Social Studies Grade 8

31.1 War: French/Indian
The learner will be able to explain the political and economic consequences of the French and Indian War in both Europe and North America, and the overhaul of English imperial policy following the Treaty of Paris of 1763 and the Proclamation of 1763.

Strand	Bloom's	Scope	Hours	Source
Causes	Evaluation	Master	1.0	OK: PASS Standard 3.1

31.2 Rights: Traditional/English
The learner will be able to compare and contrast the arguments advanced by defenders and opponents of the new imperial policy on the traditional rights of English people and the legitimacy of asking the colonies to pay a share of the costs of the empire, including the Sugar, Stamp, and Declaratory Acts.

Strand	Bloom's	Scope	Hours	Source
Causes	Evaluation	Master	1.0	OK: PASS Standard 3.2

31.3 Conflict: Colonies/England
The learner will be able to reconstruct the chronology and recognize the significance of the critical events leading to armed conflict between the colonies and England (e.g., Colonial opposition to and protest against "taxation without representation", The Quartering Act and the Townshend Acts, The Boston Massacre, The Boston Tea Party and the "Intolerable Acts," and The First Continental Congress).

Strand	Bloom's	Scope	Hours	Source
Causes	Evaluation	Master	1.0	OK: PASS Standard 3.3 a, b, c, d, and e

31.4 Revolution: Political/Religious
The learner will be able to analyze political, ideological, religious, and economic origins of the Revolution.

Strand	Bloom's	Scope	Hours	Source
Causes	Analysis	Master	1.0	OK: PASS Standard 3.4

31.5 Patriots/Loyalists: Arguments
The learner will be able to examine the arguments between Patriots and Loyalists about independence and draw conclusions about how the decision to declare independence was reached at the Second Continental Congress.

Strand	Bloom's	Scope	Hours	Source
Causes	Evaluation	Master	1.0	OK: PASS Standard 3.5

31.6 Articles:Provisions/Strengths/Weak
The learner will be able to evaluate the provisions of the Articles of Confederation, its provisions, strengths and weaknesses, and the various state constitutions.

Strand	Bloom's	Scope	Hours	Source
Government	Evaluation	Master	1.0	OK: PASS Standard 5.1

31.7 Dispute: Western Lands
The learner will be able to explain the dispute over the western lands and how it was resolved through the Northwest Ordinance, and describe the economic issues arising out of the Revolution and Shays' Rebellion.

Strand	Bloom's	Scope	Hours	Source
Government	Evaluation	Master	1.0	OK: PASS Standard 5.2

31.8 Constitutional Convention: Debate
The learner will be able to recognize and analyze the significance of the Constitutional Convention, its major debates and compromises, and key individuals (e.g., George Washington, James Madison, and George Mason); the struggle for ratification of the Constitution as embodied in the Federalist Papers and Anti-Federalist arguments; and the addition of the Bill of Rights to the Constitution.

Strand	Bloom's	Scope	Hours	Source
Government	Analysis	Master	1.0	OK: PASS Standard 5.3

31.9 Constitution: Principles/Powers
The learner will be able to identify and explain the fundamental principles of the Constitution, including popular sovereignty, consent of the governed, separation of powers, checks and balances, and federalism.

Strand	Bloom's	Scope	Hours	Source
Government	Evaluation	Master	1.0	OK: PASS Standard 5.4

31.10 Rights: Constitution
The learner will be able to interpret and give examples of the rights, responsibilities, liberties, and protections all individuals possess under the Constitution and the Bill of Rights, including the freedoms of religion, speech, press, assembly and petition, and the rights to due process and trial by jury.

Strand	Bloom's	Scope	Hours	Source
Government	Evaluation	Master	1.0	OK: PASS Standard 5.5

31.11 Issues: Presidents/Congress
The learner will be able to examine the major domestic and foreign affairs issues facing the first three presidents and Congress, the development of political parties, and the significance of the presidential election of 1800.

Strand	Bloom's	Scope	Hours	Source
Government	Evaluation	Master	1.0	OK: PASS Standard 5.6

31.12 Plan: Hamilton/United States
The learner will be able to describe Alexander Hamilton's economic plan for the United States (e.g., the national bank, redemption of bonds, and protective tariffs).

Strand	Bloom's	Scope	Hours	Source
Government	Comprehension	Master	1.0	OK: PASS Standard 5.7

31.13 Supreme Court: Independent/Equal
The learner will be able to appraise how Chief Justice John Marshall's precedent-setting decision in Marbury v. Madison and McCulloch v. Maryland interpreted the Constitution and established the Supreme Court as an independent and equal branch of the federal government.

Strand	Bloom's	Scope	Hours	Source
Government	Evaluation	Master	1.0	OK: PASS Standard 5.8

31.14 Treaty: Adams-Onis
The learner will be able to describe United States foreign relations and conflicts, territorial disputes, the War of 1812, and the significance of the Monroe Doctrine, the Louisiana Purchase and the acquisition of Florida in the Adams-Onis Treaty.

Strand	Bloom's	Scope	Hours	Source
Government	Comprehension	Master	1.0	OK: PASS Standard 5.9

32.1 War: Great Britain/Colonies
The learner will be able to analyze the ideological war between Great Britain and her North American colonies as expressed in the Declaration of Independence.

Strand	Bloom's	Scope	Hours	Source
Factors	Analysis	Master	1.0	OK: PASS Standard 4.1

32.2 Ideas: Declaration of Independence
The learner will be able to explain the major ideas expressed in the Declaration of Independence and their intellectual origins.

Strand	Bloom's	Scope	Hours	Source
Factors	Evaluation	Master	1.0	OK: PASS Standard 4.1a

32.3 Principles: Idea/United States
The learner will be able to describe how key principles of the Declaration of Independence grew in importance to become unifying ideas of democracy in the United States.

Strand	Bloom's	Scope	Hours	Source
Factors	Application	Master	1.0	OK: PASS Standard 4.1b

32.4 Significance: Advantage
The learner will be able to explain the significance of the political, economic, geographic and social advantages and disadvantages of each side.

Strand	Bloom's	Scope	Hours	Source
Factors	Evaluation	Master	1.0	OK: PASS Standard 4.2

32.5 War: Roles/Perspectives
The learner will be able to compare and contrast different roles and perspectives on the war (e.g., men and women, white colonists of different social classes, free and enslaved African Americans, and Native Americans).

Strand	Bloom's	Scope	Hours	Source
Factors	Evaluation	Master	1.0	OK: PASS Standard 4.3

32.6 Developments: Battles/Events/War
The learner will be able to identify and chronologically detail significant developments, battles, and events, including Lexington and Concord, the publication of Common Sense, Saratoga, the French Alliance, the Valley Forge encampment, Yorktown, and the Treaty of Paris of 1783, and explain how the colonists won the war against superior British resources.

Strand	Bloom's	Scope	Hours	Source
Factors	Synthesis	Master	1.0	OK: PASS Standard 4.4

32.7 Government: United States/National
The learner will be able to trace the formation of a national government of the United States by the Second Continental Congress in the Articles of Confederation.

Strand	Bloom's	Scope	Hours	Source
Factors	Application	Master	1.0	OK: PASS Standard 4.5

32.8 Individuals: Significance
The learner will be able to recognize the significance of key individuals, including King George III, Lord North, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Lord Cornwallis, Thomas Jefferson, Patrick Henry, and Thomas Paine.

Strand	Bloom's	Scope	Hours	Source
Factors	Knowledge	Master	1.0	OK: PASS Standard 4.6

33.1 United States: Economy/Growth
The learner will be able to describe the economic growth and changes in the United States in science, technology, energy, manufacturing, entrepreneurship, and transportation, including geographic factors in the location and development of United States industries and centers of urbanization (e.g., Industrial Revolution, the early labor movement, and famous entrepreneurs of the time).

Strand	Bloom's	Scope	Hours	Source
United States	Knowledge	Master	1.0	OK: PASS Standard 6.1

33.2 Northern States: Impact/Industry
The learner will be able to evaluate the impact in the Northern states of the concentration of industry, manufacturing, and shipping; the development of the railroad system; and the effects of immigration and the immigrant experience.

Strand	Bloom's	Scope	Hours	Source
United States	Evaluation	Master	1.0	OK: PASS Standard 6.2

33.3 Southern States: Cotton/Social
The learner will be able to evaluate the impact in the Southern states of the dependence on cotton, the plantation system and rigid social classes, and the relative absence of enterprises engaged in manufacturing and finance.

Strand	Bloom's	Scope	Hours	Source
United States	Evaluation	Master	1.0	OK: PASS Standard 6.3

33.4 Slavery: Economic/Political/Social
The learner will be able to assess the economic, political and social aspects of slavery, the variety of slave experiences, African American resistance to slavery, and the rise of sharecropping and tenant farming.

Strand	Bloom's	Scope	Hours	Source
United States	Evaluation	Master	1.0	OK: PASS Standard 6.4

34.1 Democracy: Jacksonian/Victory
The learner will be able to trace the development of Jacksonian Democracy and explain why the election of Andrew Jackson was considered a victory for the "common man".

Strand	Bloom's	Scope	Hours	Source
Significance	Comprehension	Master	1.0	OK: PASS Standard 7.1

34.2 Attack: Second Bank/US/Inflation
The learner will be able to analyze Jackson's attack on the Second Bank of the United States and the subsequent business cycle of inflation and depression in the 1830s.

Strand	Bloom's	Scope	Hours	Source
Significance	Analysis	Master	1.0	OK: PASS Standard 7.2

34.3 Explain: Nullification Crisis
The learner will be able to describe and explain the Nullification Crisis and the development of the states' rights debates.

Strand	Bloom's	Scope	Hours	Source
Significance	Knowledge	Master	1.0	OK: PASS Standard 7.3

34.4 Administrations: Native Americans
The learner will be able to compare and contrast the policies toward Native Americans pursued by presidential administrations through the Jacksonian era, and evaluate the impact on Native Americans of white expansion, including the resistance and removal of the Five Tribes (e.g., Choctaw, Chickasaw, Creek, Seminole, and Cherokee).

Strand	Bloom's	Scope	Hours	Source
Significance	Evaluation	Master	1.0	OK: PASS Standard 7.4

35.1 Slavery: Pro/Anti/Ideologies
The learner will be able to analyze changing ideas about race and assess pro-slavery and anti-slavery ideologies in the North and South.

Strand	Bloom's	Scope	Hours	Source
Culture	Analysis	Master	1.0	OK: PASS Standard 8.1

35.2 Underground Railroad: Operation
The learner will be able to explain the fundamental beliefs of abolitionism and the operation of the Underground Railroad.

Strand	Bloom's	Scope	Hours	Source
Culture	Analysis	Master	1.0	OK: PASS Standard 8.2

35.3 Second Great Awakening: Ideas
The learner will be able to assess the importance of the Second Great Awakening and the ideas and beliefs of its principal leaders.

Strand	Bloom's	Scope	Hours	Source
Culture	Evaluation	Master	1.0	OK: PASS Standard 8.3

35.4 Experiments: Utopian/Reasons
The learner will be able to identify major utopian experiments (e.g., New Harmony, Indiana, and Oneida, New York) and describe the reasons for their formation.

Strand	Bloom's	Scope	Hours	Source
Culture	Comprehension	Master	1.0	OK: PASS Standard 8.4

35.5 Roles: Gender/Women/Reformers
The learner will be able to examine changing gender roles and the ideas and activities of women reformers.

Strand	Bloom's	Scope	Hours	Source
Culture	Comprehension, Evaluation	Master	1.0	OK: PASS Standard 8.5

35.6 Leaders: Early/Reform/Different
The learner will be able to identify and explain the significance of the activities of early reform leaders of different racial, economic and social groups in education, abolition, temperance, and women's suffrage.

Strand	Bloom's	Scope	Hours	Source
Culture		Master	1.0	OK: PASS Standard 8.6

6.1 Products: Tables/Resumes/Brochures
The learner will be able to read, write, and present a variety of products, such as tables, charts, graphs, maps, reports, letters, computer presentations, checklists, resumes, brochures, pamphlets, and summaries.

Strand	Bloom's	Scope	Hours	Source
Present	Application	Master	1.0	OK: PASS Standard 2.1

6.2 Perspectives: Historical/People
The learner will be able to write on, speak about, and dramatize different historical perspectives of individuals and groups (e.g., settlers, slaves, indentured servants, and slave holders; Patriots and Loyalists; Federalists and Anit-Federalists; political parties; rural and urban dwellers; and peoples of different cultural, economic, and ethnic backgrounds).

Strand	Bloom's	Scope	Hours	Source
Present	Synthesis	Master	1.0	OK: PASS Standard 2.2

6.3 Events: Write/Speak/Dramatize
The learner will be able to write on, speak about, and dramatize different evaluations of the causes and effects of major events (e.g., the American Revolution, the Constitutional Convention, the Industrial Revolution, westward expansion, the Civil War, and Reconstruction).

Strand	Bloom's	Scope	Hours	Source
Present	Synthesis	Master	1.0	OK: PASS Standard 2.3

6.4 Culture: American/Art/Music
The learner will be able to examine the development and emergence of a unique American culture (e.g., art, music, and literature).

Strand	Bloom's	Scope	Hours	Source
Present	Evaluation	Master	1.0	OK: PASS Standard 2.4

8.1 Solutions: Reasoning/Thinking/Past
The learner will be able to develop and apply cause and effect reasoning and chronological thinking to past, present, and potential future situations.

Strand	Bloom's	Scope	Hours	Source
Using Resources	Application	Master	1.0	OK: PASS Standard 1.1

8.2 Sources: Primary/Secondary
The learner will be able to identify, analyze, and interpret primary and secondary sources, such as artifacts, diaries, letters, photographs, art, documents, newspapers, and contemporary media (e.g., television, motion pictures, and computer-based technologies) that reflect events and life in the United States history.

Strand	Bloom's	Scope	Hours	Source
Using Resources	Evaluation	Master	1.0	OK: PASS Standard 1.2

8.3 Timelines: United States/Dates
The learner will be able to construct various timelines of the United States, highlighting landmark dates, technological changes, major political, economic and military events, and major historical figures.

Strand	Bloom's	Scope	Hours	Source
Using Resources	Synthesis	Master	1.0	OK: PASS Standard 1.3

8.4 Map: Features/Water/Routes/Union
The learner will be able to locate on a United States map major physical features, bodies of water, exploration and trade routes, and the states that entered the Union up to 1877.

Strand	Bloom's	Scope	Hours	Source
Using Resources	Knowledge	Master	1.0	OK: PASS Standard 1.4

8.5 Issues: Maps/Tables/Charts/Cartoon
The learner will be able to interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and economic graphs.

Strand	Bloom's	Scope	Hours	Source
Using Resources	Evaluation	Master	1.0	OK: PASS Standard 1.5

8.6 Distinctions: Propaganda/Relations
The learner will be able to make distinctions among propaganda, fact and opinion; evaluate cause and effect relationships; and draw conclusions.

Strand	Bloom's	Scope	Hours	Source
Using Resources	Analysis	Master	1.0	OK: PASS Standard 1.6

8.7 Patriotic: Slogans/Excerpts
The learner will be able to interpret patriotic slogans and excerpts from notable quotations, speeches, and documents (e.g., "Give me liberty or give me death," " Don't Tread On Me, " " One if by land and two if by sea," "The shot heard 'round the world," "E Pluribus Unum," the Declaration of Independence, the Preamble to the Constitution, "Fifty-four forty or Fight," and the Gettysbury Address).

Strand	Bloom's	Scope	Hours	Source
Using Resources	Evaluation	Master	1.0	OK: PASS Standard 1.7

36.1 Manifest Destiny: Motivation
The learner will be able to examine and discuss Manifest Destiny as a motivation and justification for westward expansion, the lure of the West, and the reality of life on the frontier.

Strand	Bloom's	Scope	Hours	Source
United States	Analysis	Master	1.0	OK: PASS Standard 9.1

36.2 Acquisitions: Territorial/Events
The learner will be able to delineate and locate territorial acquisitions (e.g., Texas Annexation, Mexican Cession, and Gadsden Purchase), explorations, events, and settlement of American West using a variety of resources.

Strand	Bloom's	Scope	Hours	Source
United States	Comprehension	Master	1.0	OK: PASS Standard 9.2

36.3 Louisiana Purchase: Lewis/Clark
The learner will be able to describe the causes and effects of the Louisiana Purchase and the explorations of Lewis and Clark.

Strand	Bloom's	Scope	Hours	Source
United States	Comprehension	Master	1.0	OK: PASS Standard 9.3

36.4 Causes: Independence/War
The learner will be able to analyze the causes of Texas independence and the Mexican-American War, and evaluate the provisions and consequences of the Treaty of Guadalupe Hidalgo.

Strand	Bloom's	Scope	Hours	Source
United States	Analysis	Master	1.0	OK: PASS Standard 9.4

36.5 Immigration: Increased/Conflict
The learner will be able to assess the factors that led to increased immigration (e.g., the Irish potato famine, railroad construction, and employment opportunities) and how ethnic and cultural conflict was intensified.

Strand	Bloom's	Scope	Hours	Source
United States	Evaluation	Master	1.0	OK: PASS Standard 9.5

36.6 Oregon/California: Settlement
The learner will be able to compare and contrast the causes and character of the rapid settlement of Oregon and California in the late 1840s and 1850s.

Strand	Bloom's	Scope	Hours	Source
United States	Evaluation	Master	1.0	OK: PASS Standard 9.6

36.7 Mormons: Motives/Contributions
The learner will be able to examine the religious origins and persecution of the Mormons; explain the motives for their trek westward, and evaluate their contributions to the settlement of the West.

Strand	Bloom's	Scope	Hours	Source
United States	Analysis	Master	1.0	OK: PASS Standard 9.7

36.8 Trade: Importance/Impact
The learner will be able to describe the importance of trade on the frontiers and assess the impact of westward expansion on Native American peoples, including their displacement and removal and the Indian Wars of 1850s-1870s.

Strand	Bloom's	Scope	Hours	Source
United States	Evaluation	Master	1.0	OK: PASS Standard 9.8

36.9 Homestead Act: Impact/Movement
The learner will be able to evaluate the impact of the Homestead Act of 1862 and the resulting movement westward to "free land".

Strand	Bloom's	Scope	Hours	Source
United States	Evaluation	Master	1.0	OK: PASS Standard 9.9

37.1 North/South: Differences
The learner will be able to identify and explain the economic, social, and cultural sectional differences between the North and the South.

Strand	Bloom's	Scope	Hours	Source
Differences	Comprehension	Master	1.0	OK: PASS Standard 10.1

37.2 Inventions: Cotton Gin/New Lands
The learner will be able to examine how the invention of the cotton gin, the demand for cotton in northern and European textile factories, and the opening of new lands in the South and West led to the increased demand for slaves.

Strand	Bloom's	Scope	Hours	Source
Differences	Analysis	Master	1.0	OK: PASS Standard 10.2

37.3 Slavery: Importance/Cause/Conflict
The learner will be able to evaluate the importance of slavery as a principal cause of the conflict.

Strand	Bloom's	Scope	Hours	Source
Differences	Evaluation	Master	1.0	OK: PASS Standard 10.3

37.4 Polarization: Increased
The learner will be able to explain how the Compromise of 1850, the publication of Uncle Tom's Cabin, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown's raid on Harper's Ferry contributed to and increased sectional polarization.

Strand	Bloom's	Scope	Hours	Source
Differences	Analysis	Master	1.0	OK: PASS Standard 10.4

37.5 Presidential Election: 1860/Issues
The learner will be able to discuss the significance of the presidential election of 1860, including the issues, personalities, and results.

Strand	Bloom's	Scope	Hours	Source
Differences	Application	Master	1.0	OK: PASS Standard 10.5

38.1 Union/Confederacy: Resources/War
The learner will be able to compare the economic resources of the Union and the Confederacy at the beginning of the Civil War and assess the tactical advantages of each side.

Strand	Bloom's	Scope	Hours	Source
People	Evaluation	Master	1.0	OK: PASS Standard 11.1

38.2 War: Turning Points/Outcome
The learner will be able to identify the turning points of the war (e.g., major battles and the Emancipation Proclamation) and evaluate how political, economic, military, and diplomatic leadership affected the outcome of the conflict.

Strand	Bloom's	Scope	Hours	Source
People	Evaluation	Master	1.0	OK: PASS Standard 11.2

38.3 Soldiers: Confederate/Union
The learner will be able to compare and contrast the motives for fighting and the daily life experiences of Confederate soldiers with those of Union soldiers, both white and African American.

Strand	Bloom's	Scope	Hours	Source
People	Evaluation	Master	1.0	OK: PASS Standard 11.3

38.4 Women: Homefront/Battlefront
The learner will be able to compare homefront and battlefront roles of women in the Union and the Confederacy.

Strand	Bloom's	Scope	Hours	Source
People	Analysis	Master	1.0	OK: PASS Standard 11.4

38.5 Reconstruction: Plans/Programs
The learner will be able to examine the various plans for Reconstruction, the programs to transform social relations in the South, and the successes and failures of Reconstruction in the South, North, and West (e.g., the role of carpetbaggers and scalawags, the passage of Black Codes, the accomplishments of the Freedmen's Bureau, and the rise of the Ku Klux Klan).

Strand	Bloom's	Scope	Hours	Source
People	Analysis	Master	1.0	OK: PASS Standard 11.5

38.6 Amendments: Provisions/Support
The learner will be able to explain the provisions of the 13th, 14th, and 15th Amendments and the political forces supporting and opposing each.

Strand	Bloom's	Scope	Hours	Source
People	Analysis	Master	1.0	OK: PASS Standard 11.6

38.7 President/Congress: Conflict
The learner will be able to analyze the escalating conflict between the president and Congress, and explain the reasons for and consequences of Andrew Johnson's impeachment and trial.

Strand	Bloom's	Scope	Hours	Source
People	Analysis	Master	1.0	OK: PASS Standard 11.7

38.8 Reconstruction: End/How
The learner will be able to analyze how and why the Compromise of 1877 effectively ended Reconstruction.

Strand	Bloom's	Scope	Hours	Source
People	Analysis	Master	1.0	OK: PASS Standard 11.8