prentice hall the american nation, beginnings through 1877

Prentice Hall The American Nation, Beginnings Through 1877 © 2005

Correlated to: Maryland Voluntary State Curriculum and the Maryland Content Standards for Social Studies

(Grade 8)

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 1

MARYLAND SOCIAL STUDIES VOLUNTARY STATE CURRICULUM

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

Social Studies Grade 8 Voluntary Curriculum History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Students will use historical thinking skills to understand how individuals and events have changed society over time. History Indicator Statement: 1. Analyze how religious, social, and political institutions changed Objective(s):

a. Describe the religious, ethnic and cultural perspectives of the New England, Middle and Southern colonies

SE/TE: 100-133 TE: Activity, Background and from The Archives

American History, Customize, Lesson Plan, Chapter Planning Guide 105, 107, 109, 111, 113, 117, 123, 125

TR: Cooperative Learning, Guide To The Essentials, History Challenges, Writing To Learn, Historical Outline Map Book, Section Reading Support Transparencies, Voices Of Freedom, Connecting History With Literature

TECH: Pro CD-ROM, Teacher Express CD-ROM, Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com.

b. Evaluate the political and social issues and

events that led to the American Revolution, such as the effects of British Colonial policy

SE/TE: 148-153, 154-161 TE: Activity, Background and from The Archives

Of American History,, Customize, Lesson Plan, Chapter Planning Guide 146, 154, 157, 161


TECH: Pro CD-ROM, Teacher Express CD-ROM, Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection

Prentice Hall The American Nation, Beginnings Through 1877 © 2005 Correlated to:

Maryland Voluntary State Curriculum and the Maryland Content Standards for Social Studies, (Grade 8)




(Continued) b. Evaluate the political and social issues and

events that led to the American Revolution, such as the effects of British Colonial policy

(Continued) TECH: Primary Resource In U.S. History CD-ROM,

www.PHSchool.com

c. Analyze the political effects of the American Revolution on American society and culture

SE/TE: 190, 202-205, 276-299 TE: Activity, Background and from The Archives

Of American History,, Customize, Lesson Plan, Chapter Planning Guide 190, 202-205, 276-229, 279, 283, 285, 287, 291, 292, 299


TECH: Pro CD-ROM, Teacher Express CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, Us History Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com.

Indicator Statement: 2. Analyze reasons for exploration and the acquisition of territories Objective(s):

a. Explain the political and economic impact of the Louisiana Purchase on the United States

SE/TE: 306-310, 461 TE: Activity, Background and from The Archives

Of American History,, Customize, Lesson Plan, Chapter Planning Guide 307, 309


TECH: Pro CD-ROM, Teacher Express CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com.

b. Analyze Manifest Destiny and its impact on

territorial expansion of the nation

SE/TE: 391-403 TE: Activity, Background and from The American

Archives, Customize, Lesson Plan, Chapter Planning Guide 392, 395, 400, 401, 403


TECH: Pro CD-ROM, Teacher Express CD-ROM






(Continued) b. Analyze Manifest Destiny and its impact on

territorial expansion of the nation

(Continued) TECH: Social Studies Student Tutor CD-ROM,

Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com

Indicator Statement: 3. Explain the emerging foreign policy of the United States in world affairs Objective(s):

a. Explain why the United States adopted a policy of neutrality prior to the War of 1812

SE/TE: 312-315, 316-318 TE: Activity, Background and from The American

Archives, Customize, Lesson Plan, Chapter Planning Guide 313, 315, 317


TECH: Pro CD-ROM, Teacher Express CD-ROM, Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com

b. Explain how the continuing conflict between

Great Britain and France influenced the domestic and foreign policy of the United States

SE/TE: 312-315, 318 TE: Activity, Background and from The American




c. Describe the origins and provisions of the

Monroe Doctrine and explain how it influenced foreign affairs


Archives 350, 677






Indicator Statement: 4. Evaluate westward movement in the United States Objective(s):

a. Describe the political, economic, and social factors that motivated people to move west


Archive 381, 383, 387, 389, 391, 393, 401, 403



b. Describe the government strategies used to

acquire territory

SE/TE: 371-373, 388-389, 391, 393, 394-397 TE: Activity, Background and from The American

Archives, Customize, Lesson Plan, Chapter Planning Guide 372, 373, 388, 393, 395, 397



c. Analyze the impact of westward movement on

relations with Native Americans, such as treaty relations, land acquisition, and the policy of Indian Removal

SE/TE: 146-147, 371-373, 383-384, 401-402, 557-561, 653, 867

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 371, 373, 382, 558, 559, 560


TECH: Pro CD-ROM, Teacher Express CD-ROM, Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes






(Continued) c. Analyze the impact of westward movement on

relations with Native Americans, such as treaty relations, land acquisition, and the policy of Indian Removal

(Continued) TECH: Student Edition On Audio CD, U.S. History

Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com

Indicator Statement: 5. Evaluate the influence of industrialization and technological developments on United States society Objective(s):

a. Describe changes in land and water transportation, including the expanding network of roads, canals, and railroads, and their impact on the economy and settlement patterns

SE/TE: 337-338, 339-341, 380, 383-384, 409-411, 487, 549-551, 570

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 340, 384, 410, 487, 549



b. Explain how the cotton gin and the opening of

new lands in the South and West impacted the institution of slavery

SE/TE: 116-119, 126-127, 417-421, 422-426, 439-442, 460-462, 463-466, 468-472

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 419, 420, 421, 423, 425, 426, 440, 441, 462, 466, 469



c. Analyze the advantages and disadvantages of early industrialization on the economy and society

SE/TE: 408-411, 413-415, 533, 578-583, 584-588, 590-595, 600-601

TE: Activity, Background and from The American Archives, Customize, Lesson Plan






(Continued) c. Analyze the advantages and disadvantages of

early industrialization on the economy and society

(Continued) TE: Chapter Planning Guide 409, 410, 414, 416,

579, 581, 583, 586, 592, 593, TR: Cooperative Learning, Guide To The

Essentials, History Challenges, Writing To Learn, Historical Outline Map Book, Section Reading Support Transparencies, Voices Of Freedom, Connecting History With Literature


Indicator Statement: 6. Analyze patterns of immigration to the United States Objective(s):

a. Identify the push and pull factors responsible for immigration to the United States, such as the forced migration of Africans, Western European immigration

SE/TE: Xxv, 118-119, 380-381, 415-417, 600-605 TE: Activity, Background and from The American




b. Analyze the causes and describe the

characteristics of rapid settlement of California and Oregon in the late 1840s and 1850s

SE/TE: 378-384, 391-393, 394, 396 TE: Activity, Background and from The American









Indicator Statement: 7. Describe the importance of Jacksonian Democracy and how it represented a change in the social, political, and economic life of the United States Objective(s):

a. Explain how the philosophies and policies of the Jacksonian Era represented a move towards greater democratization


Archives, Customize, Lesson Plan, Chapter Planning Guide 361, 363, 364, 367, 371, 372, 373, 374, 375



b. Explain how tariff policy and issues of states'

rights influenced political party development and prompted sectional differences


Archives, Customize, Lesson Plan, Chapter Planning Guide 371, 372



Indicator Statement: 8. Analyze the institution of slavery and its influence on United States and Maryland societies Objective(s):

a. Describe pro-slavery and anti-slavery positions and explain how debates over slavery influenced politics and sectionalism

SE/TE: 79-80, 187-188, 417, 419, 424-426, 439-443, 460-467, 471-476, 497-498

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 79, 425, 440, 441, 466, 467, 471, 497

TR: Cooperative Learning






(Continued) a. Describe pro-slavery and anti-slavery positions

and explain how debates over slavery influenced politics and sectionalism

(Continued) TR: Guide To The Essentials, History Challenges,

Writing To Learn, Historical Outline Map Book, Section Reading Support Transparencies, Voices Of Freedom, Connecting History With Literature


b. Analyze the experiences of African American

slaves, free blacks, and the influence of abolitionists

SE/TE: 115, 117-119, 121, 123, 126-127, 187, 324, 417, 422-423, 424-426, 430-431, 437, 439-442, 460-462, 466-467, 471-472, 475-477, 496, 498-499, 532

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 423, 425, 440, 467, 471, 497



Indicator Statement: 9. Analyze how tensions escalated between the North and the South before Civil War Objective(s):

a. Analyze how the governmental policies led to the escalation of tensions between the North and the South, such as the Missouri Compromise, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision

SE/TE: 460-461, 465-466, 468-469, 471-472, 479, 522



TECH: Pro CD-ROM, Teacher Express CD-ROM, Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection






(Continued) a. Analyze how the governmental policies led to

the escalation of tensions between the North and the South, such as the Missouri Compromise, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision

(Continued) TECH: Primary Resource In U.S. History CD-ROM,

www.PHSchool.com

b. Explain how the 1860 election led to the secession of the southern states





Indicator Statement: 10. Identify key events and turning points of the Civil War using historical inquiry Objective(s):

a. Identify the goals, resources, and strategies of the North and the South

SE/TE: 408-411, 418-421, 478-481, 484-504 TE: Activity, Background and from The American

Archives, Customize, Lesson Plan, Chapter Planning Guide 479, 480, 487488, 491, 493, 495, 497, 507



b. Identify the geographic, technological, and

military factors that contributed to the outcome of the Civil War

SE/TE: 490-492, 493-495, 498-499 TE: Activity, Background and from The American








(Continued) b. Identify the geographic, technological, and

military factors that contributed to the outcome of the Civil War




c. Describe the views and lives of leaders and

soldiers on both sides of the war

SE/TE: 488-489, 491-492494, 496-499, 500-504, 505-510

TE: 491, 497 TR: Cooperative Learning, Guide To The



Indicator Statement: 11. Analyze political, economic and social goals of Reconstruction from 1865 to 1877 Objective(s):

a. Explain the goals and policies of the various Reconstruction plans


Archives, Customize, Lesson Plan, Chapter Planning Guide 517, 519, 520, 522, 523, 525, 527, 528, 532








b. Explain how the 13th, 14th, and 15th Amendments addressed the issue of civil rights through abolition, the granting of citizenship and the right to vote

SE/TE: 240-241, 521525 TE: Activity 525 TR: Cooperative Learning, Guide To The



c. Describe the origin of the Ku Klux Klan and

its impact on post- Civil War society

SE/TE: 527-528, 739-740 TE: Activity 740 TR: Cooperative Learning, Guide To The



d. Evaluate the effects of the Freedman’s Bureau

Geography: Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time. Students will use geographic concepts and processes to understand location and its relationship to human activities. Geography Indicator Statement: 1. Analyze geographic issues and problems using geographic tools Objective(s):

a. Locate places and describe the human and physical characteristics using thematic maps, such as settlement patterns, migration, population density, transportation and communication networks

SE/TE: 3, 8, 10, 12, 33, 35, 37, 44, 51, 59, 67, 76, 77, 79, 82, 90, 101, 103, 111, 115, 139, 142, 144, 167, 170, 182, 188, 192, 201, 203, 277, 301, 308, 311, 317, 329, 340, 349, 379, 381, 390, 400, 405, 407, 410, 433, 459, 469, 485, 491, 495, 507, 509, 515, 531, 543, 548, 560, 573, 599, 611, 623, 629, 659, 664, 676, 679, 685, 699, 707, 717, 745, 797, 809, 813, 817, 828, 841, 871, 876, 881, 885, 916, 918






(Continued) a. Locate places and describe the human and

physical characteristics using thematic maps, such as settlement patterns, migration, population density, transportation and communication networks

(Continued) TE: Activity, Background and from The American

Archives, Customize, Lesson Plan, Chapter Planning Guide 5, 7, 10, 79, 111, 192, 308, 317, 340, 381, 390, 400, 410, 495, 507, 548, 601, 611, 665, 707, 829, 885



b. Explain interrelationships among physical and

human characteristics that shape the nation

SE/TE: 66-67, 68-72, 74-80, 81-86, 87-89, 96-97, 106, 141-143, 146-148, 308-310, 316-319

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide : 69, 70, 71, 75, 76, 78, 79, 83, 84, 85, 88, 106, 147, 309, 86, 89, 308, 317



Indicator Statement: 2. Explain how geographic characteristics influenced the location and development of regions Objective(s):

a. Describe how geographic characteristics influenced the location and development of economic activities such as farming, lumbering, fur trading, and whaling in the early national period

SE/TE: 11-15, 37-39, 42-43, 85-86, 108-109, 141-147, 288, 381-382, 411, 419, 422-423, 529, 544, 561, 563-565

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 12, 13, 37, 38, 38, 43, 85, 109, 141, 142, 143, 144, 147, 288, 381, 382, 419, 563, 6564, 565







(Continued) a. Describe how geographic characteristics

influenced the location and development of economic activities such as farming, lumbering, fur trading, and whaling in the early national period




b. Describe how changes in transportation

systems, such as roads, canals, and railroads, affected the expansion of trade and settlement

SE/TE: 120, 337-341, 380-384, 410-411, 601 TE: Activities, Background and from The

American Archives, Customize, Lesson Plan, Chapter Planning Guide 340, 381, 382, 410



c. Analyze how geographic characteristics, such

as waterways, mineral resources, and agriculture contributed to the rise of the industry

SE/TE: 340-341, 397, 401, 547-549, 559, 580, 641 TE: Activity, Background and from The American









Indicator Statement: 3. Analyze the geographic characteristics that have influenced migration and settlement patterns Objective(s):

a. Explain why Americans migrated west, such as fertile soil, abundant resources, and economic opportunity, and the impact on that region

SE/TE: 86, 112, 141, 308-309, 316-318, 337-341, 380-383, 392-393, 398-403, 547-549, 554-555, 562

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 141, 308, 317, 338, 340, 381, 383, 393, 400, 401, 403, 548, 549, 555



b. Describe the effect of the influx of immigrants

on the United States

SE/TE: 398, 402, 414-416, 516, 550, 565, 570-570, 591-592, 601-605, 609-610, 651-653, 665, 690-693, 738-739, 786-788, 846, 867, 894-895

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 414, 415, 416, 550, 565, 591, 601, 602, 603, 604, 608, 609, 651, 652, 693, 738, 786, 787, 895








Indicator Statement: 4. Analyze how and why people modify their natural environment and the impact of those modifications Objective(s):

a. Analyze factors of economic opportunity and the various ways humans modify their environments

SE/TE: 5-6, 13, 43, 45, 107-111, 115-117, 401, 548, 562-565, 579-580




b. Explain the consequences of modifying the

natural environment, such as canals, waterways, clearing land, and mining

SE/TE: 340-341, 397, 401, 547-559, 608 TE: Activity, Background and from The American









Economics: Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world. Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions Economics Indicator Statement: 1. Analyze how scarcity affected the choices in the production of goods and services between 1850 and 1865 Objective(s):

a. Describe the relationship between available resources, production, and consumption in different regions of the United States

SE/TE: 401, 408-411, 418-421, 502-503, 529, 533 TE: Activity, Background and from The American

Archives, Customize, Lesson Plan, Chapter Planning Guide 401, 410, 419, 420, 421, 528, 532



b. Analyze the growth and economic costs of the

institution of slavery

SE/TE: 115-119, 121-122, 418-423, 442, 491, 503, 533

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 118, 419, 503








c. Analyze the effects of technological change, such as factories, machinery, transportation, communication, and new technology, and resource use on economic growth

SE/TE: 408-412, 413-414, 418-421, 487, 503 TE: Activity, Background and from The American




Indicator Statement: 2. Analyze how the development of the United States' economic system included the provision for public goods and services Objective(s):

a. Analyze the regional specialization and its relations to the English mercantile system





b. Describe the difficulties related to currency, debt, and trade, caused by the Articles of Confederation




TECH: Pro CD-ROM, Teacher Express CD-ROM, Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes






(Continued) b. Describe the difficulties related to currency,

debt, and trade, caused by the Articles of Confederation

(Continued) TECH: Student Edition On Audio CD, U.S. History

Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com

c. Explain how the underlying principles of the

Constitution provided for the regulation of trade, imposition of taxes, and creation of a monetary system

SE/TE: 226-229, 241, 251 TE: Activity, Background and from The American




Indicator Statement: 4.[sic] Analyze the economic decisions of the North and the South before the Civil War Objective(s):

a. Describe how differences between the economic systems of the agrarian South and industrial North heightened tensions


Archives, Customize, Lesson Plan, Chapter Planning Guide 410, 414, 419, 420



b. Analyze the economic costs, benefits and

consequences of engaging in the Civil War

SE/TE: 502-503, 516-517, 528-529, 533 TE: Activity, Background and from The American








(Continued) b. Analyze the economic costs, benefits and

consequences of engaging in the Civil War

(Continued) TECH: Pro CD-ROM, Teacher Express CD-ROM,

Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com

Indicator Statement: 5. Analyze how the technology of the industrial North influenced the outcome of the Civil War Objective(s):

a. Describe how available resources, scarcity, and the forces of supply and demand influenced the development of economic activity

SE/TE: 411, 419-421, 487, 502-503 TE: Activity, Background and from The American

Archives, Customize, Lesson Plan, Chapter Planning Guide 419, 420, 502, 503



Indicator Statement: 6. Describe the factors responsible for specialization and economic growth during the Reconstruction era Objective(s):

a. Explain how regional economic activity changed after the Civil War


Archives, Customize, Lesson Plan, Chapter Planning Guide 502-503








b. Describe the economic opportunities and obstacles faced by different individuals and groups of people during this era

SE/TE: 516-517, 521, 526-529, 532 TE: Activity, Background and from The American




Political Science: Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens. Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens. Political Science Indicator Statement: 1. Describe the evolution of the U.S. political system as expressed in the United States Constitution, and the Bill of Rights Objective(s):

a. Compare the confederate form of government under the Articles of Confederation with the federal form under the Constitution


Archives, Customize, Lesson Plan, Chapter Planning Guide 201, 202, 203, 223, 224, 225, 226, 227, 228, 231, 232, 233, 235, 236, 238, 240, 242, 245








b. Describe how the three branches of government interact to protect people's sovereignty





c. Explain how the supremacy of the national

government was defined by events and early decisions of the Supreme Court, such as the Whiskey Rebellion, Marbury v. Madison, and McCulloch v. Maryland

SE/TE: 236, 277, 282, 304-305, 346 TE: Activity, Background and from The American




d. Explain the impact of precedence in the Office

of the President such as the establishment of a cabinet and foreign policy


Archives 254, 285 TR: Cooperative Learning, Guide To The








Indicator Statement: 2. Analyze the impact of historic documents and practices that became the foundation of the American political system during the early national period Objective(s):

a. Describe the significance of principles of the Declaration of Independence and the Articles of Confederation


Archives 175, 177, 179, 180, 201, 202 TR: Cooperative Learning, Guide To The



b. Describe the major debates that occurred

during the Constitutional Convention and their effects on the ratification process


Archives 207, 208, 212, 213, 217, 219 TR: Cooperative Learning, Guide To The



c. Describe the development of political parties

and their effects on elections and political life


Archives 288, 289 TR: Cooperative Learning, Guide To The








Indicator Statement: 3. Analyze the influence of individuals and groups on shaping public policy Objective(s):

a. Analyze the influence of the media on political life, such as bias in reporting

SE/TE: 130, 260, 289-290, 293, 440, 477, 618-619, 637, 670, 843, 857

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide : 260, 289, 290, 293, 427, 619, 637, 670



b. Explain how public opinion affected elected

officials and government policies prior to the Civil War, such as Presidential actions and abolitionist newspapers

SE/TE: 426, 435-437, 439-442, 444-447.449-451, 460-466, 470-477




Indicator Statement: 4. Analyze the significance of governmental actions on civil rights Objective(s):

a. Describe how the Emancipation Proclamation affected the passage of the 13th Amendment

SE/TE: 240, 497-498, 519 TE: Activity 497 TR: Cooperative Learning, Guide To The

Essentials, History Challenges, Writing To Learn, Historical Outline Map Book, Section Reading Support Transparencies






(Continued) a. Describe how the Emancipation Proclamation

affected the passage of the 13th Amendment

(Continued) TR: Voices Of Freedom, Connecting History With

Literature TECH: Pro CD-ROM, Teacher Express CD-ROM,

Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com

b. Evaluate the use of Presidential power in

Lincoln's suspension of the writ of habeas corpus

SE/TE: 213, 228, 502 TE: Activity 213 TR: Cooperative Learning, Guide To The



c. Describe legal methods that were used to deny

civil rights to African Americans and Native Americans

SE/TE: 119, 123, 317, 350, 361, 371-373, 402, 417, 423-425, 442, 460, 465, 471-472, 521-522, 532, 557-559, 561, 649, 786-878, 849, 867









Peoples of the Nations and World: Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through a multicultural and historic perspective. Students will understand how people in Maryland, the United States and around the world are alike and different. Peoples of the Nations and World Indicator Statement: 1. Analyze how America developed into a diverse society from 1763-1790 Objective(s):

a. Describe the influence of religions in the colonies, such as religious tolerance and intolerance

SE/TE: 95-96, 102-103, 104-105, 106-107, 110, 113-113.127

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 103, 104, 110, 114



b. Describe how the colonies developed into a

diverse society reflecting various cultures and religions


Archives, Customize, Lesson Plan, Chapter Planning Guide 103, 104, 110, 114, 117, 118, 126, 127



c. Explain the interaction of cultures between the

European settlers and the Native Americans

SE/TE: 71-72, 78, 86, 89, 97, 106, 107, 110, 141-145, 147-148







(Continued) c. Explain the interaction of cultures between the

European settlers and the Native Americans

(Continued) TR: Cooperative Learning, Guide To The



Indicator Statement: 2. Analyze how America continued to evolve into a society consisting of diverse cultures, customs, and traditions between 1790 and 1830 Objective(s):

a. Describe the effects of cultural exchange and interactions among Europeans, Africans and Native Americans on the development of the United States

SE/TE: 71-72, 78, 86, 89, 97, 106, 107, 110, 141, 147, 148




b. Describe how the War of 1812 created a spirit

of nationalism among the people of the United States

SE/TE: 320-325 TE: Activity 323, 324 TR: Cooperative Learning, Guide To The








Indicator Statement: 3. Describe the increasing diversity of American culture resulting from immigration, settlement, and economic development from 1830-1850 Objective(s):

a. Explain how the interaction of different ethnic, religious, and gender groups resulted in cooperation and conflict in the settlement of the West


Archives, Customize, Lesson Plan, Chapter Planning Guide 381, 382, 383, 386, 387, 388, 390, 392, 396, 399, 401, 403



Indicator Statement: 4. Explain situations that demonstrate conflicts between conscience and respect for authority Objective(s):

a. Explain differing points of view about slavery and states' rights

SE/TE: 293, 372-377, 402, 426, 439-442, 461-462, 464-, 465, 472-475, 488

TE: Activity, Background and from The American Archives, Customize, Lesson Plan, Chapter Planning Guide 440, 461, 464



b. Describe various reform movements, such as

the abolitionist, women's rights, and the education reform movement

TE: Activity, Background and from American Archives 118, 435, 438, 440, 441, 445, 446, 475, 646, 647, 865

TR: Cooperative Learning, Guide To The Essentials, History Challenges, Writing To Learn, Historical Outline Map Book






(Continued) b. Describe various reform movements, such as

the abolitionist, women's rights, and the education reform movement

(Continued) TR: Section Reading Support Transparencies,

Voices Of Freedom, Connecting History With Literature

TECH: Pro CD-ROM, Teacher Express CD-ROM, Social Studies Student Tutor CD-ROM, Guided Reading Audio Tapes, Student Edition On Audio CD, U.S. History Video Collection, Primary Resource In U.S. History CD-ROM, www.PHSchool.com 119, 175, 187-188, 434-437, 439-440, 441, 444-447, 461-462, 466, 475, 517-518, 528, 645-646, 648, 725-726, 864, 865

c. Describe the effects of early industrialization

on individuals and families

SE/TE: 576, 579-580, 584-589, 590-595, 608-609 TE: 580, 581, 585, 586, 587, 591, 593, 594 TR: Cooperative Learning, Guide To The



Reference: http: //mdk12.org/instruction/curriculum/social_studies/index.html

prentice hall the american nation, beginnings through 1877

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