453, 459, 470, 485, 517, 527, 536c, 540, 563, 566, 589, Contrast, 19, 27, 96, 224, 406, 497i, 549, 595, Compare and Contrast, 30, 57, 96, 109i, 111i, 117, 128, 164, 297, 319, 359, 398i, 430, 438, Compare, 81, 89, 128, 344, 470, 525q, Understand Sequence, 88c, 160i, 180m, 189m, 400, 506, 525q, 537, Explain How Events Are Related in Time, 524, 526, 527

B.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

SE/TE: Skills for Life: Detect Historical Points of View, 332, Identify Bias, 368, Build Political Cartoon Skills, 406, Identify Bias, 368, Analyze a Speech, 538; also see: Critical Thinking Skills: Interpret Primary Sources, 103q








C. Integration of Knowledge and Ideas C.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

SE/TE: Build Geography Skills, HT10–HT17; Build Chart Skills, HT18–HT20; Infographic Features, 13, 38, 72, 109, 160, 194, 216, 286, 328, 350, 398, 425, 432, 450, 502, 519, 560, 588; Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571; Historic World Viewed through Artifacts, 11, 14, 15, 24, 105, 109, 110, 119, 151, 183, 499, 523; Historic World Viewed through Art, 31, 45, 47, 55, 148; Charts, Graphs, and Diagrams, 40, 50, 61, 88, 114, 122, 126, 152, 182, 205, 210, 254, 256, 257, 259, 260, 261, 262, 264, 268, 284, 291, 300, 312, 342, 350, 383, 394, 397, 404, 409, 500, 507, 514, 554, 560, 588, 602, 604; Maps, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67, 74, 80, 82, 86, 91, 100, 114, 138, 142, 159, 168, 180, 189, 193, 196, 202, 207, 210, 261, 280, 295, 308, 316, 325, 329, 335, 338, 341, 346, 356, 380, 402, 412, 425, 442, 445, 456, 460, 461, 471, 480, 489, 490, 500, 510, 513, 520, 522, 534, 544, 545, 559, 564, 574, 575, 577, 592; TE only: Visual Preview, 4–5, 34–35, 64–65, 100–101, 138–139, 168–169, 202–203, 280–281, 308–309, 338–339, 380–381, 412–413, 442–443, 480–481, 510–511, 544–545, 574-575








C.8 Distinguish among fact, opinion, and reasoned judgment in a text.

SE/TE: Skills for Life: Distinguish Facts From Opinions, 302, Detect Historical Points of View, 332, Identify Bias, 368, Analyze a Speech, 538; also see: Critical Thinking Skills: Distinguish Facts From Opinions, 297, 537, Detect Bias, 359, 540; also see: Detect Points of View, 144, 148i, 149, 174q, 220i, 224, 286i, 293, 296q, 300c, 324i, 334, 365i, 367, 370, 406, 419, 423q, 447, 484q, 485, 497i, 506, 529i, 530i, 554c; TE only: Distinguish Facts From Opinions, 302

C.9 Analyze the relationship between a primary and secondary source on the same topic.

SE/TE: Historian’s Apprentice Toolkit, HT2–HT3; Chapter Assessment: Document–Based Questions, 61, 129, 335, 409; Historian’s Apprentice Workshop, 130–133, 272–275, 372–375, 472–475, 568–571

D Range of Reading and Level of Text Complexity D.10 By the end of grade 8, read and comprehend history/ social studies texts in the grades 6–8 text complexity band independently and proficiently.

This objective is met throughout History of Our Nation in features such as these: SE/TE: Chapter Assessment, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566; Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567, 604; TE only: Academic Language, T4, T16, T18, T21, 2b, 5, 7, 11, 17, T17, 23, 35, 37, 45, 50, 54, 65, 67, 72, 78, 85, 91, 101, 103, 108, 114, 119, 124, 139, 141, 146, 151, 157, 171, 180, 187, 192, 205, 213, 219, 283, 291, 295, 299, 311, 315, 323, 328, 341, 346, 350, 356, 363, 383, 391, 397, 402, 415, 423, 428, 432, 445, 449, 455, 463, 483, 500, 513, 519, 525, 529, 534, 547, 553, 559








Process and Literacy Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes A.1 Write arguments focused on discipline-specific content.

SE/TE: Write Like a Historian: Persuasive Essays, HT24; Writing (Review and Assessment): Persuasive Speech, 60; Section Review Writing Activities, 581, 589, 601; TE only: Differentiated Instruction: writing advertisements, 56, write a defense, 74, writing an editorial, 429; Extend the Lesson Through Technology: make an informational poster, 98h, create an editorial cartoon, 136h, write an opinion statement, 278h, write a newspaper editorial, 478g

A.1.a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

SE/TE: Write Like a Historian: Persuasive Essays, HT24; Section Review Writing Activities, 581, 589, 601; DBA Writing Task, 165B, 507B

A.1.b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

SE/TE: Write Like a Historian: Persuasive Essays, HT24; Section Review Writing Activities, 581, 589, 601; DBA Writing Task, 199B, 305B, 471B

A.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: Write Like a Historian: Persuasive Essays, HT24; DBA Writing Task, 225B, 541B

A.1.d Establish and maintain a formal style.

SE/TE: Write Like a Historian: Expository Essays, HT22; Research Papers, H23; DBA Writing Task, 199B, 541B

A.1.e Provide a concluding statement or section that follows from and supports the argument presented.

Related content, SE/TE: Write Like a Historian: Persuasive Essays, HT24; DBA Writing Task, 165B, 507B








A.2 Write informative/explanatory texts, including the narration of historic events, scientific procedures/ experiments, or technical processes.

SE/TE: Write Like a Historian, HT22–HT24; Writing (Review and Assessment), 30, 60, 96, 128, 164, 198, 224, 304, 334, 370, 408, 438, 470, 506, 540, 566; also see: Section Review Writing Activities, 9, 19, 27, 41, 48, 52, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 491, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563; TE only: Differentiated Instruction: write a report, 8, write a newspaper article, 46, write an essay, 80, 110, 186, 588; Extend the Lesson Through Technology: make an informational poster, 98h, write a newscast, 136g, write a speech, 278g, 306g, create a descriptive report, 306g, write a newspaper article, 306h, 440h, write an essay, 378h, 410g, write a report, 378g, write a biography, 578, write a descriptive paragraph, 592, write a fact sheet, 596

A.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: Write Like a Historian, HT22–HT23; Writing (Review and Assessment), 30, 60, 128, 164, 198, 224, 304, 334, 408, 540, 566; Section Review Writing Activities, 48, 195, 221, 301, 313, 319, 326, 405, 419, 426, 503; DBA Writing Task, 61B, 371B, 471B

A.2.b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Write Like a Historian, HT22, HT23; Writing (Review and Assessment), 30, 60, 128, 164, 198, 224, 304, 334, 408, 566; Section Review Writing Activities, 9, 19, 48, 117, 149, 221, 297, 313, 326, 395, 405, 419, 426, 503; DBA Writing Task, 97B, 199B, 471B, 541B

A.2.c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

SE/TE: Write Like a Historian, HT23; Writing (Review and Assessment), 470; Section Review Writing Activities, 453; DBA Writing Task, 129B, 439B, 471B








A.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: Section Review Writing Activities, 354; DBA Writing Task, 439B, 471B

A.2.e Establish and maintain a formal style and objective tone.

SE/TE: Write Like a Historian, HT23; Writing (Review and Assessment), 60, 164, 540; Section Review Writing Activities, 48, 117, 517, DBA Writing Task, 335B, 471B, 567B

A.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: Writing (Review and Assessment), 128, 164, 198, 224, 304, 334, 540, 566; Section Review Writing Activities, 9, 344, 447, 549; DBA Writing Task, 97B, 471B, 541B

A.3 (See note; not applicable as a separate requirement)

Not applicable according to Common Core State Standards

B Production and Distribution of Writing B.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Write Like a Historian, HT22–HT24; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Section Review Writing Activities, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93,106, 112, 117, 123, 144, 149, 153, 161, 173, 183, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 493, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595, 601; TE only: Extend the Lesson Through Technology, 2g, 2h, 32g, 62h, 98g, 136g, 251f, 278g, 306g, 378g, 378h, 410g, 440g, 440h; Differentiated Instruction, 8, 36, 46, 54, 56, 72, 74, 78, 80, 110, 186, 194, 342, 382, 390, 429, 522, 578, 588, 592, 596, 600








B.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: Write Like a Historian, HT22–HT24; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571; also see: Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566; TE only: Differentiated Instruction: write a report, 8, write an interview, 36, 78, write a newspaper article, 46, write a letter, 54, 672, writing advertisements, 56, write a descriptive paragraph, 72, 390, write a defense, 74, write an essay, 80, 110, 186, write a memo, 194, write a poem, 342, write a journal/diary entry, 382, 522, writing an editorial, 429; Extend the Lesson Through Technology: write placards, 2g, write a journal/diary entry, 2h, 440g, write an illustrated biography, 32g, 98g, write a biography, 62h, 440h, write a newscast, 136g, 278g, write a letter, 251f, 410g, write a speech, 278g, 306g, write an opinion statement, 278h, write a newspaper article, 306h, 440h, write a report, 378g, write an essay, 378h, 410g, write a newspaper editorial, 478g, write an obituary, 478h

B.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

SE/TE: Evaluate Internet Sources, HT21; How to Use the Internet as a News Source, 671; History Interactive Features (PearsonSchool.com/amhist), 21, 39, 92, 109, 152, 182, 211, 288, 328, 383, 420, 460, 502, 516, 561, 583; TE only: Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 508h, 542f








B.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SE/TE: Evaluate Internet Sources, HT21; Research Papers, HT19; Frame research questions, 470; also see: History Interactive Features, 21, 39, 92, 109, 152, 182, 211, 288, 328, 383, 420, 460, 502, 516, 561; TE only: Differentiated Instruction: Research, 110, 252, 274, 310, 322, 330, 342, 352, 390, 416, 448, 456, 484, 488, 496, 520; Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 508h, 542f

B.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

SE/TE: Historical Evidence and Sources, HT2–HT3; Evaluate Internet Sources, HT21; Research Papers, HT23; Frame research questions, 470; also see: Skills for Life: Read a Primary Source, 94, Build Political Cartoon Skills, 406, Identify Bias, 368, Analyze a Speech, 538; also see: Critical Thinking Skills: Interpret Primary Sources, 103q; TE only: Differentiated Instruction: Research, 110, 252, 274, 310, 322, 330, 342, 352, 390, 416, 448, 456, 484, 488, 496, 520; Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 508h, 542f








B.9 Draw evidence from informational texts to support analysis reflection, and research.

SE/TE: Document–Based Questions, 31, 61, 97, 129, 165, 199, 225, 305, 371, 409, 439, 471, 507, 541, 567; Historian’s Apprentice Workshop: Synthesis Activities, 133, 275, 375, 475, 571; also see: Historical Evidence and Sources, HT2–HT3; Evaluate Internet Sources, HT17; Research Papers, HT19; Frame research questions, 470; TE only: Differentiated Instruction: Research, 110, 252, 274, 310, 322, 330, 342, 352, 390, 416, 448, 456, 484, 488, 496, 520; Research an Oral Report, 18; Research Court Cases, 262; Extend the Lesson Through Technology, 2g–h, 32g–h, 62h, 98g–h, 136g–h, 166g–h, 200f, 278g–h, 306g–h, 336h, 378g–h, 410g–h, 440g–h, 478g–h, 508h, 542f








C. Range of Writing C.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Write Like a Historian, HT22–HT24; Chapter Review: Writing Activities, 30, 60, 96, 128, 164, 198, 224, 304, 370, 408, 438, 470, 506, 540, 566, 604; Section Review Writing Activities, 9, 15, 19, 27, 41, 48, 52, 57, 70, 76, 81, 89, 93, 106, 112, 117, 123, 144, 149, 153, 161, 173, 183, 190, 195, 209, 217, 221, 287, 293, 297, 301, 313, 319, 326, 331, 344, 348, 354, 359, 367, 387, 395, 400, 405, 419, 426, 430, 435, 447, 453, 459, 467, 485, 493, 498, 503, 517, 521, 527, 532, 537, 549, 557, 563, 581, 589, 595, 601; TE only: Differentiated Instruction: write a report, 8, write an interview, 36, 78, write a newspaper article, 46, write a letter, 54, 672, writing advertisements, 56, write a descriptive paragraph, 72, 390, write a defense, 74, write an essay, 80, 110, 186, write a memo, 194,write a poem, 342, write a journal/diary entry, 382, 522, writing an editorial, 429; Extend the Lesson Through Technology: write placards, 2g, write a journal/diary entry, 2h, 440g, write an illustrated biography, 32g, 98g, write a biography, 62h, 440h, write a newscast, 136g, 278g, write a letter, 251f, 410g, write a speech, 278g, 306g, write an opinion statement, 278h, write a newspaper article, 306h, 440h, write a report, 378g, write an essay, 378h, 410g, write a newspaper editorial, 478g, write an obituary, 478h








CONTENT SKILLS Content Standard 1: The student will analyze the foundations of the United States by examining the causes, events, and ideologies which led to the American Revolution. 1. Summarize the political and economic consequences of the French and Indian War on the 13 colonies including the imperial policies of requiring the colonies to pay a share of the costs of defending the British Empire and the precedent of the Albany Plan of Union as an early attempt to unify the colonies.

SE/TE: Trouble on the Frontier, 140–144; Historian’s Apprentice Workshop, 272

2. Cite specific textual and visual evidence to summarize the significance of British attempts to regulate colonial rights, as well as the colonial responses to these measures including 2.A The restriction of colonial rights as British subjects including colonial opposition and protests against taxation without representation, the boycotts of British goods, Patrick Henry’s Stamp Act Resolves, the Committees of Correspondence, and the Boston Massacre,

SE/TE: British Rule Leads to Conflict, 146–147; The Stamp Act, 147; Protests Spread, 148–149; Document-Based Questions, 165

2.B The Coercive Acts of 1774 (the Intolerable Acts) as British punishment for the Boston Tea Party and the convening of the First Continental Congress as a colonial response,

SE/TE: The Intolerable Acts, 151–152

2.C The Battles of Lexington and Concord as a rallying point of armed colonial resistance, and

SE/TE: The Shot Heard Round the World, 152–153; Primary Sources: The Battle of Lexington, 617

2.D Patrick Henry’s Give Me Liberty or Give Me Death speech and Thomas Paine’s pamphlet Common Sense advocating the defense of colonial rights and independence.

SE/TE: Biography Quest: Patrick Henry, 147; Common Sense, 170–171; Skills for Life, 164; Primary Sources: Patrick Henry, 616; Thomas Paine, 618; Historian’s Apprentice Workshop, 272








3. Cite specific textual and visual evidence to analyze the ideological and propaganda war between Great Britain and her North American colonies including the 3.A Points of views of the Patriots and the Loyalists about independence,

SE/TE: Patriots Against Loyalists, 157

3.B Writings of Mercy Otis Warren and Phyllis Wheatley,

SE/TE: Phyllis Wheatley, 120; A Spirit of Protest, 154

3.C Use of Paul Revere’s engraving of the Boston Massacre,

SE/TE: Massacre! 148

3.D Rejection of the Olive Branch Petition by King George III, and

SE/TE: Petitioning the King, 158

3.E Grievances which motivated the Second Continental Congress to make arguments for and to declare independence from Great Britain thus creating the United States of America.

SE/TE: A Call for Independence, 170–171; The Declaration of Independence, 172

4. Determine the central ideas and grievances expressed in the Declaration of Independence and their intellectual origin including 4.A John Locke’s theory of natural rights, SE/TE: Natural Rights, 172; John Locke,

100–101, 122–123, 253

4.B The concept of the social contract, SE/TE: The Enlightenment 122, Natural Rights, 172, Declaration of Independence, 175

4.C The ideals established in the American society of equality, inalienable rights, and the consent of the governed; and

SE/TE: Natural Rights, 172; Text of the Declaration, 174–178; Preamble, 175; Historian’s Apprentice Workshop, 273

4.D Evaluate the contributions of Thomas Jefferson and the Committee of Five in drafting the Declaration of Independence.

SE/TE: Virginia’s Resolution, 171; The Declaration of Independence, 172; Document-Based Questions, 199








5. Commemorate Celebrate Freedom Week by recognizing the sacrifices and contributions to American freedom by veterans and by reciting the social contract selection from the Declaration of Independence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.

SE/TE: For related material see: Text of the Declaration, 174–178; Historian’s Apprentice Workshop, 273; SE only: See Freedom Week in the SE front matter

Content Standard 2: The student will examine the foundations of the American nation laid during the Revolutionary Era through the contributions of significant individuals and groups involved in the key military and diplomatic events of the Revolutionary War that resulted in an independent nation. 1. Analyze the formation of the first American national system of government under the Articles of Confederation including the success of conducting and winning the Revolutionary War.

SE/TE: Why Did the Americans Win?, 194; The Articles of Confederation, 206; see also 171

2. Compare and contrast the different motivations and choices that various colonial populations had regarding the War for Independence including 2.A Whether to fight for independence, remain loyal to the king, or to be neutral,

SE/TE: Patriots Against Loyalists, 157; Lord Dunmore’s Declaration, 157; The War at Home, 187–188

2.B The choices that free and enslaved African Americans had of escaping to freedom, or joining the British or Colonial forces, or remaining enslaved,

SE/TE: African Americans in the War, 186–187

2.C The decisions Native Americans had as to which side to support in hopes of protecting their traditional cultures and native territories, and

SE/TE: Native Americans Take Sides, 188–189








3. Cite specific textual and visual evidence to summarize the impact of key military and diplomatic events including the 3.A Military leadership of General George Washington,

SE/TE: Skilled Leadership, 194; also see: A Critical Time, 179–184; Winning Independence, 191–195; Historian’s Apprentice Workshop, 273

3.B Victories at Boston, Trenton, and Saratoga,

SE/TE: An American Victory, 181; Saratoga: A Turning Point, 181–183

3.C French Alliance, SE/TE: Help From Overseas, 183

3.D Publication of Thomas Paine’s The Crisis

SE/TE: The Crisis, 181

3.E Valley Forge Encampment, and SE/TE: Valley Forge, 184, 185

3.F Defeat of Lord Cornwallis’s army at the Siege of Yorktown.

SE/TE: Final Battle, 193

Content Standard 3: The student will examine the formation of the American system of government following the Revolutionary War that led to the creation of the United States Constitution. 1. Examine and summarize the issues encountered by the young nation that led to the Constitutional Convention in Philadelphia in 1787 including the 1.A Strengths and weaknesses of the Articles of Confederation,

SE/TE: Governing a New Nation, 204–209

1.B Lack of a common national currency, SE/TE: Economic Problems, 208

1.C Lack of a common defense, SE/TE: Foreign Affairs, 208; Shay’s Rebellion, 208–209

1.D Management of the war debts, SE/TE: Growing Problems, 208; see also Hamilton’s Financial Plan, 285-287

1.E Disputes over the western territories as resolved by the Northwest Ordinance, and

SE/TE: Settling the Western Lands, 206–207; Geography and History: Settling the Northwest Territory, 210–211








1.F Civil unrest as typified in Shays’ Rebellion.

SE/TE: Growing Problems, 208–209

2. Analyze the significance of the Constitutional Convention, its major debates and compromises including the Virginia Plan, the New Jersey Plan, the Great Compromise, the Three-fifths Compromise, and the key contributions of George Washington, James Madison, George Mason, and Gouverneur Morris.

SE/TE: The Constitutional Convention, 212–217; George Mason, 219

3. Cite specific textual and visual evidence to examine the arguments for and against the ratification of the United States Constitution as expressed in the Federalist Papers Number 10 and Number 51, as well as Anti-Federalist concerns over a strong central government and the omission of a bill of rights.

SE/TE: Debating the Constitution, 218–221; James Madison: The Federalist, No. 39, 621; DBA Writing Task, 225-225A

4. Explain the constitutional principles of popular sovereignty, consent of the governed, separation of powers, checks and balances, federalism, and judicial review.

SE/TE: Principles of the Constitution, 256–257; How the Federal Government Works, 258–263

5. Cite specific textual and visual evidence and summarize the rights and responsibilities all Americans possess under the United States Constitution as guaranteed in the Bill of Rights including the freedoms of religion, speech, press, assembly, petition, and the rights to due process and trial by jury.

SE/TE: The Constitution of the United States, 228–250; Citizenship Handbook, 251–271








Content Standard 4: The student will examine the political, economic, social, and geographic transformation of the United States during the early to mid-1800s. 1. Analyze the impact and consequences of major events and issues facing early presidential administrations including 1.A The suppression of the Whiskey Rebellion and establishment of the government’s right to tax,

SE/TE: The Whiskey Rebellion, 286-287, 372

1.B President George Washington’s advice for the new nation in his Farewell Address,

SE/TE: Washington Retires From Public Life, 297

1.C The restriction of individual rights in the Alien and Sedition Acts and the responses of the Republican-Democrats in the Virginia and Kentucky Resolutions,

SE/TE: The Alien and Sedition Acts, 299–300; States’ Rights, 300–301

1.D The impact of the presidential election of 1800 and the peaceful transfer of political power from one party to another,

SE/TE: Republicans Take Charge, 310–311

1.E The acquisition of territory through the Louisiana Purchase and the contributions of the explorations of the Lewis and Clark Corps of Discovery Expedition,

SE/TE: The Louisiana Purchase, 314–319; Geography and History: Exploring the Louisiana Purchase, 320–321

1.F How the Marshall Court’s precedent-setting decisions in Marbury v. Madison and McCulloch v. Maryland interpreted the United States Constitution and established the Supreme Court as an independent and equal branch of the federal government.

SE/TE: The Supreme Court and Judicial Review, 312–313; McCulloch v. Maryland, 343; Marbury v. Madison, 373

1.G The War of 1812 which confirmed American independence and fueled a spirit of nationalism,

SE/TE: The War of 1812, 327–331, 374








1.H The increased sectional tensions as the nation dealt with the expansion of slavery and attempts to limit it through the Missouri Compromise, and

SE/TE: The Extension of Slavery, 404–405

1.I The Monroe Doctrine as an attempt to protect American interests and territory in the western hemisphere.

SE/TE: The Monroe Doctrine, 347

2. Summarize the significance and impact of the Jacksonian Era including the 2.A Election of Andrew Jackson as a victory for the common man,

SE/TE: A New Era in Politics, 351–352; Jackson Becomes President, 353–354; Jacksonian Democracy, 375; Historian’s Apprentice Workshop, 473

2.B Nullification Crisis and the development of the states’ rights debates as typified by the arguments put forth by Senator Daniel Webster and Senator John C. Calhoun, and

SE/TE: States’ Rights and the Economy, 362–367; Differing Views, 374

2.C Impact of government policies, non-adherence to treaties, and territorial expansion on Native American lands including the resistance and removal of the Five Tribes.

SE/TE: Indian Removal, 355–359; Literature, 360–361; Conflict With Native Americans, 375

3. Cite specific textual and visual evidence to compare the sectional economic transformations including the concentration of population, manufacturing, shipping, and the development of the railroad system in the North as contrasted to the plantation system, the increased demand for cotton brought about by the invention of the cotton gin, and the reliance on a slave labor system in the South.

SE/TE: The Industrial Revolution, 382–387; Mill Workers, 388–389; The North Transformed, 390–395; The Plantation South, 396–400; Historian’s Apprentice Workshop, 472








4. Analyze points of view from specific textual evidence to describe the variety of African American experiences, both slave and free, including Nat Turner’s Rebellion, legal restrictions in the South, and efforts to escape via the Underground Railroad network including Harriet Tubman.

SE/TE: African Americans in the South, 398–400; The Underground Railroad, 424–426

5. Analyze and summarize the significance of the Abolitionist and Women’s Suffrage Movements including the influence of the Second Great Awakening and the Declaration of Sentiments, and the leadership of Frederick Douglass, William Lloyd Garrison, Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton to the respective movements.

SE/TE: Education for African Americans, 419; The Fight Against Slavery, 422–426; A Call for Women’s Rights, 427–430; Historian’s Apprentice Workshop, 474

6. Examine the concept of Manifest Destiny as a motivation and justification for westward expansion, including the 6.A Territorial growth resulting from the annexation of Texas, the Mexican Cession, and the Gadsden Purchase,

SE/TE: The West, 444–447; Trails to the West, 448–453; Conflict with Mexico, 454–459; The Mexican American War, 460–461; Historian’s Apprentice Workshop, 475

6.B Causes of the rapid settlement of Oregon and California,

SE/TE: On the Oregon Trail, 450–451; Annexing Texas and Oregon, 456; The California Gold Rush, 464–465; California’s Changing Population, 466–467

6.C Impact upon Native American culture and tribal lands, and

SE/TE: Native Americans and Settlers, 452; Native Americans, 467

6.D Growing sectional tensions regarding the expansion of slavery.

SE/TE: Growing Tensions Over Slavery, 482–485; Outrage in the North, 487








Content Standard 5: The student will analyze the social and political transformation of the United States as a result of the causes, course, and consequences of the American Civil War during the period of 1850 to 1865. 1. Cite specific textual and visual evidence to summarize the importance of slavery as a principal cause of increased sectional polarization as seen in the following significant events including the 1.A Compromise of 1850 as a last attempt to reach a compromise regarding slavery,

SE/TE: The Compromise of 1850, 486–487

1.B Publication of Uncle Tom’s Cabin as fuel for anti-slavery sentiments,

SE/TE: Uncle Tom’s Cabin, 488; Literature: Uncle Tom’s Cabin, 492–493

1.C Kansas-Nebraska Act as it established the principle of popular sovereignty in new territories, repealed the Missouri Compromise, and led to factional feuds in Bleeding Kansas, and

SE/TE: The Kansas-Nebraska Act, 489–490

1.D Dred Scott v. Sanford case which declared slaves as property and motivated John Brown’s Raid on the federal arsenal at Harper’s Ferry.

SE/TE: The Crisis Deepens, 494–498

2 Cite specific textual and visual evidence to analyze the significance and results of the presidential election of 1860 including the 2.A Secession of South Carolina as expressed in the Ordinance of Secession,

SE/TE: Southern States Secede, 500–501

2.B Goal of President Abraham Lincoln to preserve the Union,

SE/TE: The Civil War Begins, 501

2.C Formation of the Confederate States of America,

SE/TE: The Confederate States of America, 501

2.D Opening attack on Fort Sumter, and SE/TE: Fort Sumter, 501–503

2.E Rising tensions over the strategic Border States.

SE/TE: Taking Sides in the War, 512–513








3. Compare the advantages and disadvantages of the Union and the Confederacy upon the eve of the war including the political/military leadership of President Lincoln to Confederate President Jefferson Davis and the military leadership of Union General Ulysses S. Grant to Confederate General Robert E. Lee.

SE/TE: North Against South, 514; The Two Sides Plan Strategies, 515; Grant Versus Lee, 535–536; The War in the West, 520–521; Robert E. Lee, 497, 514, 519, 534–537; Ulysses S. Grant, 520–521, 535–537; Jefferson Davis, 501, 529; Abraham Lincoln, 512, 519, 520, 529, 535

4. Identify and summarize the consequences of the major turning points of the war including the 4.A Anaconda Plan and Total War Strategy,

SE/TE: The Two Sides Plan Strategies, 515; Closing In on the Confederacy, 535–536

4.B Battle of Antietam as a catalyst for the issuance of the Emancipation Proclamation and its role in expanding the goals of the war to include the ending of slavery,

SE/TE: The Emancipation Proclamation, 524–527; Historian’s Apprentice Workshop, 569

4.C Battle of Gettysburg as inspiration for the Gettysburg Address and how Lincoln’s speech clarified the Union’s motivations for winning the war,

SE/TE: The Battle of Gettysburg, 534–535; The Gettysburg Address, 535; Historian’s Toolbox: Analyze a Speech, 538–539

4.D Capture of Vicksburg in securing the Union’s control of the Mississippi River,

SE/TE: The Fall of Vicksburg, 535

4.E Excerpts from Lincoln’s Second Inaugural Address of President Lincoln, calling for national reconciliation,

SE/TE: Bind Up the Nation’s Wound, 546

4.F Generosity of the North in terms of surrender demands as offered to General Lee at Appomattox Courthouse, and

SE/TE: Surrender at Appomattox, 537

4.G Impact of Lincoln’s assassination and loss of his leadership on plans for reconstruction.

SE/TE: Lincoln Is Murdered, 549








*Content Standard 6: The student will analyze the transformation of politics and society during the Reconstruction Era, 1865 to 1877. 1. Compare and contrast the various policies and plans for the reconstruction of the Confederacy including those proposed by President Lincoln, President Andrew Johnson, and the Radical Republicans.

SE/TE: The Battle Over Reconstruction, 552–557

2. Cite specific textual and visual evidence to analyze the impact of the 13th, 14th, and 15th Amendments, the Black Codes, the Freedmen’s Bureau, and Jim Crow laws.

SE/TE: The Thirteenth Amendment, 552; The Fourteenth Amendment, 553–554; Fifteenth Amendment, 556–5457

3. Identify points of view regarding the social changes following the Civil War including the role of carpetbaggers and scalawags, the rise of the Ku Klux Klan, elected Black officials, and sharecroppers.

SE/TE: The Freedmen’s Bureau, 548; Life At the Time: The South After the Civil War, 550–551; Time of Hope and Advancement, 555; The Ku Klux Klan, 557; Historian’s Apprentice Workshop, 569, 570, 571

4. Evaluate the impact of the Homestead Act of 1862 and the resulting movement westward to free land including the impact of continued displacement of Native Americans.

SE/TE: The Western Frontier, 576–577

5. Assess the impact of the presidential election of 1876 as an end to the reconstruction of the South.

SE/TE: The End of Reconstruction, 558–563

An asterisk (*) has been used to identify Content Standard 6 and the following objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).

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