Spring Branch Independent School District
Dr. Barry M. Bishop
9000 Westview
Houston, TX, 713-365-5616

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TEKS Social Studies 8th grade

GRADE 8 SOCIAL STUDIES
TAAS Objectives and Related TEKS

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DOMAIN: UNDERSTANDING SOCIAL STUDIES CONCEPTS AND INFORMATION

TAAS Objective 1 - Grade 8 Social Studies
The student will demonstrate an understanding of civic values and the rights and responsibilities of American citizenship.

(8.20) The student understands the rights and responsibilities of citizens of the United States.

http://bensguide.gpo.gov/6-8/citizenship/responsibilities.html

http://school.discovery.com/lessonplans/programs/destinationamerica/

http://capital.net/~alta/index.html

http://teacher.scholastic.com/immigrat/index.htm

http://www.yale.edu/lawweb/avalon/avalon.htm

http://www.access.gpo.gov/su_docs/locators/coredocs/index.html

The student is expected to:
(A) define and give examples of unalienable rights

http://www.unalienable.com/

The student is expected to:
(B) summarize rights guaranteed in the Bill of Rights

(8.21) The student understands the importance of voluntary individual participation in the democratic process.

The student is expected to:
(B) evaluate the contributions of the Founding Fathers as models of civic virtue

Appropriate reading selections

http://www.biography.com/cgi-bin/biomain.cgi

http://www.carolhurst.com/subjects/ushistory/ushistory.html

http://earlyamerica.com/

The student is expected to:
(C) identify reasons for and the impact of selected examples of civil disobedience in U.S. history, such as Henry David Thoreau's refusal to pay a tax

(8.22) The student understands the importance of the expression of different points of view in a democratic society.

The student is expected to:
(A) identify different points of view of political parties and interest groups on important historical [and contemporary] issues

TAAS Objective 2 - Grade 8 Social Studies
The student will demonstrate an understanding of economic influences on the historical development of the United States.

(8.5) The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

The student is expected to:
(B) summarize arguments regarding protective tariffs, taxation, and the banking system

Research (print/electronic)

(8.7) The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

The student is expected to:
(A) analyze the impact of tariff policies on sections of the United States before the Civil War

(8.13) The student understands why various sections of the United States developed different patterns of economic activity.

The student is expected to:
(A) identify economic differences among different regions of the United States

The student is expected to:
(B) explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery

The student is expected to:
(C) analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

(8.14) The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.

http://members.aol.com/mhirotsu/kevin/trip2.html

http://www.museums.reading.ac.uk/vmoc/babbage/

http://members.aol.com/TeacherNet/Industrial.html

http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/bostonmass.pdf

http://www.castilleja.org/academics/history/history8web/links.html#top

The student is expected to:
(B) identify the economic factors that brought about rapid industrialization and urbanization

(8.15) The student understands the origins and development of the free enterprise system in the United States.

The student is expected to:
(A) explain why a free enterprise system of economics developed in the new nation

(8.28) The student understands the impact of science and technology on the economic development of the United States.

The student is expected to:
(A) explain the effects of technological and scientific innovations, such as the steamboat, the cotton gin, and the Bessemer steel process

The student is expected to:
(B) analyze the impact of transportation systems on the growth, development, and urbanization of the United States

The student is expected to:
(C) analyze how technological innovations changed the way goods were manufactured [and marketed, nationally and internationally]

The student is expected to:
(D) explain how technological innovations led to rapid industrialization

Research (print/electronic)

TAAS Objective 3 - Grade 8 Social Studies
The student will demonstrate an understanding of political influences on the historical development of the United States.

(8.3) The student understands the foundations of representative government in the United States.

The student is expected to:
(A) explain the reasons for the growth of representative government and institutions during the colonial period

The student is expected to:
(B) evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

(8.4) The student understands significant political and economic issues of the revolutionary era.

The student is expected to:
(D) analyze the issues of the Philadelphia Convention of 1787, including major compromises and arguments for and against ratification

(8.5) The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

The student is expected to:
(C) explain the origin and development of American political parties

(8.16) The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents.

The student is expected to:
(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government

http://users.erols.com/wmwalker/anti.html

http://pacific.discover.net/%7Edansyr/billrigh.html

http://constitution.by.net/uSA/BillOfRights.html

http://www.historychannel.com/

http://www.castilleja.org/academics/history/history8web/links.html#top

The student is expected to:
(B) summarize the strengths and weaknesses of the Articles of Confederation

The student is expected to:
(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights

Research (print/electronic)

http://www.britannia.com/history/prime/prime13.html

Declaration of Independence information

http://www.historychannel.com/

The student is expected to:
(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights

(8.17) The student understands the process of changing the U.S. Constitution and the impact of amendments on American society.

The student is expected to:
(A) summarize the purposes for and processes of changing the U.S. Constitution

(8.18) The student understands the dynamic nature of the powers of the national government and state governments in a federal system.

Research (print/electronic)

The student is expected to:
(A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

(8.21) The student understands the importance of voluntary individual participation in the democratic process.

The student is expected to:
(A) explain the role of significant individuals, such as William Penn, in the development of self-government in colonial America

TAAS Objective 4 - Grade 8 Social Studies
The student will demonstrate an understanding of geographic influences on the historical development of the United States.

(8.11) The student understands the location and characteristics of places and regions of the United States, past and present.

The student is expected to:
(A) locate places and regions of importance in the United States during the 18th and 19th centuries

The student is expected to:
(B) compare places and regions of the United States in terms of physical and human characteristics

The student is expected to:
(C) analyze the effects of physical and human geographic factors on major historical [and contemporary] events in the United States

(8.12) The student understands the physical characteristics of the United States during the 18th and 19th centuries and how humans adapted to and modified the environment.

The student is expected to:
(A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries

The student is expected to:
(B) describe the consequences of human modification of the physical environment of the United States

TAAS Objective 5 - Grade 8 Social Studies
The student will demonstrate an understanding of historical concepts and information.

(8.1) The student understands traditional historical points of reference in U.S. history through 1877.

The student is expected to:
(A) identify the major eras in U.S. history through 1877 and describe their defining characteristics

The student is expected to:
(C) explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861Ð1865

(8.2) The student understands the causes of exploration and colonization eras.

Research (print/electronic)

http://www.geocities.com/columbus_website/

Thinkquest: Colonial America

http://www.ibiblio.org/expo/1492.exhibit/Intro.html

http://teacher.scholastic.com/thanksgiving/mayflower/passlist.htm

http://teacher.scholastic.com/thanksgiving/plimoth/index.htm

http://www.castilleja.org/academics/history/history8web/links.html#top

http://www.carolhurst.com/subjects/ushistory/ushistory.html

The student is expected to:
(A) identify reasons for European exploration and colonization of North America

Research (print/electronic)

http://www.geocities.com/columbus_website/

Thinkquest: Exploration and colonization of America

http://school.discovery.com/lessonplans/programs/vikings/index.html

http://teacher.scholastic.com/webquest/ushist/coltowns.htm

http://www.carolhurst.com/subjects/ushistory/ushistory.html

The student is expected to:
(B) compare political, economic, and social reasons for establishment of the 13 colonies

(8.4) The student understands significant political and economic issues of the revolutionary era.

The student is expected to:
(A) analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War

The student is expected to:
(B) explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington

The student is expected to:
(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris

(8.5) The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

The student is expected to:
(A) describe major domestic problems faced by the leaders of the new Republic, such as maintaining national security, creating a stable economic system, setting up the court system, and defining the authority of the central government

The student is expected to:
(D) explain the causes of and issues surrounding important events of the War of 1812

The student is expected to:
(E) trace the foreign policies of Presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

The student is expected to:
(F) explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party

The student is expected to:
(G) analyze federal [and state] Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian era

(8.6) The student understands westward expansion and its effects on the political, economic, and social development of the nation.

The student is expected to:
(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

The student is expected to:
(B) explain the political, economic, and social roots of Manifest Destiny

The student is expected to:
(C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

The student is expected to:
(D) explain the major issues and events of the Mexican War and their impact on the United States

The student is expected to:
(E) identify areas that were acquired to form the United States

http://www.carolhurst.com/subjects/ushistory/ushistory.html

(8.7) The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

The student is expected to:
(B) compare the effects of political, economic, and social factors on slaves and free blacks

The student is expected to:
(C) analyze the impact of slavery on different sections of the United States

The student is expected to:
(D) compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster

(8.17) The student understands the process of changing the U.S. Constitution and the impact of amendments on American society.

Galenet history resource page - Subject search "Constitutional Amendments"

The student is expected to:
(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th Amendments, on life in the United States

(8.18) The student understands the dynamic nature of the powers of the national government and state governments in a federal system.

The student is expected to:
(B) describe historical conflicts arising over the issue of state's rights, including the Nullification Crisis and the Civil War

(8.19) The student understands the impact of landmark Supreme Court cases.

Galenet: History Resources: subject search: Supreme Court

The student is expected to:
(A) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Galenet: History Resources: subject search: Supreme Court

(8.23) The student understands the importance of effective leadership in a democratic society.

Research (print/electronic)

The student is expected to:
(B) describe the contributions of significant political, social, and military leaders of the United States, such as Frederick Douglass, John Paul Jones, James Monroe, and Elizabeth Cady Stanton

(8.24) The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.

The student is expected to:
(A) identify selected racial, ethnic, and religious groups that settled in the United States and their reasons for immigration

 Document Number: DJ2313026929

(8.29) The student understands the impact of scientific discoveries and technological innovations on daily life in the United States.

The student is expected to:
(A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history

The student is expected to:
(B) describe how scientific ideas influenced technological developments during different periods in U.S. history

The student is expected to:
(C) identify examples of how industrialization changed life in the United States

TAAS Objective 6 - Grade 8 Social Studies
The student will demonstrate an understanding of sociological and cultural influences on the historical development of the United States.

(8.24) The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.

The student is expected to:
(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

http://fisher.lib.virginia.edu/census/

The student is expected to:
(E) identify the political, social, and economic contributions of women to American society

(8.25) The student understands the major reform movements of the 19th century.

The student is expected to:
(A) describe the historical development of the abolitionist movement

The student is expected to:
(B) evaluate the impact of reform movements, including public education, temperance, women's rights, prison reform, and care of the disabled

(8.27) The student understands the relationship between the arts and the times during which they were created.

The student is expected to:
(A) describe developments in art, music, literature, drama, and other cultural activities in the history of the United States

DOMAIN: EVALUATING SOCIAL STUDIES CONCEPTS AND INFORMATION

TAAS Objective 7 - Grade 8 Social Studies
The student will demonstrate the ability to interpret social studies data.

(8.1) The student understands traditional historical points of reference in U.S. history through 1877.

The student is expected to:
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(8.10) The student uses geographic tools to collect, analyze, and interpret data.

The student is expected to:
(B) [pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(8.30) The student applies critical-thinking skills to organize and use information acquired from a variety of sources, including electronic technology.

The student is expected to:
(A) differentiate between, [locate, and use] primary and secondary sources, such as [computer software,] databases, media and news services, biographies, interviews, [and artifacts ] to acquire information about the United States

The student is expected to:
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, time lines, and maps

Inspiration software

(8.31) The student communicates in written, oral, and visual forms.

The student is expected to:
(C) transfer information from one medium to another, including written to visual and statistical to written or visual, [using computer software as appropriate]

TAAS Objective 8 - Grade 8 Social Studies
The student will demonstrate the ability to use critical-thinking skills to analyze social studies information.

(8.30) The student applies critical-thinking skills to organize and use information acquired from a variety of sources, including electronic technology.

The student is expected to:
(B) analyze information by [sequencing,] categorizing, identifying cause-and-effect relationships, comparing, contrasting, [finding the main idea, summarizing,] making generalizations [and predictions], and drawing inferences and conclusions

The student is expected to:
(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

Research (print/electronic)

The student is expected to:
(F) identify bias in written, [oral,] and visual material

Research (print/electronic)

D. Underlined text
Underlined text indicates that this portion of the student expectation is not tested in this objective but is tested in another objective.

Copyright

Page edited - 11/18/2007

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