Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Analysis)

8.US.1.1. Students are able to relate events and outcomes of the American Revolution to sources of conflict, roles of key individuals and battles, and political documents.

·       Identify and explain the sources of conflict which led to the American Revolution.

Examples:  Proclamation of 1763, Stamp Act, Townshend Acts, Sugar Act, Coercive (Intolerable) Acts, tax on tea

·       Associate key individuals with their roles in the American Revolution.

Examples: John Adams, Thomas Jefferson, King George, Patrick Henry, Thomas Paine, Samuel Adams, Benjamin Franklin.

·       Explain the political significance of the Declaration of Independence.

·       Describe major military battles and the role of major American and British military leaders in the American Revolution.

Examples: Lexington and Concord, Saratoga, Yorktown, Bunker Hill, George Washington, Benedict Arnold, George Rogers Clark, William Howe, John Burgoyne, Charles Cornwallis

(Comprehension)

8.US.1.2. Students are able to describe the unfolding of westward expansion and reform movements in the United States.

·       Explain sequentially how and why the land was acquired and settled.

Examples: Louisiana Purchase, Florida, Oregon, Texas

Examples: Texas Revolution, Mexican War, Cherokee relocation, Seminole War

·       Describe the reform movement of the mid-nineteenth century in the U.S.

Examples: women, slavery

(Comprehension)

8.US.1.3. Students are able to describe the sources of conflict, key individuals, battles, and political documents of the Civil War period.

·       Outline the major sources of conflict.

Example: political, geographical, and economic differences

·       Identify key individuals and explain their roles in the Civil War.

Examples: Daniel Webster, John C. Calhoun, Abraham Lincoln, John Brown, Jefferson Davis, Stephen Douglas, Harriet Beecher Stowe, Robert E. Lee, Ulysses S. Grant

·       Describe major military battles and campaigns.

Examples: Bull Run, Gettysburg, Antietam, Vicksburg, Shiloh

·       Associate significant political documents and speeches with events.

Examples: Gettysburg Address, Emancipation Proclamation

(Comprehension)

8.US.1.4. Students are able to summarize the political and social changes in the United States during Reconstruction.

·       Outline the political effects of Reconstruction in the United States.

Examples: Freedmen’s Bureau, Jim Crow laws, Carpetbaggers, military districts

·       Outline the social changes of Reconstruction in the United States.

Example: rise of the Ku Klux Klan

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Analysis)

8.US.2.1. Students are able to explain the impact of the American Revolution on American philosophies.

·       Compare the political and social differences between 13 separate colonies and one independent nation.

Example: Confederation vs. Federal System

·       Contrast the various philosophies of American colonists before and after the Revolution.

Examples: Loyalists vs. Patriots, Federalists vs. Anti-Federalists

(Analysis)

8.US.2.2. Students are able to summarize the influence of westward expansion and reform movements on American culture, philosophies, and religions.

·       Describe the impact of Manifest Destiny.

Examples: Mexican-American War, Gadsden Purchase

·       Describe ways in which immigration and migration led to conflicts between Anglo-European and Native American cultures.

Examples: Trail of Tears, railroads, introduction of reservation system, land grants, missionaries

ü       Identify continuing impact of these early conflicts on U.S. government relations with Native Americans. 

Examples: Minnesota Uprising, Red Cloud’s War, Battle of Little Big Horn, Wounded Knee

·       Explain the Abolitionist Movement and its impact on slavery.

Examples: underground railroad, role of women, Frederick Douglass, Harriet Tubman

·       Describe the impact of significant inventors and their inventions on society.

Examples: Samuel Morse, Eli Whitney, railroads

(Analysis)

8.US.2.3. Students are able to summarize the impacts of the Civil War on American culture and philosophies.

·       Describe the changing roles of women.

Examples: Clara Barton, Dorothea Dix

·       Explain how the war affected soldiers, civilians, the physical environment, and future warfare.

Examples: total war, sanitation and disease, military technology, division of families

(Analysis)

8.US.2.4. Students are able to describe the impact of various cultures and philosophies on the U.S. during Reconstruction.

• Describe how the abolition of slavery affected the life of African-Americans in United States’ society.

Examples: political representation, economic opportunities, education, migration

ü         Describe the changing federal policy toward Native Americans.

Examples: assimilation of Native Americans, Dawes Act

Advanced

Eighth grade students performing at the advanced level will:

·        explain the connection between events of the Civil War and Reconstruction;

·        analyze the role of leadership in times of conflict;

·        defend the position of each side in the American Revolution and Civil War;

·        compare the positive and negative effects of westward expansion.

Proficient

Eighth grade students performing at the proficient level will:

• explain the events, outcomes, and impact of the American Revolution on the emergence of the United States;
• describe the influence of westward expansion and reform movements on American culture and philosophies;
• explain the events, outcomes, and impact of the Civil War on American society;
• summarize political and social changes and their relationship to the culture and philosophies of the United States during Reconstruction.

Basic

Eighth grade students performing at the basic level will:

• list the events and outcomes of the American Revolution;
• describe the westward expansion and reform movements;
• list the events and outcomes of the Civil War;

• identify the changes in the United States during Reconstruction.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Comprehension)

8.C.1.1. Students are able to describe the basic structure of government adopted through compromises by the Constitutional Convention.

Examples: three branches, separation of powers, checks and balances

Examples: Great Compromise, Three-Fifths Compromise

(Application)

8.C.1.2. Students are able to describe the relationship of government to citizens and groups during the Westward Expansion.

Examples: Northwest Ordinance, Land Ordinance of 1785

ü        Identify basic structures of tribal government prior to the Civil War.

Examples: Iroquois Confederacy, Cherokee, Tiospaye government, Seven Council Fires (Lakota, Nakota, Dakota,)

(Application)

8.C.1.3. Students are able to describe the successes and problems of the government under the Articles of Confederation.

Examples: Shay’s Rebellion, lack of taxation

(Comprehension)

8.C.1.4. Students are able to describe the impact of the Civil War on the United States government.

Examples: Emancipation Proclamation, Confederate States of America

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Comprehension)

8.C.2.1. Students are able to describe the fundamental liberties and rights stated in the first 15 amendments of the Constitution.

Examples: Bill of Rights, freedom of speech, freedom of religion, right to bear arms, Civil War amendments

Advanced

Eighth grade students performing at the advanced level will:

·        compare the Articles of Confederation with the Constitution;

·        describe the influence of the Constitution on contemporary legislation;

·        describe how westward expansion contributed to the Civil War.

Proficient

Eighth grade students performing at the proficient level will:

·        describe the successes and problems of the government under the Articles of Confederation;

·        describe the processes, differing points of view, and outcomes of the Constitutional Convention;

·        describe the relationship of government to citizens and groups during the Westward Expansion and the Civil War;

·        describe the fundamental liberties and rights stated in the first 15 amendments of the Constitution.

Basic

Eighth grade students performing at the basic level will:

• identify powers of the government under the Articles of Confederation;
• identify the fundamental liberties and rights stated in the Bill of Rights;
• describe the events of the Constitutional Convention.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Comprehension)

8.E.1.1. Students are able to identify economic support for America during conflicts.

Examples: France, Spain, Native American

Examples: money, goods and supplies, services

Examples: Revolutionary War, War of 1812, Civil War

(Analysis)

8.E.1.2. Students are able to describe how westward expansion was motivated by economic gain.

Examples: gold rush, fur trade, agriculture

Examples: supply and demand, buying on credit, wants vs. needs

(Analysis)

8.E.1.3. Students are able to describe the impact of technology and industrialization on mid-1800s America.

Examples: cotton gin, McCormick reaper, steamboat, steam locomotive

Example: big business

(Comprehension)

8.E.1.4. Students are able to outline the economic effects of Reconstruction in the United States.

Examples: share cropping, contract system

Advanced

Eighth grade students performing at the advanced level will:

·        explain why foreign countries provided economic support to America during conflicts;

·        describe how emerging technologies impacted the American economy.

Proficient

Eighth grade students performing at the proficient level will:

·         identify economic support for America during conflicts;

·         describe how westward expansion was motivated by economic gain;

• describe the impact of technology and industrialization to the mid-1800s;

• outline the economic effects of Reconstruction in the United States.

Basic

Eighth grade students performing at the basic level will:

• identify one source of economic support for an American conflict;

·        list one reason economic gain motivated westward expansion;

• list one economic effect of the Reconstruction.

Sixth Grade

Seventh Grade

Eighth Grade

See note above.

See note above.

8.US.1.1. (Analysis) Relate events and outcomes of the American Revolution to sources of conflict, roles of key individuals and battles, and political documents.

8.US.1.2. (Comprehension) Describe the unfolding of westward expansion and reform movements in the United States.

8.US.1.3. (Comprehension) Describe the sources of conflict, key individuals, battles, and political documents of the Civil War period.

8.US.1.4. (Comprehension) Summarize the political and social changes in the United States during Reconstruction.

Sixth Grade

Seventh Grade

Eighth Grade

See note above.

See note above.

8.US.2.1. (Analysis) Explain the impact of the American Revolution on American philosophies.

8.US.2.2. (Analysis) Summarize the influence of westward expansion and reform movements on American culture, philosophies, and religions.

8.US.2.3. (Analysis) Summarize the impacts of the Civil War on American culture and philosophies.

8.US.2.4. (Analysis) Describe the impact of various cultures and philosophies on the U.S. during Reconstruction.

Sixth Grade

Seventh Grade

Eighth Grade

6.C.1.1. (Application) Relate forms of governments to their civilizations.

7.C.1.1. (Analysis) Describe how government impacts the characteristics of place.

8.C.1.1. (Comprehension) Describe the basic structure of government adopted through compromises by the Constitutional Convention.

6.C.1.2. (Synthesis) Identify relationships of events, ideals, and written documents to changes in civilizations.

7.C.1.2. (Comprehension) Identify historical events that impacted individual governments.

8.C.1.2. (Application) Describe the relationship of government to citizens and groups during the Westward Expansion.

8.C.1.3. (Application) Describe the successes and problems of the government under the Articles of Confederation.

8.C.1.4. (Comprehension) Describe the impact of the Civil War on the United States government.

Sixth Grade

Seventh Grade

Eighth Grade

6.C.2.1. (Evaluation) Recognize how historical civilizations influence the rights and responsibilities of citizens today.

7.C.2.1. (Synthesis) Describe how citizens impact social and political issues.

8.C.2.1. (Comprehension) Describe the fundamental liberties and rights stated in the first 15 amendments of the Constitution.

Sixth Grade

Seventh Grade

Eighth Grade

6.E.1.1. (Application) Explain societies’ attempts to satisfy their basic needs and wants by utilizing resources.

7.E.1.1. (Analysis) Explain how the availability of resources provides for or challenges human activities.

8.E.1.1. (Comprehension) Identify economic support for America during conflicts.

6.E.1.2. (Knowledge) Identify basic economic systems through the Middle Ages.

7.E.1.2. (Application) Describe how economic activity affects standard of living.

8.E.1.2. (Analysis) Describe how westward expansion was motivated by economic gain.

6.E.1.3. (Application) Identify the effects of economic systems on society.

7.E.1.3. (Application) Describe the role of trade barriers and agreements in the global economy.

8.E.1.3. (Analysis) Describe the impact of technology and industrialization on mid-1800s America.

7.E.1.4. (Analysis) Describe how technology affects the economic development of places and regions.

8.E.1.4. (Comprehension) Outline the economic effects of Reconstruction in the United States.

7.E.1.5. (Application) Describe the relationship between government and economic systems in different countries.