8TH U.S. HISTORY OBJECTIVES SELF-ASSESSMENT

For each unit, rate your understanding of the objectives listed on the following scale:

  • 4 – I know and understand this objective, and can make insights and connections to other objectives and/or subjects beyond what I learned in class.
  • 3 – I know the basic facts and can explain the main ideas in my own words.
  • 2 – I know some of the basic facts but don’t understandsome of the main ideas.
  • 1 – I don’t remember most of the basic facts or ideas of this objective.

UNIT 1: THE CONSTITUTION

OBJECTIVE / RATING
15D: I can analyze how the Seven Principles of U.S. Government are reflected in the U.S. Constitution. / 1 / 2 / 3 / 4
16A: I can summarize how the U.S. Constitution is amended and why you would do so. / 1 / 2 / 3 / 4
19B: I can summarize the rights guaranteed in the Bill of Rights. / 1 / 2 / 3 / 4
19C: I can explain the importance of personal responsibilities, including accepting responsibility for my behavior and supporting my family. / 1 / 2 / 3 / 4
19D: I can identify what it means to be a responsible citizen and give examples. / 1 / 2 / 3 / 4
19E: I can summarize and explain the process for becoming a naturalized citizen. / 1 / 2 / 3 / 4
19F: I can explain how the rights and responsibilities of U.S. citizens reflect the national identity. / 1 / 2 / 3 / 4
21B: I can describe the importance of free speech and press. / 1 / 2 / 3 / 4
25A: I can trace the development of religious freedom in the United States. / 1 / 2 / 3 / 4
25C: I can analyze the impact of the guarantees of religious freedom on the American way of life. / 1 / 2 / 3 / 4

UNIT 2: COLONIZATION

1A:I can identify colonization from 1607-1763. / 1 / 2 / 3 / 4
1B: I can put events from 1607-1763 in chronological order. / 1 / 2 / 3 / 4
1C: I can explain why 1607 and 1620 are important. / 1 / 2 / 3 / 4
2A-B: I can tell why certain groups of people in England wanted to settle in the New World and whether their reasons were political, economic, religious, or social. / 1 / 2 / 3 / 4
3A: I can explain why colonists elected representatives. / 1 / 2 / 3 / 4
3B: I can analyze how the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses helped colonists elect representatives. / 1 / 2 / 3 / 4
3C: I can describe how religion helped colonists elect representatives. / 1 / 2 / 3 / 4
10A: I can locate important colonial places and regions in the 1600s and 1700s. / 1 / 2 / 3 / 4
10B,12A: I can analyze and compare the colonial regions of the U.S. by physical and human characteristics, and economic differences. / 1 / 2 / 3 / 4
11A: I can analyze how the environment determined where people lived and how they made money in the 1600s and 1700s. / 1 / 2 / 3 / 4
12B: I can explain the reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery. / 1 / 2 / 3 / 4
12D: I can analyze the causes and effects of economic differences between different regions. / 1 / 2 / 3 / 4
15A: I can identify the importance of the Magna Carta, Mayflower Compact, and English Bill of Rights on the U.S. system of government. / 1 / 2 / 3 / 4
20A: I can explain the role of key individuals in the development of self-government in colonies. / 1 / 2 / 3 / 4
25B: I candescribe religious motivation for immigration and influence on social movements. / 1 / 2 / 3 / 4

UNIT 3: REVOLUTIONARY ERA

1A: I can identify the American Revolution and drafting of the Declaration of Independence. / 1 / 2 / 3 / 4
1B: I can put events from 1763-1783 in chronological order. / 1 / 2 / 3 / 4
1C: I can explain why 1776 is important. / 1 / 2 / 3 / 4
4A: I can analyze the reasons why the colonists resisted Britain’s attempts to control them after the French and Indian War. / 1 / 2 / 3 / 4
4B: I can explain the roles of key individuals during the American Revolution. / 1 / 2 / 3 / 4
4C: I can explain details of key events of the American Revolution. / 1 / 2 / 3 / 4
10C: I can locate important places and regions of the Revolutionary Era. / 1 / 2 / 3 / 4
15C: I can identify colonial grievances in the Declaration of Independence and how they were fixed in the Constitution and Bill of Rights. / 1 / 2 / 3 / 4
19A: I can define and give examples of unalienable rights. / 1 / 2 / 3 / 4
20C: I can analyze how different examples of civil disobedience impacted the U.S. and the reason behind the examples. / 1 / 2 / 3 / 4
22B: I can describe the contributions of key political, social, and military leaders such as John Paul Jones. / 1 / 2 / 3 / 4
23E: I can identify the contributions of women to the Revolutionary Era. / 1 / 2 / 3 / 4

UNIT 4: CONSTITUTIONAL CONVENTION

1A: I can identify the creation and ratification of the Constitution. / 1 / 2 / 3 / 4
1B: I can put events leading to the ratification of the Constitution in chronological order. / 1 / 2 / 3 / 4
1C: I can explain why 1787 is important. / 1 / 2 / 3 / 4
4D: I can analyze reasons why the framers of the Constitution had to compromise. / 1 / 2 / 3 / 4
6A: I can explain how the Northwest Ordinance set an example for making new states. / 1 / 2 / 3 / 4
15A: I can identify the importance of the Federalist and Anti-Federalist Papers and other historic documents on the U.S. system of government. / 1 / 2 / 3 / 4
15B: I can summarize strengths and weaknesses of the Articles of Confederation. / 1 / 2 / 3 / 4
17A: I can analyze the arguments of the Federalists and Anti-Federalists. / 1 / 2 / 3 / 4
21C: I can summarize how a compromise resulted in a peaceful resolution such as the Great Compromise and Three-Fifths Compromise. / 1 / 2 / 3 / 4

UNIT 5: EARLY REPUBLIC – PRECEDENTS & FOREIGN POLICY

1A: I can identify and define the early republic. / 1 / 2 / 3 / 4
1B: I can put events from 1789-appr. 1820 in chronological order. / 1 / 2 / 3 / 4
1C: I can explain why 1803 is important. / 1 / 2 / 3 / 4
5A: I can describe how early republic leaders handled major problems within the U.S. / 1 / 2 / 3 / 4
5B: I can summarize arguments about the early republic’s economy. / 1 / 2 / 3 / 4
5C: I can explain how political parties were created in the U.S. / 1 / 2 / 3 / 4
5D: I can explain the causes, events, and effects of the War of 1812. / 1 / 2 / 3 / 4
5E: I can identify the foreign policies of the first five presidents of the United States; including George Washington, John Adams, Thomas Jefferson, James Madison, and James Monroe. / 1 / 2 / 3 / 4
5E: I can explain the importance of Washington’s Farewell Address and the Monroe Doctrine. / 1 / 2 / 3 / 4
10A: I can locate important places and regions of the early republic. / 1 / 2 / 3 / 4
14A, 14B: I can explain why the new nation developed a free enterprise system of economics and its benefits to the early republic. / 1 / 2 / 3 / 4
18A: I can identify the origin of judicial review and legislative and executive responses. / 1 / 2 / 3 / 4
18B: I can summarize the issues, decisions, and significance of Supreme Court cases Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden. / 1 / 2 / 3 / 4
20B: I can evaluate the different roles of the Founding Fathers as models of civic virtue. / 1 / 2 / 3 / 4
21A: I can identify different points of view of the Federalist and Democratic-Republican Parties in the early republic. / 1 / 2 / 3 / 4
22A: I can analyze the leadership qualities of elected and appointed leaders. / 1 / 2 / 3 / 4

UNIT 6: GROWTH: AGE OF JACKSON

1A: I can identify the Age of Jackson. / 1 / 2 / 3 / 4
1B: I can put events during the Age of Jackson in chronological order. / 1 / 2 / 3 / 4
5B: I can summarize arguments over taxation, protective tariffs, and the banking system. / 1 / 2 / 3 / 4
5C: I can explain how the Democratic Party was created in the U.S. / 1 / 2 / 3 / 4
5F: I can explain how Andrew Jackson’s election expanded suffrage in the U.S. / 1 / 2 / 3 / 4
5G: I can analyze the reasons for and effects of the Indian Removal Act, Worcester v. Georgia, and Trail of Tears. / 1 / 2 / 3 / 4
7A: I can analyze how tariffs affected different regions of the U.S. before the Civil War. / 1 / 2 / 3 / 4
7D: I can identify and compare the effects of compromises over tariffs, and the people who made them. / 1 / 2 / 3 / 4
17B: I can explain the different interpretations of the Constitution concerning states’ rights such as the Nullification Crisis. / 1 / 2 / 3 / 4
23C: I can identify ways conflicts with people from different racialbackgrounds were resolved. / 1 / 2 / 3 / 4

UNIT 7: GROWTH: INDUSTRIAL REVOLUTION (Science, Technology, Society)

1A: I can identify reform movements in the U.S. in the 1800s. / 1 / 2 / 3 / 4
1B: I can put events during the Industrial Revolution and Age of Reform in chronological order. / 1 / 2 / 3 / 4
11A: I can analyze how the environment determined where people lived and how they made money during the 1800s. / 1 / 2 / 3 / 4
11B: I can describe how people can help and hurt the physical environment by changing it. / 1 / 2 / 3 / 4
12C: I can explain the reasons for the increase in factories and urbanization. / 1 / 2 / 3 / 4
12D: I can analyze the causes and effects of the economic differences between the North, South, and West regions. / 1 / 2 / 3 / 4
13A: I can analyze how the War of 1812 caused economic changes. / 1 / 2 / 3 / 4
13B: I can identify the economic factors that led to rapid industrialization and urbanization. / 1 / 2 / 3 / 4
22B: I can describe the contributions of key political, social, and military leaders such as Frederick Douglass, Susan B. Anthony, and Elizabeth Cady Stanton. / 1 / 2 / 3 / 4
23B: I can explain the connection between urbanization and conflicts resulting from people’s differences and beliefs / 1 / 2 / 3 / 4
23D: I can analyze the contributions of people of different backgrounds and their contributions to our national identity, such as reformers, inventors, writers, and artists. / 1 / 2 / 3 / 4
23E: I can identify the contributions of women reformers to American society. / 1 / 2 / 3 / 4
24A: I can describe the abolitionist movement. / 1 / 2 / 3 / 4
24B: I can evaluate the impact of reform movements. / 1 / 2 / 3 / 4
26A: I can describe developments in art, music, and literature in the U.S. during the mid-1800s. / 1 / 2 / 3 / 4
26B: I can identify examples of American art, music and literature that reflect 1800s society. / 1 / 2 / 3 / 4
26C: I can analyze how the arts reflect stability and change in American life. / 1 / 2 / 3 / 4
27A: I can explain the effects of new inventions in science and technology in the 1800s. / 1 / 2 / 3 / 4
27B: I can analyze how new ways of communication and transportation helped the U.S. grow and change. / 1 / 2 / 3 / 4
27C: I can analyze how improvements in technology changed the way we make and sell goods. / 1 / 2 / 3 / 4
27D: I can explain how new technologies such as the factory system and railroad created economic growth, industrialization, and opened the West. / 1 / 2 / 3 / 4
28A: I can compare scientific discoveries and improved technology that influenced daily life. / 1 / 2 / 3 / 4
28B: I can identify examples of how industrialization changed life in the U.S. / 1 / 2 / 3 / 4

UNIT 8: GROWTH: WESTWARD EXPANSION

1A: I can identify westward expansion. / 1 / 2 / 3 / 4
1B: I can put events affecting westward expansion in chronological order. / 1 / 2 / 3 / 4
6B: I can explain that Manifest Destiny is a result of peoples’ political, social, and economic views. / 1 / 2 / 3 / 4
6C: I can analyze how Manifest Destiny is related to westward expansion. / 1 / 2 / 3 / 4
6D: I can explain why and how we fought the U.S.-Mexican War and its effects. / 1 / 2 / 3 / 4
6E: I can identify all of the areas that were added to form the U.S. / 1 / 2 / 3 / 4
10B: I can compare the physical and human characteristics of places and regions of the United States. / 1 / 2 / 3 / 4
11C: I can describe how different immigrant groups interacted with the environment in the 1800s. / 1 / 2 / 3 / 4
23A: I can identify different groups that settled in the United States and explain why they immigrated. / 1 / 2 / 3 / 4
25A: I can trace the development of religious freedom as it relates to Westward Expansion such as the Mormon Migration. / 1 / 2 / 3 / 4

UNIT 9: CIVIL WAR ERA

1A: I can identify sectionalism. / 1 / 2 / 3 / 4
1B: I can put major events of the Civil War era in chronological order. / 1 / 2 / 3 / 4
7A: I can analyze how tariffs affected different regions of the U.S. before the Civil War. / 1 / 2 / 3 / 4
7B: I can compare how slaves and free blacks were affected by politics, society, and the economy. / 1 / 2 / 3 / 4
7C: I can analyze how slavery had different effects in the North, South and West regions. / 1 / 2 / 3 / 4
7D: I can identify and compare the effects of compromises before the Civil War, including the Missouri Compromise and Compromise of 1850. / 1 / 2 / 3 / 4
7D: I can identify the roles of John Quincy Adams, Henry Clay, John C. Calhoun, and Daniel Webster in conflicts and compromises before the Civil War. / 1 / 2 / 3 / 4
12D: I can evaluate the impact of Dred Scott v. Sandford on life in the U.S. during sectionalism. / 1 / 2 / 3 / 4
1A: I can identify the Civil War. / 1 / 2 / 3 / 4
1C: I can explain why the period from1861 to 1865 is important. / 1 / 2 / 3 / 4
8A: I can explain the importance of leaders and heroes during the Civil War including Abraham Lincoln, Jefferson Davis, Robert E. Lee, Ulysses S. Grant, William Carney, and Philip Bazaar. / 1 / 2 / 3 / 4
8B: I can explain the causes and major events of the Civil War. / 1 / 2 / 3 / 4
8C: I can analyze and compare how the speeches of Abraham Lincoln and Jefferson Davis talked about liberty, equality, union, and government. / 1 / 2 / 3 / 4
10A, 10B: I can locate important places and regions of the Civil War including the Union, Confederacy, border states, Fort Sumter, Antietam, Gettysburg, Vicksburg, and Appomattox Courthouse; and compare their physical and human characteristics. / 1 / 2 / 3 / 4
10C: I can analyze how the people and geography combine to affect historical events. / 1 / 2 / 3 / 4
17B: I can explain the different interpretations of the Constitution concerning states’ rights. / 1 / 2 / 3 / 4
22A: I can analyze the leadership qualities of Abraham Lincoln during the Civil War. / 1 / 2 / 3 / 4
22B: I can describe the contributions of key political, social, and military leaders such as Frederick Douglass and Stonewall Jackson. / 1 / 2 / 3 / 4
26A:I can describe developments in art, music, and literature such as the “Battle Hymn of the Republic”. / 1 / 2 / 3 / 4

UNIT 10: RECONSTRUCTION

1A: I can identify Reconstruction. / 1 / 2 / 3 / 4
1B: I can put events during Reconstruction from 1865-1877 in chronological order. / 1 / 2 / 3 / 4
9A: I can evaluate the legislation passed by the Radical Republicans and the states during Reconstruction. / 1 / 2 / 3 / 4
9B: I can evaluate why the election of Hiram Revels was important. / 1 / 2 / 3 / 4
9C: I can explain the economic, social, and political problems during Reconstruction, and how they affected different people. / 1 / 2 / 3 / 4
9D: I can identify the effects of legislative acts passed during Reconstruction such as the Homestead, Morrill, and Dawes Acts. / 1 / 2 / 3 / 4
16B: I can describe the importance of the 13th,14th, and 15th amendments on life in the U.S. / 1 / 2 / 3 / 4