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Indiana: 8th-Grade Standards

  • IN.1. Standard: History Students will examine the relationship and significance of themes, concepts and movements in the development of United States history, including review of key ideas related to the colonization of America and the revolution and Founding Era. This will be followed by emphasis on social reform, national development and westward expansion, and the Civil War and Reconstruction period.
    • 8.1.1. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify major Native American Indian groups of eastern North America and describe early conflict and cooperation with European settlers and the influence the two cultures had on each other. (Individuals, Society and Culture)
    • 8.1.2. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Explain the struggle of the British, French, Spanish and Dutch to gain control of North America during settlement and colonization.
    • 8.1.3. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify and explain the conditions, causes, consequences and significance of the French and Indian War (1754-1763), and the resistance and rebellion against British imperial rule by the thirteen colonies in North America (1761-1775).
    • 8.1.4. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify fundamental ideas in the Declaration of Independence (1776) and analyze the causes and effects of the Revolutionary War (1775-1783), including enactment of the Articles of Confederation and the Treaty of Paris.
    • 8.1.5. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify and explain key events leading to the creation of a strong union among the 13 original states and in the establishment of the United States as a federal republic.
    • 8.1.6. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Identify the steps in the implementation of the federal government under the United States Constitution, including the First and Second Congresses of the United States (1789-1792).
    • 8.1.7. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Describe the origin and development of political parties, the Federalists and the Democratic-Republicans (1793-1801), and examine points of agreement and disagreement between these parties.
    • 8.1.8. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Evaluate the significance of the presidential and congressional election of 1800 and the transfer of political authority and power to the Democratic-Republican Party led by the new president, Thomas Jefferson (1801).
    • 8.1.9. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Describe the influence of important individuals on social and political developments of the time such as the Independence movement and the framing of the Constitution. (Individuals, Society and Culture)
    • 8.1.10. Proficiency Statement: Historical Knowledge The American Revolution and Founding of the United States: 1754 to 1801: Compare differences in ways of life in the northern and southern states, including the growth of towns and cities in the North and the growing dependence on slavery in the South. (Individuals, Society and Culture)
    • 8.1.11. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the events leading up to and the significance of the Louisiana Purchase (1803) and the expedition of Lewis and Clark (1803-1806).
    • 8.1.12. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the main issues, decisions and consequences of landmark Supreme Court cases.
    • 8.1.13. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the causes and consequences of the War of 1812, including the Rush-Bagot Agreement (1818).
    • 8.1.14. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Examine the international problem that led to the Monroe Doctrine (1823) and assess its consequences.
    • 8.1.15. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the concept of Manifest Destiny and describe its impact on westward expansion of the United States. (Individuals, Society and Culture)
    • 8.1.16. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Describe the abolition of slavery in the northern states, including the conflicts and compromises associated with westward expansion of slavery.
    • 8.1.17. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Identify the key ideas of Jacksonian democracy and explain their influence on political participation, political parties and constitutional government.
    • 8.1.18. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist and social reform movements, and in sectional conflicts. (Individuals, Society and Culture)
    • 8.1.19. Proficiency Statement: Historical Knowledge National Expansion and Reform: 1801 to 1861: Explain the influence of early individual social reformers and movements. (Individuals, Society and Culture)
    • 8.1.20. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Analyze the causes and effects of events leading to the Civil War, including development of sectional conflict over slavery.
    • 8.1.21. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Describe the importance of key events and individuals in the Civil War.
    • 8.1.22. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Explain and evaluate the policies, practices and consequences of Reconstruction, including the Thirteenth, Fourteenth and Fifteenth Amendments to the Constitution.
    • 8.1.23. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Describe the conflicts between Native American Indians and settlers of the Great Plains. (Individuals, Society and Culture)
    • 8.1.24. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Identify the influence of individuals on political and social events and movements such as the abolition movement, the Dred Scott case, women rights and Native American Indian removal. (Individuals, Society and Culture)
    • 8.1.25. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Give examples of how immigration affected American culture in the decades before and after the Civil War, including growth of industrial sites in the North; religious differences; tensions between middle-class and working-class people, particularly in the Northeast; and intensification of cultural differences between the North and the South. (Individuals, Society and Culture)
    • 8.1.26. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Give examples of the changing role of women and minorities in the northern, southern and western parts of the United States in the mid-nineteenth century, and examine possible causes for these changes. (Individuals, Society and Culture)
    • 8.1.27. Proficiency Statement: Historical Knowledge The Civil War and Reconstruction Period: 1850 to 1877: Give examples of scientific and technological developments that changed cultural life in the nineteenth-century United States, such as the use of photography, growth in the use of the telegraph, the completion of the transcontinental railroad and the invention of the telephone. (Individuals, Society and Culture)
    • 8.1.28. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making Recognize historical perspective and evaluate alternative courses of action by describing the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
    • 8.1.29. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making Differentiate between facts and historical interpretations, recognizing that the historian's narrative reflects his or her judgment about the significance of particular facts.
    • 8.1.30. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making Formulate historical questions by analyzing primary and secondary sources about an issue confronting the United States during the period from 1754-1877.
    • 8.1.31. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making Obtain historical data from a variety of sources to compare and contrast examples of art, music and literature during the nineteenth century and explain how these reflect American culture during this time period. (Individuals, Society and Culture)
  • IN.2. Standard: Civics and Government Students will explain the major principles, values and institutions of constitutional government and citizenship, which are based on the founding documents of the United States and how three branches of government share and check power within our federal system of government.
    • 8.2.1. Proficiency Statement: Foundations of Government Identify and explain essential ideas of constitutional government, which are expressed in the founding documents of the United States, including the Virginia Declaration of Rights, the Declaration of Independence, the Virginia Statute for Religious Freedom, the Massachusetts Constitution of 1780, the Northwest Ordinance, the 1787 U.S. Constitution, the Bill of Rights, the Federalist and Anti-Federalist Papers, Common Sense, Washington's Farewell Address (1796) and Jefferson's First Inaugural Address (1801).
    • 8.2.2. Proficiency Statement: Foundations of Government Identify and explain the relationship between rights and responsibilities of citizenship in the United States.
    • 8.2.3. Proficiency Statement: Foundations of Government Explain how and why legislative, executive and judicial powers are distributed, shared and limited in the constitutional government of the United States.
    • 8.2.4. Proficiency Statement: Foundations of Government Examine functions of the national government in the lives of people.
    • 8.2.5. Proficiency Statement: Functions of Government Compare and contrast the powers reserved to the federal and state government under the Articles of Confederation and the United States Constitution.
    • 8.2.6. Proficiency Statement: Functions of Government Distinguish among the different functions of national and state government within the federal system by analyzing the United States Constitution and the Indiana Constitution.
    • 8.2.7. Proficiency Statement: Roles of Citizens Explain the importance in a democratic republic of responsible participation by citizens in voluntary civil associations/non-governmental organizations that comprise civil society.
    • 8.2.8. Proficiency Statement: Roles of Citizens Explain ways that citizens can participate in political parties, campaigns and elections.
    • 8.2.9. Proficiency Statement: Roles of Citizens Explain how citizens can monitor and influence the development and implementation of public policies at local, state and national levels of government.
    • 8.2.10. Proficiency Statement: Roles of Citizens Research and defend positions on issues in which fundamental values and principles related to the United States Constitution are in conflict, using a variety of information resources.
  • IN.3. Standard: Geography Students will identify the major geographic characteristics of the United States and its regions. They will name and locate the major physical features of the United States, as well as each of the states, capitals and major cities, and will use geographic skills and technology to examine the influence of geographic factors on national development.
    • 8.3.1. Proficiency Statement: The World in Spatial Terms Read maps to interpret symbols and determine the land forms and human features that represent physical and cultural characteristics of areas in the United States.
    • 8.3.2. Proficiency Statement: Places and Regions Identify and create maps showing the physical growth and development of the United States from settlement of the original 13 colonies through Reconstruction (1877), including transportation routes used during the period.
    • 8.3.3. Proficiency Statement: Physical Systems Identify and locate the major climate regions in the United States and describe the characteristics of these regions.
    • 8.3.4. Proficiency Statement: Physical Systems Name and describe processes that build up the land and processes that erode it and identify places these occur.
    • 8.3.5. Proficiency Statement: Physical Systems Describe the importance of the major mountain ranges and the major river systems in the development of the United States.
    • 8.3.6. Proficiency Statement: Human Systems Identify the agricultural regions of the United States and be able to give reasons for the type of land use and subsequent land development during different historical periods.
    • 8.3.7. Proficiency Statement: Human Systems Using maps identify changes influenced by growth, economic development and human migration in the eighteenth and nineteenth centuries.
    • 8.3.8. Proficiency Statement: Human Systems Gather information on the ways people changed the physical environment of the United States in the nineteenth century, using primary and secondary sources including digitized photo collections and historic maps.
    • 8.3.9. Proficiency Statement: Human Systems Analyze human and physical factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.
    • 8.3.10. Proficiency Statement: Environment and Society Create maps, graphs and charts showing the distribution of natural resources - such as forests, water sources and wildlife - in the United States at the beginning of the nineteenth century and give examples of how people exploited these resources as the country became more industrialized and people moved westward.
    • 8.3.11. Proficiency Statement: Environment and Society Identify ways people modified the physical environment as the United States developed and describe the impacts that resulted.
  • IN.4. Standard: Economics Students will identify, describe and evaluate the influence of economic factors on national development from the founding of the nation to the end of Reconstruction.
    • 8.4.1. Proficiency Statement: Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States.
    • 8.4.2. Proficiency Statement: Illustrate elements of the three types of economic systems, using cases from United States history.
    • 8.4.3. Proficiency Statement: Evaluate how the characteristics of a market economy have affected the economic and labor development of the United States.
    • 8.4.4. Proficiency Statement: Explain the basic economic functions of the government in the economy of the United States.
    • 8.4.5. Proficiency Statement: Analyze contributions of entrepreneurs and inventors in the development of the United States economy. (Individuals, Society and Culture)
    • 8.4.6. Proficiency Statement: Relate technological change and inventions to changes in labor productivity in the United States in the eighteenth and nineteenth centuries.
    • 8.4.7. Proficiency Statement: Trace the development of different kinds of money used in the United States and explain how money helps make saving easier.
    • 8.4.8. Proficiency Statement: Examine the development of the banking system in the United States.
    • 8.4.9. Proficiency Statement: Explain and evaluate examples of domestic and international interdependence throughout United States history.
    • 8.4.10. Proficiency Statement: Examine the importance of borrowing and lending (the use of credit) in the United States economy and list the advantages and disadvantages of using credit.
    • 8.4.11. Proficiency Statement: Use a variety of information resources to compare and contrast job skills needed in different time periods in United States history.
 
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