Expansionism
Maryland College and Career-Ready Education Standards. Over the past two centuries, the Unites States has sought to expand its territories both in North America and other parts of the world. While one of the biggest reasons for this is to continue economic growth, during the end of the 19th century and the beginning of the 20th, America found itself in a position to demonstrate its strength by intervening in other countries. Read More...
◂Social Studies Worksheets and Study Guides Eighth Grade. Expansionism
Study Guide
ExpansionismWorksheet/Answer key
ExpansionismWorksheet/Answer key
ExpansionismWorksheet/Answer key
ExpansionismWorksheet/Answer key
Expansionism
The resources above correspond to the standards listed below:
Maryland College and Career-Ready Standards
MD.1.0. 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.
1.A. The foundations and function of government
1.A.3. Evaluate roles and policies of the United States government regarding public policy and issues
1.A.3.b. Evaluate regional and international perspectives regarding the formation and implementation of public policy, such as Washington's Farewell Address, Monroe Doctrine, Westward Expansion, Sectionalism, plantation holders in the South v. The industrialists in the North
MD.4.0. 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.
4.A. Scarcity and economic decision-making
4.A.1. Analyze the decisions that people made because resources were limited relative to economic wants for goods and services in America
4.A.1.a. Describe the opportunity cost of economic decisions by individuals, businesses, and governments in the U.S. through 1877, such as the decision about territorial acquisition
4.B. Economic systems and the role of government in the economy
4.B.2. Analyze the role of government in the U.S. economy prior to 1877
4.B.2.c. Examine ways in which the government influenced the economy such as spending, taxing and acquisition of territories
MD.5.0. 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, the United States and around the world.
5.B. Emergence, expansion and changes in nations and empires
5.B.3. Evaluate westward movement in the United States before 1877
5.B.3.b. Describe the government strategies used to acquire territory
5.C. Conflict between ideas and institutions
5.C.2. Analyze the emerging foreign policy of the United States
5.C.2.c. Evaluate the origins and provisions of the Monroe Doctrine and explain how it influenced foreign affairs
MD.6.0. Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
6.A. Read to learn and construct meaning about social studies
6.A.1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary
6.A.1.a. Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources
6.A.1.b. Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences
6.A.1.c. Use context clues to understand new social studies vocabulary
6.A.1.d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
6.A.2. Use strategies to prepare for reading (before reading)
6.A.2.a. Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features
6.A.2.b. Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons
6.A.2.c. Set a purpose for reading the text
6.A.2.d. Ask questions and make predictions about the text
6.A.2.e. Make connections to the text using prior knowledge and experiences
6.A.3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)
6.A.3.a. Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning
6.A.3.b. Reread slowly and carefully, restate, or read on and revisit difficult parts
6.A.3.d. Look back through the text to search for connections between and among ideas
6.A.3.e. Make, confirm, or adjust predictions about the text
6.A.3.f. Periodically summarize or paraphrase important ideas while reading
6.A.3.g. Visualize what was read for deeper meaning
6.A.3.h. Explain personal connections to the ideas or information in the text
6.A.4. Use strategies to demonstrate understanding of the text (after reading)
6.A.4.a. Identify and explain what is directly stated in the text
6.A.4.b. Identify, paraphrase, or summarize the main idea of the text
6.A.4.f. Explain what is not directly stated in the text by drawing inferences
6.A.4.g. Confirm or refute predictions made about the text to form new ideas
6.A.4.h. Connect the text to prior knowledge or personal experiences
6.A.4.i. Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
6.B. Write to learn and communicate social studies understandings
6.B.1. Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings
6.B.1.a. Identify key ideas
6.B.1.b. Connect key ideas to prior knowledge (personal experience, text and world)
6.D. Acquire social studies information
6.D.1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
6.D.1.d. Access and process information that is factual and reliable from readings, investigations, and/or oral communications
6.G. Answer social studies questions
6.G.2. Use historic contexts to answer questions
6.G.2.d. Understand the meaning, implication and impact of historic events and recognize that events could have taken other directions
MD.RH. Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
RH3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
RH.6-8.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
RH4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH10.CCR. Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Standards
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