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HISTORY
By the end of Grade Eight each student will be able to:
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1 |
Describe major factors
that characterize the following eras of United States
history: Constitution and the
New
Nation, Expansion and Reform, Civil War and
Reconstruction, and Industrial United States.I.1.MS.2
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2 |
Use
narratives and graphic data to describe the settings of
significant events that shaped the United States as a
nation from 1788 to 1900. I.2.MS.1 |
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3 |
Use
primary and secondary resources to analyze significant
events that shaped the development of the United States
between 1788 to 1900.I.3.MS.1 |
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4 |
Identify and analyze factors contributing to the major
decisions made in United States history from 1788 to
1900, and consider alternative courses of action.I.4.MS.1 |
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5 |
Use
historical biographies to explain how events from the
past affected the lives of individuals and how some
individuals influenced the course of United States
history from 1788 to 1900.I.2.MS.4 |
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6 |
Show
that historical knowledge is tentative and subject to
change when new information is uncovered.
I.3.MS.3 |
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7 |
Evaluate
historic decisions made during United States history
from 1788 to 1900 in light of core democratic values and
resulting costs and benefits as viewed from a variety of
perspectives.I.4.MS.4
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GEOGRAPHY
By the end of Grade Eight each student will be able to:
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1 |
Describe
how and why people, goods, services, and information
moved within and between regions of the United States
from 1788 to 1900.II.3.MS.3
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2 |
Describe
the major economic and political connections between the
United States and different world regions from 1788 to
1900 and explain the causes and consequences.II.3.MS.4
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CIVICS AND GOVERNMENT
By the end of Grade Eight each student will be able to:
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1 |
Describe
the essential beliefs and ideas that influenced the
Declaration of Independence and the creation of the
United States Constitution and explain how they set the
foundation for civic life, politics, and government in
the United States.III.2.MS.1 |
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2 |
Identify
and describe disparities between the American ideal of
equality and reality in the context of the history of
the United States from 1788 to 1900.III.3.MS.2
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3 |
Explain
how the federal government of the United States served
the purposes set forth in the Preamble to the
Constitution. III.1.MS.1 |
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4 |
Explain
the means for limiting the powers of government
established by the United States Constitution and how
the Constitution is maintained as the supreme law of the
land.
III.2.MS.3, III.4.MS.2 |
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5 |
Explain
how the rule of law and limited government protect
individual rights and serve the common good.III.
1.MS.4 |
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ECONOMICS
By the end of Grade Eight each student will be able to:
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1 |
Describe
the role of the government in regulating interstate
commerce and the use of protective tariffs.
IV.5.MS.2 |
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2 |
Use
a case study from United States history from 1788 to
1900 to exemplify how supply and demand, prices,
incentives, and profits determine what was produced and
distributed in the American economy.IV.4.MS.3
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3 |
Describe
how business practices, profits, and the willingness to
take risks encouraged an entrepreneur to operate.
IV.2.MS.1 |
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4 |
Describe
the roles of the various economic institutions which
comprise the American economic system such as business firms,
households, labor unions, banks and the government.
IV.4.MS.4 |
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INQUIRY AND DECISION MAKING
By the end of
Grade Eight each student will be able to:
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1 |
Interpret
social science information about the Nineteenth Century
United States from primary and secondary sources.V.1.MS.3
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2 |
Explain
how culture and experience shape positions that people
take on an issue.VI.1.MS.3 |
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3 |
Compose
persuasive essays expressing decisions on national and
international public policy issues.VI.3.MS.1
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4 |
Trace
the origins of a public issue.VI.1.MS.2. |
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5 |
Given
a national public policy issue, state the related
ethical, definitional, and factual issues as questions.VI.1.MS.1 |
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