Social Studies Worksheets and Study Guides Eighth Grade. Mexico

The resources above correspond to the standards listed below:

Utah Core Standards

UT.USI. UNITED STATES HISTORY I
USI.1. THREE WORLDS MEET (Prehistory–Ca. 1650)
Europe’s exploration of America had a profound impact on the world. For thousands of years, complex and sophisticated American Indian civilizations had flourished in the Americas, separated from other parts of the world by vast bodies of water. After Columbus’ arrival, the lands of the Western Hemisphere were forever connected to the rest of the world. The international slave trade forced millions of Africans to the Americas, bringing these “three worlds” together in unprecedented ways. Patterns of trade, exploration, conquest, and settlement have ramifications that continue to the present day.
USI.1.2. Students will compare and evaluate historians’ interpretations of the motivations and conditions that led to European exploration.
USI.1.3. Students will draw from multiple perspectives and cite evidence to explain the effects of European exploration, specifically on Africa, the Caribbean, and North and South America.
USI.1.4. Students will identify how the period of exploration has affected the current human geography of the Americas, and in particular the role their own cultural background has played.
USI.2. COLONIZATION (Ca. 1565–1776)
Driven by economic, religious, and political opportunities, colonial powers from Europe established footholds, then empires in North America. Many colonists fled poverty or persecution to start new lives in an unfamiliar land. Africans were enslaved and brought to the Americas against their will. Interactions between colonists and the indigenous peoples living in North America added complexity to the colonies. Geographic and cultural factors influenced where colonists settled and how they lived. Sectional and regional differences emerged that would affect American history. Patterns established within the English colonies on the Eastern seaboard would shape many of the dominant political, economic, linguistic, and religious traditions of the United States.
USI.2.1. Students will identify the economic, social, and geographic factors that influenced the colonization efforts of the Dutch, English, French, and Spanish.
UT.WH. WORLD HISTORY
WH.3. AN AGE OF EXPANDING CONNECTIONS (Ca. 500 C.E.–1450 C.E.)
The collapse of classical civilizations ushered in an era of unprecedented connection, sometimes referred to as the post-classical period. The fall of some civilizations opened opportunities for the growth of others, most notably the Islamic world. This era brought increasing oceanic and land trade in trans-regional networks. Civilization spread from its traditional centers as powerful states emerged in Japan, the Asian steppes, Sub-Saharan Africa, Europe, Southeast Asia, and other locations. In spite of their relative isolations, civilizations flourished in the Americas.
WH.3.5. Students will identify patterns in the diffusion of technology, writing, religion, political systems, and other elements of civilization, using case studies such as the Chinese impact on Japan, the Arab impact on Mali, the Byzantine impact on Russia, the Roman impact on Europe, and the Olmec impact on later American civilizations.
UT.CC.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
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.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
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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