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A Correlation of
Prentice Hall
America: History of Our Nation
Beginnings Through 1877
©2014
To the
Oklahoma C³ Grade 8
United States History Standards
Creating the United States:
The Foundation, Formation, and
Transformation of the American Nation
1754-1877
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Table of Contents
PROCESS AND LITERACY SKILLS (PALS) FOR LEARNING ....................................... 3
CONTENT SKILLS.................................................................................................. 15
2
SE = Student Edition
TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
UNITED STATES HISTORY Creating the United States: The Foundation,
Formation, and Transformation of the American Nation, 1754-1877
PROCESS AND LITERACY SKILLS (PALS) FOR LEARNING
Literacy Skills Standard 1: The student will develop and demonstrate Common
Core Social Studies reading literacy skills.
A. Key Ideas and Details
A.1 Cite specific textual evidence to support
analysis of primary and secondary sources.
SE/TE: Reading Primary Sources, 14, 23,
103, 157, 171, 296, 423, 484, 525, 594;
Read a Primary Source, 94; Build Political
Cartoon Skills, 406; Analyze a Speech, 538;
Primary Sources, 608-642; Document–
Based Questions, 31, 61, 97, 129, 165,
199, 225, 305, 371, 409, 439, 471, 507,
541, 567; Literature, 124–125, 185, 360–
361, 388–389, 492–493; Historian’s
Apprentice Workshop, 130–133, 272–275,
372–375, 472–475, 568–571; Political
Cartoons, HT17, 141, 220, 299, 305, 324,
363, 406, 483, 529, 556; Thinking Critically
with Images, 8, 45, 68, 116, 148, 174,
227, 283, 318, 358, 398, 425, 455, 488,
519, 548, 594
A.2 Determine the central ideas or
information of a primary or secondary
source; provide an accurate summary of
the source distinct from prior knowledge or
opinions.
SE/TE: Primary Sources, 608-642;
Historian’s Apprentice Workshop, 133, 275,
375, 475, 571; also see: Skills for Life:
Identify Main Ideas and Supporting Details,
30, Read a Primary Source, 94, Distinguish
Facts From Opinions, 302, Detect Historical
Points of View, 332, Identify Bias, 368,
Evaluate Summaries, 436; Summarize, 30,
48, 52, 76, 81, 89, 93, 96, 112, 144, 153,
198, 217, 221, 224, 301, 334, 348, 367,
400, 430, 498, 506, 521, 540
3
SE = Student Edition
TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
A.3 Identify key steps in a text’s description
of a process related to history/social studies
(e.g., how a bill becomes law, how interest
rates are raised or lowered).
SE/TE: Charts, Graphs, and Diagrams: The
Columbian Exchange, 40, Mercantilism, 50,
Virginia Bill of Rights, 205, Checks and
Balances, 257, How a Bill Becomes a Law,
259, The Electoral College, 2008, 261, The
Amendment Process, 264, How Tariffs
Work, 342, Voter Participation in
Presidential Elections, 1824–1840, 350;
also see: Cause–and–Effect Charts, 146,
222, 429, 536; Skills for Life: Compare
Maps, 196, Compare and Contrast, 126,
Analyze Cause and Effect, 222, Detect
Historical Points of View, 332, Analyze a
Speech, 538, Analyze a Migration Map, 564
4
SE = Student Edition
TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
B.5 Describe how a text presents
information (e.g., sequentially,
comparatively, causally).
SE/TE: Skills for Life: Understand
Sequence, 58, Compare and Contrast, 126,
Compare Maps, 196, Analyze Cause and
Effect, 222; also see: Reading Skills:
compare and contrast, HT7, 84, 86, 89, 96,
sequence of events, HT 7, 310, 313, 512,
513, 517, cause and effect, HT 7, 340, 341,
344, 370, 494, 497, 498, 506, compare
contrast across sections, 90, 92, 93,
distinguish events in sequence, 314, 319,
518, 521, multiple causes or effects, 499,
503, understand sequence, 540; Critical
Thinking: Analyze Cause and Effect, 15,
30, 52, 70, 76, 117, 123, 198, 208i, 209,
295m, 301, 315i, 329m, 331, 370, 406,
429c, 453, 459, 470, 485, 517, 527, 536c,
540, 563, 566, 589, Contrast, 19, 27, 96,
224, 406, 497i, 549, 595, Compare and
Contrast, 30, 57, 96, 109i, 111i, 117, 128,
164, 297, 319, 359, 398i, 430, 438,
Compare, 81, 89, 128, 344, 470, 525q,
Understand Sequence, 88c, 160i, 180m,
189m, 400, 506, 525q, 537, Explain How
Events Are Related in Time, 524, 526, 527
B.6 Identify aspects of a text that reveal an
author’s point of view or purpose (e.g.,
loaded language, inclusion or avoidance of
particular facts).
SE/TE: Skills for Life: Detect Historical
Points of View, 332, Identify Bias, 368,
Build Political Cartoon Skills, 406, Identify
Bias, 368, Analyze a Speech, 538; also see:
Critical Thinking Skills: Interpret Primary
Sources, 103q
5
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TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
C. Integration of Knowledge and Ideas
C.7 Integrate visual information (e.g., in
charts, graphs, photographs, videos, or
maps) with other information in print and
digital texts.
SE/TE: Build Geography Skills, HT10–
HT17; Build Chart Skills, HT18–HT20;
Infographic Features, 13, 38, 72, 109, 160,
194, 216, 286, 328, 350, 398, 425, 432,
450, 502, 519, 560, 588; Historian’s
Apprentice Workshop, 130–133, 272–275,
372–375, 472–475, 568–571; Historic
World Viewed through Artifacts, 11, 14, 15,
24, 105, 109, 110, 119, 151, 183, 499,
523; Historic World Viewed through Art, 31,
45, 47, 55, 148; Charts, Graphs, and
Diagrams, 40, 50, 61, 88, 114, 122, 126,
152, 182, 205, 210, 254, 256, 257, 259,
260, 261, 262, 264, 268, 284, 291, 300,
312, 342, 350, 383, 394, 397, 404, 409,
500, 507, 514, 554, 560, 588, 602, 604;
Maps, 4, 7, 13, 20, 34, 38, 46, 54, 64, 67,
74, 80, 82, 86, 91, 100, 114, 138, 142,
159, 168, 180, 189, 193, 196, 202, 207,
210, 261, 280, 295, 308, 316, 325, 329,
335, 338, 341, 346, 356, 380, 402, 412,
425, 442, 445, 456, 460, 461, 471, 480,
489, 490, 500, 510, 513, 520, 522, 534,
544, 545, 559, 564, 574, 575, 577, 592;
TE only: Visual Preview, 4–5, 34–35, 64–
65, 100–101, 138–139, 168–169, 202–203,
280–281, 308–309, 338–339, 380–381,
412–413, 442–443, 480–481, 510–511,
544–545, 574-575
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SE = Student Edition
TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
C.8 Distinguish among fact, opinion, and
reasoned judgment in a text.
SE/TE: Skills for Life: Distinguish Facts
From Opinions, 302, Detect Historical Points
of View, 332, Identify Bias, 368, Analyze a
Speech, 538; also see: Critical Thinking
Skills: Distinguish Facts From Opinions,
297, 537, Detect Bias, 359, 540; also see:
Detect Points of View, 144, 148i, 149,
174q, 220i, 224, 286i, 293, 296q, 300c,
324i, 334, 365i, 367, 370, 406, 419, 423q,
447, 484q, 485, 497i, 506, 529i, 530i,
554c;
TE only: Distinguish Facts From Opinions,
302
C.9 Analyze the relationship between a
primary and secondary source on the same
topic.
SE/TE: Historian’s Apprentice Toolkit, HT2–
HT3; Chapter Assessment: Document–
Based Questions, 61, 129, 335, 409;
Historian’s Apprentice Workshop, 130–133,
272–275, 372–375, 472–475, 568–571
D Range of Reading and Level of Text Complexity
D.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.
This objective is met throughout History of
Our Nation in features such as these:
SE/TE: Chapter Assessment, 30, 60, 96,
128, 164, 198, 224, 304, 370, 408, 438,
470, 506, 540, 566; Document–Based
Questions, 31, 61, 97, 129, 165, 199, 225,
305, 371, 409, 439, 471, 507, 541, 567,
604;
TE only: Academic Language, T4, T16,
T18, T21, 2b, 5, 7, 11, 17, T17, 23, 35, 37,
45, 50, 54, 65, 67, 72, 78, 85, 91, 101,
103, 108, 114, 119, 124, 139, 141, 146,
151, 157, 171, 180, 187, 192, 205, 213,
219, 283, 291, 295, 299, 311, 315, 323,
328, 341, 346, 350, 356, 363, 383, 391,
397, 402, 415, 423, 428, 432, 445, 449,
455, 463, 483, 500, 513, 519, 525, 529,
534, 547, 553, 559
7
SE = Student Edition
TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
Process and Literacy Skills Standard 2: The student will develop and
demonstrate Common Core writing literacy skills.
A. Text Types and Purposes
A.1 Write arguments focused on disciplinespecific content.
SE/TE: Write Like a Historian: Persuasive
Essays, HT24; Writing (Review and
Assessment): Persuasive Speech, 60;
Section Review Writing Activities, 581, 589,
601;
TE only: Differentiated Instruction: writing
advertisements, 56, write a defense, 74,
writing an editorial, 429; Extend the Lesson
Through Technology: make an
informational poster, 98h, create an
editorial cartoon, 136h, write an opinion
statement, 278h, write a newspaper
editorial, 478g
A.1.a Introduce claim(s) about a topic or
issue, acknowledge and distinguish the
claim(s) from alternate or opposing claims,
and organize the reasons and evidence
logically.
SE/TE: Write Like a Historian: Persuasive
Essays, HT24; Section Review Writing
Activities, 581, 589, 601; DBA Writing
Task, 165B, 507B
A.1.b Support claim(s) with logical
reasoning and relevant, accurate data and
evidence that demonstrate an
understanding of the topic or text, using
credible sources.
SE/TE: Write Like a Historian: Persuasive
Essays, HT24; Section Review Writing
Activities, 581, 589, 601; DBA Writing
Task, 199B, 305B, 471B
A.1.c Use words, phrases, and clauses to
create cohesion and clarify the relationships
among claim(s), counterclaims, reasons,
and evidence.
SE/TE: Write Like a Historian: Persuasive
Essays, HT24; DBA Writing Task, 225B,
541B
A.1.d Establish and maintain a formal style.
SE/TE: Write Like a Historian: Expository
Essays, HT22; Research Papers, H23; DBA
Writing Task, 199B, 541B
A.1.e Provide a concluding statement or
section that follows from and supports the
argument presented.
Related content, SE/TE: Write Like a
Historian: Persuasive Essays, HT24; DBA
Writing Task, 165B, 507B
8
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A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
A.2 Write informative/explanatory texts,
including the narration of historic events,
scientific procedures/ experiments, or
technical processes.
SE/TE: Write Like a Historian, HT22–HT24;
Writing (Review and Assessment), 30, 60,
96, 128, 164, 198, 224, 304, 334, 370,
408, 438, 470, 506, 540, 566; also see:
Section Review Writing Activities, 9, 19, 27,
41, 48, 52, 70, 76, 81, 89, 93, 106, 112,
117, 123, 144, 149, 153, 161, 173, 190,
195, 209, 217, 221, 287, 293, 297, 301,
313, 319, 326, 331, 344, 348, 354, 359,
387, 395, 400, 405, 419, 426, 430, 435,
447, 453, 459, 467, 485, 491, 498, 503,
517, 521, 527, 532, 537, 549, 557, 563;
TE only: Differentiated Instruction: write a
report, 8, write a newspaper article, 46,
write an essay, 80, 110, 186, 588; Extend
the Lesson Through Technology: make an
informational poster, 98h, write a newscast,
136g, write a speech, 278g, 306g, create a
descriptive report, 306g, write a newspaper
article, 306h, 440h, write an essay, 378h,
410g, write a report, 378g, write a
biography, 578, write a descriptive
paragraph, 592, write a fact sheet, 596
A.2.a Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts,
and information into broader categories as
appropriate to achieving purpose; include
formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful
to aiding comprehension.
SE/TE: Write Like a Historian, HT22–HT23;
Writing (Review and Assessment), 30, 60,
128, 164, 198, 224, 304, 334, 408, 540,
566; Section Review Writing Activities, 48,
195, 221, 301, 313, 319, 326, 405, 419,
426, 503; DBA Writing Task, 61B, 371B,
471B
A.2.b Develop the topic with relevant, wellchosen facts, definitions, concrete details,
quotations, or other information and
examples.
SE/TE: Write Like a Historian, HT22, HT23;
Writing (Review and Assessment), 30, 60,
128, 164, 198, 224, 304, 334, 408, 566;
Section Review Writing Activities, 9, 19, 48,
117, 149, 221, 297, 313, 326, 395, 405,
419, 426, 503; DBA Writing Task, 97B,
199B, 471B, 541B
A.2.c Use appropriate and varied transitions
to create cohesion and clarify the
relationships among ideas and concepts.
SE/TE: Write Like a Historian, HT23;
Writing (Review and Assessment), 470;
Section Review Writing Activities, 453; DBA
Writing Task, 129B, 439B, 471B
9
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Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
A.2.d Use precise language and domainspecific vocabulary to inform about or
explain the topic.
SE/TE: Section Review Writing Activities,
354; DBA Writing Task, 439B, 471B
A.2.e Establish and maintain a formal style
and objective tone.
SE/TE: Write Like a Historian, HT23;
Writing (Review and Assessment), 60, 164,
540; Section Review Writing Activities, 48,
117, 517, DBA Writing Task, 335B, 471B,
567B
A.2.f Provide a concluding statement or
section that follows from and supports the
information or explanation presented.
SE/TE: Writing (Review and Assessment),
128, 164, 198, 224, 304, 334, 540, 566;
Section Review Writing Activities, 9, 344,
447, 549; DBA Writing Task, 97B, 471B,
541B
Not applicable according to Common Core
State Standards
A.3 (See note; not applicable as a separate
requirement)
B Production and Distribution of Writing
B.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
SE/TE: Write Like a Historian, HT22–HT24;
Chapter Review: Writing Activities, 30, 60,
96, 128, 164, 198, 224, 304, 370, 408,
438, 470, 506, 540, 566, 604; Section
Review Writing Activities, 9, 15, 19, 27, 41,
48, 52, 57, 70, 76, 81, 89, 93,106, 112,
117, 123, 144, 149, 153, 161, 173, 183,
190, 195, 209, 217, 221, 287, 293, 297,
301, 313, 319, 326, 331, 344, 348, 354,
359, 367, 387, 395, 400, 405, 419, 426,
430, 435, 447, 453, 459, 467, 485, 493,
498, 503, 517, 521, 527, 532, 537, 549,
557, 563, 581, 589, 595, 601;
TE only: Extend the Lesson Through
Technology, 2g, 2h, 32g, 62h, 98g, 136g,
251f, 278g, 306g, 378g, 378h, 410g, 440g,
440h; Differentiated Instruction, 8, 36, 46,
54, 56, 72, 74, 78, 80, 110, 186, 194, 342,
382, 390, 429, 522, 578, 588, 592, 596,
600
10
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TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
B.5 With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach, focusing on how well purpose
and audience have been addressed.
SE/TE: Write Like a Historian, HT22–HT24;
Historian’s Apprentice Workshop: Synthesis
Activities, 133, 275, 375, 475, 571; also
see: Chapter Review: Writing Activities, 30,
60, 96, 128, 164, 198, 224, 304, 370, 408,
438, 470, 506, 540, 566;
TE only: Differentiated Instruction: write a
report, 8, write an interview, 36, 78, write
a newspaper article, 46, write a letter, 54,
672, writing advertisements, 56, write a
descriptive paragraph, 72, 390, write a
defense, 74, write an essay, 80, 110, 186,
write a memo, 194, write a poem, 342,
write a journal/diary entry, 382, 522,
writing an editorial, 429; Extend the Lesson
Through Technology: write placards, 2g,
write a journal/diary entry, 2h, 440g, write
an illustrated biography, 32g, 98g, write a
biography, 62h, 440h, write a newscast,
136g, 278g, write a letter, 251f, 410g,
write a speech, 278g, 306g, write an
opinion statement, 278h, write a
newspaper article, 306h, 440h, write a
report, 378g, write an essay, 378h, 410g,
write a newspaper editorial, 478g, write an
obituary, 478h
B.6 Use technology, including the Internet,
to produce and publish writing and present
the relationships between information and
ideas clearly and efficiently.
SE/TE: Evaluate Internet Sources, HT21;
How to Use the Internet as a News Source,
671; History Interactive Features
(PearsonSchool.com/amhist), 21, 39, 92,
109, 152, 182, 211, 288, 328, 383, 420,
460, 502, 516, 561, 583;
TE only: Extend the Lesson Through
Technology, 2g–h, 32g–h, 62h, 98g–h,
136g–h, 166g–h, 200f, 278g–h, 306g–h,
336h, 378g–h, 410g–h, 440g–h, 478g–h,
508h, 542f
11
SE = Student Edition
TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
B.7 Conduct short research projects to
answer a question (including a selfgenerated question), drawing on several
sources and generating additional related,
focused questions that allow for multiple
avenues of exploration.
SE/TE: Evaluate Internet Sources, HT21;
Research Papers, HT19; Frame research
questions, 470; also see: History
Interactive Features, 21, 39, 92, 109, 152,
182, 211, 288, 328, 383, 420, 460, 502,
516, 561;
TE only: Differentiated Instruction:
Research, 110, 252, 274, 310, 322, 330,
342, 352, 390, 416, 448, 456, 484, 488,
496, 520; Research an Oral Report, 18;
Research Court Cases, 262; Extend the
Lesson Through Technology, 2g–h, 32g–h,
62h, 98g–h, 136g–h, 166g–h, 200f, 278g–
h, 306g–h, 336h, 378g–h, 410g–h, 440g–h,
478g–h, 508h, 542f
B.8 Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source; and
quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard format
for citation.
SE/TE: Historical Evidence and Sources,
HT2–HT3; Evaluate Internet Sources,
HT21; Research Papers, HT23; Frame
research questions, 470; also see: Skills for
Life: Read a Primary Source, 94, Build
Political Cartoon Skills, 406, Identify Bias,
368, Analyze a Speech, 538; also see:
Critical Thinking Skills: Interpret Primary
Sources, 103q;
TE only: Differentiated Instruction:
Research, 110, 252, 274, 310, 322, 330,
342, 352, 390, 416, 448, 456, 484, 488,
496, 520; Research an Oral Report, 18;
Research Court Cases, 262; Extend the
Lesson Through Technology, 2g–h, 32g–h,
62h, 98g–h, 136g–h, 166g–h, 200f, 278g–
h, 306g–h, 336h, 378g–h, 410g–h, 440g–h,
478g–h, 508h, 542f
12
SE = Student Edition
TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
B.9 Draw evidence from informational texts
to support analysis reflection, and research.
SE/TE: Document–Based Questions, 31,
61, 97, 129, 165, 199, 225, 305, 371, 409,
439, 471, 507, 541, 567; Historian’s
Apprentice Workshop: Synthesis Activities,
133, 275, 375, 475, 571; also see:
Historical Evidence and Sources, HT2–HT3;
Evaluate Internet Sources, HT17; Research
Papers, HT19; Frame research questions,
470;
TE only: Differentiated Instruction:
Research, 110, 252, 274, 310, 322, 330,
342, 352, 390, 416, 448, 456, 484, 488,
496, 520; Research an Oral Report, 18;
Research Court Cases, 262; Extend the
Lesson Through Technology, 2g–h, 32g–h,
62h, 98g–h, 136g–h, 166g–h, 200f, 278g–
h, 306g–h, 336h, 378g–h, 410g–h, 440g–h,
478g–h, 508h, 542f
13
SE = Student Edition
TE = Teacher’s Edition
Page number followed by c refers to chart; g, graph; m, map; i, illustration; p, photo; q, quotation
A Correlation of Prentice Hall
America: History of Our Nation, Beginnings Through 1877, ©2014
to the
Oklahoma C³ Grade 8 United States History Standards
Prentice Hall
America: History of Our Nation,
Beginnings Through 1877 ©2014
Oklahoma C³ Grade 8
United States History Standards
C. Range of Writing
C.10 Write routinely over extended time
frames (time for reflection and revision)
and shorter time frames (a single sitting or
a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
SE/TE: Write Like a Historian, HT22–HT24;
Chapter Review: Writing Activities, 30, 60,
96, 128, 164, 198, 224, 304, 370, 408,
438, 470, 506, 540, 566, 604; Section
Review Writing Activities, 9, 15, 19, 27, 41,
48, 52, 57, 70, 76, 81, 89, 93, 106, 112,
117, 123, 144, 149, 153, 161, 173, 183,
190, 195, 209, 217, 221, 287, 293, 297,
301, 313, 319, 326, 331, 344, 348, 354,
359, 367, 387, 395, 400, 405, 419, 426,
430, 435, 447, 453, 459, 467, 485, 493,
498, 503, 517, 521, 527, 532, 537, 549,
557, 563, 581, 589, 595, 601;
TE only: Differentiated Instruction: write a
report, 8, write an interview, 36, 78, write
a newspaper article, 46, write a letter, 54,
672, writing advertisements, 56, write a
descriptive paragraph, 72, 390, write a
defense, 74, write an essay, 80, 110, 186,
write a memo, 194,write a poem, 342,
write a journal/diary entry, 382, 522,
writing an editorial, 429; Extend the Lesson
Through Technology: write placards, 2g,
write a journal/diary entry, 2h, 440g, write
an illustrated biography, 32g, 98g, write a
biography, 62h, 440h, write a newscast,
136g, 278g, write a letter, 251f, 410g,
write a speech, 278g, 306g, write an
opinion statement, 278h, write a
newspaper article, 306h, 440h, write a
report, 378g, write an essay, 378h, 410g,
write a newspaper editorial, 478g, write an
obituary, 478h
14
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United States History Standards
CONTENT SKILLS
Content Standard 1: The student will analyze the foundations of the United
States by examining the causes, events, and ideologies which led to the
American Revolution.
1. Summarize the political and economic
consequences of the French and Indian War
on the 13 colonies including the imperial
policies of requiring the colonies to pay a
share of the costs of defending the British
Empire and the precedent of the Albany
Plan of Union as an early attempt to unify
the colonies.
SE/TE: Trouble on the Frontier, 140–144;
Historian’s Apprentice Workshop, 272
2. Cite specific textual and visual evidence to summarize the significance of British
attempts to regulate colonial rights, as well as the colonial responses to these measures
including
2.A The restriction of colonial rights as
British subjects including colonial opposition
and protests against taxation without
representation, the boycotts of British
goods, Patrick Henry’s Stamp Act Resolves,
the Committees of Correspondence, and the
Boston Massacre,
SE/TE: British Rule Leads to Conflict, 146–
147; The Stamp Act, 147; Protests Spread,
148–149; Document-Based Questions, 165
2.B The Coercive Acts of 1774 (the
Intolerable Acts) as British punishment for
the Boston Tea Party and the convening of
the First Continental Congress as a colonial
response,
SE/TE: The Intolerable Acts, 151–152
2.C The Battles of Lexington and Concord
as a rallying point of armed colonial
resistance, and
SE/TE: The Shot Heard Round the World,
152–153; Primary Sources: The Battle of
Lexington, 617
2.D Patrick Henry’s Give Me Liberty or Give
Me Death speech and Thomas Paine’s
pamphlet Common Sense advocating the
defense of colonial rights and
independence.
SE/TE: Biography Quest: Patrick Henry,
147; Common Sense, 170–171; Skills for
Life, 164; Primary Sources: Patrick Henry,
616; Thomas Paine, 618; Historian’s
Apprentice Workshop, 272
15
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3. Cite specific textual and visual evidence to analyze the ideological and propaganda war
between Great Britain and her North American colonies including the
3.A Points of views of the Patriots and the
Loyalists about independence,
SE/TE: Patriots Against Loyalists, 157
3.B Writings of Mercy Otis Warren and
Phyllis Wheatley,
SE/TE: Phyllis Wheatley, 120; A Spirit of
Protest, 154
3.C Use of Paul Revere’s engraving of the
Boston Massacre,
SE/TE: Massacre! 148
3.D Rejection of the Olive Branch Petition
by King George III, and
SE/TE: Petitioning the King, 158
3.E Grievances which motivated the Second
Continental Congress to make arguments
for and to declare independence from Great
Britain thus creating the United States of
America.
SE/TE: A Call for Independence, 170–171;
The Declaration of Independence, 172
4. Determine the central ideas and grievances expressed in the Declaration of
Independence and their intellectual origin including
4.A John Locke’s theory of natural rights,
SE/TE: Natural Rights, 172; John Locke,
100–101, 122–123, 253
4.B The concept of the social contract,
SE/TE: The Enlightenment 122, Natural
Rights, 172, Declaration of Independence,
175
4.C The ideals established in the American
society of equality, inalienable rights, and
the consent of the governed; and
SE/TE: Natural Rights, 172; Text of the
Declaration, 174–178; Preamble, 175;
Historian’s Apprentice Workshop, 273
4.D Evaluate the contributions of Thomas
Jefferson and the Committee of Five in
drafting the Declaration of Independence.
SE/TE: Virginia’s Resolution, 171; The
Declaration of Independence, 172;
Document-Based Questions, 199
16
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5. Commemorate Celebrate Freedom Week
by recognizing the sacrifices and
contributions to American freedom by
veterans and by reciting the social contract
selection from the Declaration of
Independence: We hold these truths to be
self-evident, that all men are created equal,
that they are endowed by their Creator with
certain unalienable Rights, that among
these are Life, Liberty and the pursuit of
Happiness. – That to secure these rights,
Governments are instituted among Men,
deriving their just powers from the consent
of the governed.
SE/TE: For related material see: Text of
the Declaration, 174–178; Historian’s
Apprentice Workshop, 273;
SE only: See Freedom Week in the SE
front matter
Content Standard 2: The student will examine the foundations of the American
nation laid during the Revolutionary Era through the contributions of significant
individuals and groups involved in the key military and diplomatic events of the
Revolutionary War that resulted in an independent nation.
1. Analyze the formation of the first
American national system of government
under the Articles of Confederation
including the success of conducting and
winning the Revolutionary War.
SE/TE: Why Did the Americans Win?, 194;
The Articles of Confederation, 206; see also
171
2. Compare and contrast the different motivations and choices that various colonial
populations had regarding the War for Independence including
2.A Whether to fight for independence,
remain loyal to the king, or to be neutral,
SE/TE: Patriots Against Loyalists, 157;
Lord Dunmore’s Declaration, 157; The War
at Home, 187–188
2.B The choices that free and enslaved
African Americans had of escaping to
freedom, or joining the British or Colonial
forces, or remaining enslaved,
SE/TE: African Americans in the War, 186–
187
2.C The decisions Native Americans had as
to which side to support in hopes of
protecting their traditional cultures and
native territories, and
SE/TE: Native Americans Take Sides, 188–
189
17
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3. Cite specific textual and visual evidence to summarize the impact of key military and
diplomatic events including the
3.A Military leadership of General George
Washington,
SE/TE: Skilled Leadership, 194; also see: A
Critical Time, 179–184; Winning
Independence, 191–195; Historian’s
Apprentice Workshop, 273
3.B Victories at Boston, Trenton, and
Saratoga,
SE/TE: An American Victory, 181;
Saratoga: A Turning Point, 181–183
3.C French Alliance,
SE/TE: Help From Overseas, 183
3.D Publication of Thomas Paine’s The Crisis
SE/TE: The Crisis, 181
3.E Valley Forge Encampment, and
SE/TE: Valley Forge, 184, 185
3.F Defeat of Lord Cornwallis’s army at the
Siege of Yorktown.
SE/TE: Final Battle, 193
Content Standard 3: The student will examine the formation of the American
system of government following the Revolutionary War that led to the creation
of the United States Constitution.
1. Examine and summarize the issues encountered by the young nation that led to the
Constitutional Convention in Philadelphia in 1787 including the
1.A Strengths and weaknesses of the
Articles of Confederation,
SE/TE: Governing a New Nation, 204–209
1.B Lack of a common national currency,
SE/TE: Economic Problems, 208
1.C Lack of a common defense,
SE/TE: Foreign Affairs, 208; Shay’s
Rebellion, 208–209
1.D Management of the war debts,
SE/TE: Growing Problems, 208; see also
Hamilton’s Financial Plan, 285-287
1.E Disputes over the western territories as
resolved by the Northwest Ordinance, and
SE/TE: Settling the Western Lands, 206–
207; Geography and History: Settling the
Northwest Territory, 210–211
18
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Oklahoma C³ Grade 8
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1.F Civil unrest as typified in Shays’
Rebellion.
SE/TE: Growing Problems, 208–209
2. Analyze the significance of the
Constitutional Convention, its major
debates and compromises including the
Virginia Plan, the New Jersey Plan, the
Great Compromise, the Three-fifths
Compromise, and the key contributions of
George Washington, James Madison,
George Mason, and Gouverneur Morris.
SE/TE: The Constitutional Convention,
212–217; George Mason, 219
3. Cite specific textual and visual evidence
to examine the arguments for and against
the ratification of the United States
Constitution as expressed in the Federalist
Papers Number 10 and Number 51, as well
as Anti-Federalist concerns over a strong
central government and the omission of a
bill of rights.
SE/TE: Debating the Constitution, 218–
221; James Madison: The Federalist, No.
39, 621; DBA Writing Task, 225-225A
4. Explain the constitutional principles of
popular sovereignty, consent of the
governed, separation of powers, checks and
balances, federalism, and judicial review.
SE/TE: Principles of the Constitution, 256–
257; How the Federal Government Works,
258–263
5. Cite specific textual and visual evidence
and summarize the rights and
responsibilities all Americans possess under
the United States Constitution as
guaranteed in the Bill of Rights including
the freedoms of religion, speech, press,
assembly, petition, and the rights to due
process and trial by jury.
SE/TE: The Constitution of the United
States, 228–250; Citizenship Handbook,
251–271
19
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Content Standard 4: The student will examine the political, economic, social, and
geographic transformation of the United States during the early to mid-1800s.
1. Analyze the impact and consequences of major events and issues facing early
presidential administrations including
1.A The suppression of the Whiskey
Rebellion and establishment of the
government’s right to tax,
SE/TE: The Whiskey Rebellion, 286-287,
372
1.B President George Washington’s advice
for the new nation in his Farewell Address,
SE/TE: Washington Retires From Public
Life, 297
1.C The restriction of individual rights in the
Alien and Sedition Acts and the responses
of the Republican-Democrats in the Virginia
and Kentucky Resolutions,
SE/TE: The Alien and Sedition Acts, 299–
300; States’ Rights, 300–301
1.D The impact of the presidential election
of 1800 and the peaceful transfer of
political power from one party to another,
SE/TE: Republicans Take Charge, 310–311
1.E The acquisition of territory through the
Louisiana Purchase and the contributions of
the explorations of the Lewis and Clark
Corps of Discovery Expedition,
SE/TE: The Louisiana Purchase, 314–319;
Geography and History: Exploring the
Louisiana Purchase, 320–321
1.F How the Marshall Court’s precedentsetting decisions in Marbury v. Madison and
McCulloch v. Maryland interpreted the
United States Constitution and established
the Supreme Court as an independent and
equal branch of the federal government.
SE/TE: The Supreme Court and Judicial
Review, 312–313; McCulloch v. Maryland,
343; Marbury v. Madison, 373
1.G The War of 1812 which confirmed
American independence and fueled a spirit
of nationalism,
SE/TE: The War of 1812, 327–331, 374
20
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1.H The increased sectional tensions as the
nation dealt with the expansion of slavery
and attempts to limit it through the
Missouri Compromise, and
SE/TE: The Extension of Slavery, 404–405
1.I The Monroe Doctrine as an attempt to
protect American interests and territory in
the western hemisphere.
SE/TE: The Monroe Doctrine, 347
2. Summarize the significance and impact of the Jacksonian Era including the
2.A Election of Andrew Jackson as a victory
for the common man,
SE/TE: A New Era in Politics, 351–352;
Jackson Becomes President, 353–354;
Jacksonian Democracy, 375; Historian’s
Apprentice Workshop, 473
2.B Nullification Crisis and the development
of the states’ rights debates as typified by
the arguments put forth by Senator Daniel
Webster and Senator John C. Calhoun, and
SE/TE: States’ Rights and the Economy,
362–367; Differing Views, 374
2.C Impact of government policies, nonadherence to treaties, and territorial
expansion on Native American lands
including the resistance and removal of the
Five Tribes.
SE/TE: Indian Removal, 355–359;
Literature, 360–361; Conflict With Native
Americans, 375
3. Cite specific textual and visual evidence
to compare the sectional economic
transformations including the concentration
of population, manufacturing, shipping, and
the development of the railroad system in
the North as contrasted to the plantation
system, the increased demand for cotton
brought about by the invention of the
cotton gin, and the reliance on a slave labor
system in the South.
SE/TE: The Industrial Revolution, 382–
387; Mill Workers, 388–389; The North
Transformed, 390–395; The Plantation
South, 396–400; Historian’s Apprentice
Workshop, 472
21
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United States History Standards
4. Analyze points of view from specific
textual evidence to describe the variety of
African American experiences, both slave
and free, including Nat Turner’s Rebellion,
legal restrictions in the South, and efforts
to escape via the Underground Railroad
network including Harriet Tubman.
SE/TE: African Americans in the South,
398–400; The Underground Railroad, 424–
426
5. Analyze and summarize the significance
of the Abolitionist and Women’s Suffrage
Movements including the influence of the
Second Great Awakening and the
Declaration of Sentiments, and the
leadership of Frederick Douglass, William
Lloyd Garrison, Sojourner Truth, Susan B.
Anthony, and Elizabeth Cady Stanton to the
respective movements.
SE/TE: Education for African Americans,
419; The Fight Against Slavery, 422–426; A
Call for Women’s Rights, 427–430;
Historian’s Apprentice Workshop, 474
6. Examine the concept of Manifest Destiny as a motivation and justification for westward
expansion, including the
6.A Territorial growth resulting from the
annexation of Texas, the Mexican Cession,
and the Gadsden Purchase,
SE/TE: The West, 444–447; Trails to the
West, 448–453; Conflict with Mexico, 454–
459; The Mexican American War, 460–461;
Historian’s Apprentice Workshop, 475
6.B Causes of the rapid settlement of
Oregon and California,
SE/TE: On the Oregon Trail, 450–451;
Annexing Texas and Oregon, 456; The
California Gold Rush, 464–465; California’s
Changing Population, 466–467
6.C Impact upon Native American culture
and tribal lands, and
SE/TE: Native Americans and Settlers,
452; Native Americans, 467
6.D Growing sectional tensions regarding
the expansion of slavery.
SE/TE: Growing Tensions Over Slavery,
482–485; Outrage in the North, 487
22
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Oklahoma C³ Grade 8
United States History Standards
Content Standard 5: The student will analyze the social and political
transformation of the United States as a result of the causes, course, and
consequences of the American Civil War during the period of 1850 to 1865.
1. Cite specific textual and visual evidence to summarize the importance of slavery as a
principal cause of increased sectional polarization as seen in the following significant
events including the
1.A Compromise of 1850 as a last attempt
to reach a compromise regarding slavery,
SE/TE: The Compromise of 1850, 486–487
1.B Publication of Uncle Tom’s Cabin as fuel
for anti-slavery sentiments,
SE/TE: Uncle Tom’s Cabin, 488; Literature:
Uncle Tom’s Cabin, 492–493
1.C Kansas-Nebraska Act as it established
the principle of popular sovereignty in new
territories, repealed the Missouri
Compromise, and led to factional feuds in
Bleeding Kansas, and
SE/TE: The Kansas-Nebraska Act, 489–490
1.D Dred Scott v. Sanford case which
declared slaves as property and motivated
John Brown’s Raid on the federal arsenal at
Harper’s Ferry.
SE/TE: The Crisis Deepens, 494–498
2 Cite specific textual and visual evidence to analyze the significance and results of the
presidential election of 1860 including the
2.A Secession of South Carolina as
expressed in the Ordinance of Secession,
SE/TE: Southern States Secede, 500–501
2.B Goal of President Abraham Lincoln to
preserve the Union,
SE/TE: The Civil War Begins, 501
2.C Formation of the Confederate States of
America,
SE/TE: The Confederate States of America,
501
2.D Opening attack on Fort Sumter, and
SE/TE: Fort Sumter, 501–503
2.E Rising tensions over the strategic
Border States.
SE/TE: Taking Sides in the War, 512–513
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3. Compare the advantages and
disadvantages of the Union and the
Confederacy upon the eve of the war
including the political/military leadership of
President Lincoln to Confederate President
Jefferson Davis and the military leadership
of Union General Ulysses S. Grant to
Confederate General Robert E. Lee.
SE/TE: North Against South, 514; The Two
Sides Plan Strategies, 515; Grant Versus
Lee, 535–536; The War in the West, 520–
521; Robert E. Lee, 497, 514, 519, 534–
537; Ulysses S. Grant, 520–521, 535–537;
Jefferson Davis, 501, 529; Abraham
Lincoln, 512, 519, 520, 529, 535
4. Identify and summarize the consequences of the major turning points of the war
including the
4.A Anaconda Plan and Total War Strategy,
4.B Battle of Antietam as a catalyst for the
issuance of the Emancipation Proclamation
and its role in expanding the goals of the
war to include the ending of slavery,
SE/TE: The Two Sides Plan Strategies,
515; Closing In on the Confederacy, 535–
536
SE/TE: The Emancipation Proclamation,
524–527; Historian’s Apprentice Workshop,
569
4.C Battle of Gettysburg as inspiration for
the Gettysburg Address and how Lincoln’s
speech clarified the Union’s motivations for
winning the war,
SE/TE: The Battle of Gettysburg, 534–535;
The Gettysburg Address, 535; Historian’s
Toolbox: Analyze a Speech, 538–539
4.D Capture of Vicksburg in securing the
Union’s control of the Mississippi River,
SE/TE: The Fall of Vicksburg, 535
4.E Excerpts from Lincoln’s Second
Inaugural Address of President Lincoln,
calling for national reconciliation,
SE/TE: Bind Up the Nation’s Wound, 546
4.F Generosity of the North in terms of
surrender demands as offered to General
Lee at Appomattox Courthouse, and
SE/TE: Surrender at Appomattox, 537
4.G Impact of Lincoln’s assassination and
loss of his leadership on plans for
reconstruction.
SE/TE: Lincoln Is Murdered, 549
24
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United States History Standards
*Content Standard 6: The student will analyze the transformation of politics and
society during the Reconstruction Era, 1865 to 1877.
1. Compare and contrast the various
policies and plans for the reconstruction of
the Confederacy including those proposed
by President Lincoln, President Andrew
Johnson, and the Radical Republicans.
SE/TE: The Battle Over Reconstruction,
552–557
2. Cite specific textual and visual evidence
to analyze the impact of the 13th, 14th,
and 15th Amendments, the Black Codes,
the Freedmen’s Bureau, and Jim Crow laws.
SE/TE: The Thirteenth Amendment, 552;
The Fourteenth Amendment, 553–554;
Fifteenth Amendment, 556–5457
3. Identify points of view regarding the
social changes following the Civil War
including the role of carpetbaggers and
scalawags, the rise of the Ku Klux Klan,
elected Black officials, and sharecroppers.
SE/TE: The Freedmen’s Bureau, 548; Life
At the Time: The South After the Civil War,
550–551; Time of Hope and Advancement,
555; The Ku Klux Klan, 557; Historian’s
Apprentice Workshop, 569, 570, 571
4. Evaluate the impact of the Homestead
Act of 1862 and the resulting movement
westward to free land including the impact
of continued displacement of Native
Americans.
SE/TE: The Western Frontier, 576–577
5. Assess the impact of the presidential
election of 1876 as an end to the
reconstruction of the South.
SE/TE: The End of Reconstruction, 558–
563
An asterisk (*) has been used to identify Content Standard 6 and the following objectives
that must be assessed by the local school district. All other skills may be assessed by the
Oklahoma School Testing Program (OSTP).
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