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What's New: Social Studies Worksheets and Study Guides

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Civil Rights Eighth Grade Social Studies
World War II Eighth Grade Social Studies
The Articles of Confederation Seventh Grade Social Studies
Reconstruction after the Civil War Eighth Grade Social Studies
Canada Eighth Grade Social Studies
The Nation Grows and Expands Seventh Grade Social Studies

Ohio Standards for Eighth Grade Social Studies

OH.1. History: Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

1.10. Grade Level Indicator: Civil War and Reconstruction: Explain the course and consequences of the Civil War with emphasis on: Contributions of key individuals, including Abraham Lincoln, Robert E. Lee and Ulysses S. Grant; The Emancipation Proclamation; The Battle of Gettysburg.

1.11. Grade Level Indicator: Civil War and Reconstruction: Analyze the consequences of Reconstruction with emphasis on: President Lincoln's assassination and the ensuing struggle for control of Reconstruction, including the impeachment of President Andrew Johnson; Attempts to protect the rights of and enhance opportunities for the freedmen, including the basic provisions of the 13th, 14th and 15th Amendments to the U.S. Constitution; The Ku Klux Klan and the enactment of black codes.

1.2. Grade Level Indicator: The First Global Age: Describe the political, religious and economic aspects of North American colonization including: Reasons for colonization, including religion, desire for land and economic opportunity; Key differences among the Spanish, French and British colonies; Interactions between American Indians and European settlers, including the agricultural and cultural exchanges, alliances and conflicts; Indentured servitude and the introduction and institutionalization of slavery; Early representative governments and democratic practices that emerged, including town meetings and colonial assemblies; Conflicts among colonial powers for control of North America.

1.3. Grade Level Indicator: Revolution: Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British concerning: The Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea Act and the Intolerable Acts; The Boston Tea Party, the boycotts, the Sons of Liberty and petitions and appeals to Parliament.

1.4. Grade Level Indicator: Revolution: Explain the results of important developments of the American Revolution including: A declaration of American independence; Character and significance of the military struggle in the North in the early years of the war and the shift of the battle to the South after 1779; Creation of state constitutions; Impacts on women, African-Americans and American Indians.

1.5. Grade Level Indicator: A New Nation: Explain major domestic problems faced by the leaders of the new republic under the Articles of Confederation including: Maintaining national security; Creating a stable economic system; Dealing with war debts; Collecting revenue; Defining the authority of the central government.

1.6. Grade Level Indicator: A New Nation: Explain the challenges in writing and ratifying the U.S. Constitution including: Issues debated during the convention resulting in compromises (i.e., the Great Compromise, the Three-Fifths Compromise and the compromise over the slave trade); The Federalist/Anti-Federalist debate; The debate over a Bill of Rights.

1.7. Grade Level Indicator: A New Nation: Describe the actions taken to build one country from 13 states including: The precedents established by George Washington, including the cabinet and a two-term presidency; Alexander Hamilton's actions to create a financially strong country, including the creation of a national bank; The establishment of an independent federal court system.

1.8. Grade Level Indicator: Civil War and Reconstruction: Describe and analyze the territorial expansion of the United States including: Northwest Ordinance; The Louisiana Purchase and the Lewis and Clark expedition; Westward movement including Manifest Destiny; The Texas War for Independence and the Mexican-American War.

1.9. Grade Level Indicator: Civil War and Reconstruction: Explain causes of the Civil War with emphasis on: Slavery; States' rights; The different economies of the North and South; The extension of slavery into the territories, including the Dred Scott Decision and the Kansas-Nebraska Act; The abolitionist movement and the roles of Frederick Douglass and John Brown; The addition of new states to the Union and their impact on the balance of power in the Senate, including the Missouri Compromise and the Compromise of 1850; The emergence of Abraham Lincoln as a national figure in the Lincoln-Douglas debates, the presidential election of 1860, and the South's secession.

1.B. Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.

1.C. Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.

1.D. Describe the effects of interactions among civilizations during the 14th through the 18th centuries.

1.E. Explain the causes and consequences of the American Revolution, with emphasis on both Colonial and British perspectives.

1.F. Explain the political and economic challenges faced by the United States after the Revolutionary War and the actions that resulted in the adoption of the U.S. Constitution.

1.G. Analyze the causes and consequences of the American Civil War.

OH.2. People in Societies: Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

2.1. Grade Level Indicator: Interaction: Trace the development of religious diversity in the colonies, and analyze how the concept of religious freedom has evolved in the United States.

2.2. Grade Level Indicator: Interaction: Describe and explain the social, economic and political effects of: Stereotyping and prejudice; Racism and discrimination; Institutionalized racism and institutionalized discrimination.

2.3. Grade Level Indicator: Interaction: Analyze how contact between white settlers and American Indians resulted in treaties, land acquisition and Indian removal.

2.5. Grade Level Indicator: Interaction: Describe the historical limitations on participation of women in U.S. society and their efforts to gain equal rights.

2.A. Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures.

2.B. Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict.

OH.3 Geography: Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

3.3. Grade Level Indicator: Movement: Explain how colonization, westward expansion, immigration and advances in transportation and communication changed geographic patterns in the United States.

3.A. Identify on a map the location of major physical and human features of each continent.

3.B. Define and identify regions using human and physical characteristics.

3.C. Explain how the environment influences the way people live in different places and the consequences of modifying the environment.

OH.4. Economics: Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

4.1. Grade Level Indicator: Scarcity and Resource Allocation: Explain how the uneven distribution of productive resources influenced historic events such as the Civil War.

4.3. Grade Level Indicator: Markets: Explain the purpose and effects of trade barriers such as tariffs enacted before the Civil War.

4.4. Grade Level Indicator: Government and the Economy: Explain how lack of power to regulate the economy contributed to the demise of the Articles of Confederation and the creation of U.S. Constitution.

4.A. Explain how the endowment and development of productive resources affect economic decisions and global interactions.

4.B. Explain why trade occurs and how historical patterns of trade have contributed to global interdependence.

OH.5. Government: Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

5.1. Grade Level Indicator: Role of Government: Analyze the principles of self-government and natural rights expressed in the Declaration of Independence and their relationship to Enlightenment ideas.

5.2. Grade Level Indicator: Role of Government: Explain how political parties developed as a result of attempts to resolve issues in the early years of the United States including: Payment of debt; Establishment of a national bank; Strict or loose interpretation of the Constitution; Support for England or France.

5.3. Grade Level Indicator: Rules and Laws: Explain how events and issues demonstrated the need for a stronger form of governance in the early years of the United States: Shays's Rebellion; Economic instability; Government under the Articles of Confederation.

5.4. Grade Level Indicator: Rules and Laws: Explain the political concepts expressed in the U.S. Constitution: Representative democracy; Federalism; Bicameralism; Separation of powers; Checks and balances.

5.5. Grade Level Indicator: Rules and Laws: Explain how the U.S. Constitution protects the rights of citizens, regulates the use of territory, manages conflict and establishes order and security.

5.6. Grade Level Indicator: Rules and Laws: Explain how specific provisions of the U.S. Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals with emphasis on: Freedom of religion, speech, press, assembly and petition; Right to trial by jury and the right to counsel; Due process and equal protection of the laws.

5.7. Grade Level Indicator: Rules and Laws: Explain how the Northwest Ordinance established principles and procedures for the orderly expansion of the United States.

5.A. Explain why people institute governments, how they influence governments, and how governments interact with each other.

5.B. Explain how the Declaration of Independence, the U.S. Constitution, including the Bill of Rights, and the Northwest Ordinance have provided for the protection of rights and the long-term future of a growing democracy.

OH.6. Citizenship Rights and Responsibilities: Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

6.1. Grade Level Indicator: Participation: Show the relationship between participating in civic and political life and the attainment of individual and public goals including: The Sons of Liberty and Committees of Correspondence/American independence; The Underground Railroad and the abolitionist movement/Abolition of slavery.

6.3. Grade Level Indicator: Rights and Responsibilities: Evaluate the role of historical figures and political bodies in furthering and restricting the rights of individuals including: Jefferson and the contradiction between the ideals of the Declaration of Independence and his role as a slave owner; State constitutional conventions and the disenfranchisement of free blacks; Jackson and his role in Indian removal; Frederick Douglass and the abolitionist movement; Elizabeth Cady Stanton and women's rights.

OH.7. Social Studies Skills and Methods: Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

7.1. Grade Level Indicator: Obtaining Information: Compare accuracy and point of view of fiction and nonfiction sources about a particular era or event.

7.2. Grade Level Indicator: Communicating Information: Construct a historical narrative using primary and secondary sources.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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