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Bloomsburg Area School District |
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Social Studies K-8 |
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Social Studies - Grade 8 U.S. History |
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Historical Analysis & Skills Development
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Chronological Thinking: Analyze
The learner will be able to
analyze chronological thinking: Difference between past, present and future, Sequential order of historical narrative, Data presented in time lines, Continuity and change, Context for events.
| Strand |
Scope |
Source |
| Skill Development |
Master |
PA Academic Standards for History, 8.1.9.A |
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Past/Present/Future: Analyze
The learner will be able to
analyze the difference between past, present and future.
| Strand |
Scope |
Source |
| Skill Development |
Master |
PA Academic Standards for History, 8.1.9.A |
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Sequential Order: Analyze
The learner will be able to
analyze sequential order of historical narrative.
| Strand |
Scope |
Source |
| Skill Development |
Master |
PA Academic Standards for History, 8.1.9.A |
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Time Lines: Analyze
The learner will be able to
analyze data presented in time lines.
| Strand |
Scope |
Source |
| Skill Development |
Master |
PA Academic Standards for History, 8.1.9.A |
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Continuity/Change: Analyze
The learner will be able to
analyze continuity and change.
| Strand |
Scope |
Source |
| Skill Development |
Master |
PA Academic Standards for History, 8.1.9.A |
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Context for Events: Analyze
The learner will be able to
analyze context for events.
| Strand |
Scope |
Source |
| Skill Development |
Master |
PA Academic Standards for History, 8.1.9.A |
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Historical Sources: Analyze
The learner will be able to
analyze and interpret historical sources: Literal meaning of historical passages, Data in historical and contemporary maps, graphs, and tables, Different historical perspectives, Data from maps, graphs and tables, Visual data presented in historical evidence.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.B |
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Literal Meaning: Analyze
The learner will be able to
analyze literal meaning of a historical passage.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.B |
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Historical Maps/Graphs/Tables: Analyze
The learner will be able to
analyze data in historical and contemporary maps, graphs and tables.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.B |
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Historical Perspectives: Analyze
The learner will be able to
analyze different historical perspectives.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.B |
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Maps/Graphs/Tables: Analyze
The learner will be able to
analyze data from maps, graphs and tables.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.B |
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Visual Data: Analyze
The learner will be able to
analyze visual data presented in historical evidence.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.B |
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Historical Interpretation: Analyze
The learner will be able to
analyze the fundamentals of historical interpretation: Fact versus opinion, Reasons/causes for multiple points of view, Illustrations in historical documents and stories, Causes and results, Author or source used to develop historical narratives, Central issue.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.C |
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Fact/Opinion: Analyze
The learner will be able to
analyze fact versus opinion.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.C |
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Points of View: Analyze
The learner will be able to
analyze reasons/causes for multiple points of view.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.C |
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Historical Stories: Analyze
The learner will be able to
analyze illustrations in historical documents and stories.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.C |
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Causes/Results: Analyze
The learner will be able to
analyze causes and results.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.C |
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Historical Narratives: Analyze
The learner will be able to
analyze author or source used to develop historical narratives.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.C |
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Central Issue: Analyze
The learner will be able to
analyze central issue.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.C |
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Historical Research: Analyze
The learner will be able to
analyze and interpret historical research: Historical event (time and place), Facts, folklore and fiction, Historical questions · Primary sources, Secondary sources, Conclusions (e.g., History Day projects, mock trials, speeches), Credibility of evidence.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.D |
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Event: Analyze
The learner will be able to
analyze historical events (time and place).
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.D |
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Facts/Folklore/Fiction: Analyze
The learner will be able to
analyze facts, folklore and fiction.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.D |
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Historical Question: Analyze
The learner will be able to
analyze historical questions.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.D |
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Primary Sources: Analyze
The learner will be able to
analyze primary sources.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.D |
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Secondary/Sources: Analyze
The learner will be able to
analyze secondary sources.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.D |
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Conclusions: Analyze
The learner will be able to
analyze conclusions (e.g., History Day projects, mock trials, speeches).
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.D |
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Evidence: Analyze
The learner will be able to
analyze credibility of evidence.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
PA Academic Standards for History, 8.1.9.D |
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PA History: Contributions/Analyze
The learner will be able to
analyze the political and cultural contributions of individuals and groups to Pennsylvania history from 1787 to 1914: Political Leaders (e.g., James Buchanan, Thaddeus Stevens, Andrew Curtin), Military Leaders (e.g., George Meade, George McClellan, John Hartranft), Cultural and Commercial Leaders (e.g., John J. Audubon, Rebecca Webb Lukens, Stephen Foster), Innovators and Reformers (e.g., George Westinghouse, Edwin Drake, Lucretia Mott).
| Strand |
Scope |
Source |
| Political/Cultural Contributions |
Master |
PA Academic Standards for History, 8.2.9.A |
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Political Leaders: Analyze
The learner will be able to
analyze Political Leaders (e.g., James Buchanan, Thaddeus Stevens, Andrew Curtin).
| Strand |
Scope |
Source |
| Political/Cultural Contributions |
Master |
PA Academic Standards for History, 8.2.9.A |
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Military Leaders: Analyze
The learner will be able to
analyze Military Leaders (e.g., George Meade, George McClellan, John Hartranft).
| Strand |
Scope |
Source |
| Political/Cultural Contributions |
Master |
PA Academic Standards for History, 8.2.9.A |
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Cultural/Commercial: Analyze
The learner will be able to
analyze Cultural and Commercial Leaders (e.g., John J. Audubon, Rebecca Webb Lukens, Stephen Foster).
| Strand |
Scope |
Source |
| Political/Cultural Contributions |
Master |
PA Academic Standards for History, 8.2.9.A |
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Innovators/Reformers: Analyze
The learner will be able to
analyze Innovators and Reformers (e.g., George Westinghouse, Edwin Drake, Lucretia Mott).
| Strand |
Scope |
Source |
| Political/Cultural Contributions |
Master |
PA Academic Standards for History, 8.2.9.A |
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Pennsylvania History: Identify/Analyze
The learner will be able to
identify and analyze primary documents, material artifacts and historic sites important in Pennsylvania history from 1787 to 1914: Documents, Writings and Oral Traditions (e.g., Pennsylvania Constitutions of 1838 and 1874, The "Gettysburg Address", The Pittsburgh Survey), Artifacts, Architecture and Historic Places (e.g., Gettysburg, Eckley Miners' Village, Drake's Well).
| Strand |
Scope |
Source |
| Political/Cultural Contributions |
Master |
PA Academic Standards for History, 8.2.9.B |
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Documents: Identify/Analyze
The learner will be able to
identify and explain documents, writings and oral traditions (e.g., Pennsylvania Constitutions of 1838 and 1874, The "Gettysburg Address", The Pittsburgh Survey).
| Strand |
Scope |
Source |
| Political/Cultural Contributions |
Master |
PA Academic Standards for History, 8.2.9.B |
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Artifacts/Architecture/Places: Analyze
The learner will be able to
identify and analyze artifacts, architecture and historic places (e.g., Gettysburg, Eckley Miners' Village, Drake's Well).
| Strand |
Scope |
Source |
| Political/Cultural Contributions |
Master |
PA Academic Standards for History, 8.2.9.B |
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Continuity/Change: Influence/PA History
The learner will be able to
identify and analyze how continuity and change have influenced Pennsylvania history from the 1787 to 1914: Belief Systems and Religions (e.g., Ephrata Cloister, Harmonists, Amish, immigrant influences), Commerce and Industry (e.g., mining coal, producing iron, harvesting timber), Innovations (e.g., John Roebling's steel cable, steel-tipped plow, improved techniques for making iron, steel and glass), Politics (e.g., Fugitive Slave Act reaction, canal system legislation, The Free School Act of 1834), Settlement Patterns (e.g., farms and growth of urban centers), Social Organization (e.g., the Philadelphia Centennial Exposition of 1876, prohibition of racial discrimination in schools), Transportation (e.g., canals, National Road, Thompson's Horseshoe Curve), Women's Movement (e.g., work of the Equal Rights League of Pennsylvania).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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Belief Systems/Religion: Analyze
The learner will be able to
identify and analyze the belief Systems and Religions (e.g., Ephrata Cloister, Harmonists, Amish, immigrant influences).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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Commerce/Industry: Analyze
The learner will be able to
identify and analyze Commerce and Industry (e.g., mining coal, producing iron, harvesting timber).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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Innovations: Identify/Analyze
The learner will be able to
identify and analyze innovations (e.g., John Roebling's steel cable, steel-tipped plow, improved techniques for making iron, steel and glass).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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Politics: Identify/Analyze
The learner will be able to
identify and analyze politics (e.g., Fugitive Slave Act reaction, canal system legislation, The Free School Act of 1834).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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Settlement Patterns: Analyze
The learner will be able to
identify and analyze Settlement Patterns (e.g., farms and growth of urban centers).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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Social Organizations: Identify/Analyze
The learner will be able to
identify and analyze Social Organization (e.g., the Philadelphia Centennial Exposition of 1876, prohibition of racial discrimination in schools).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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Transportation: Identify/Analyze
The learner will be able to
identify and analyze transportation (e.g., canals, National Road, Thompson's Horseshoe Curve).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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women's Movement: Identify/Analyze
The learner will be able to
identify and analyze women's movement (e.g., work of the Equal Rights League of Pennsylvania).
| Strand |
Scope |
Source |
| Historical Influence and Change |
Master |
PA Academic Standards for History, 8.2.9.C |
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Conflict/Cooperation: Identify/Analyze
The learner will be able to
identify and analyze conflict and cooperation among social groups and organizations in Pennsylvania history from 1787 to 1914: Domestic Instability (e.g., impact of war, 1889 Johnstown Flood), Ethnic and Racial Relations (e.g., Christiana riots, disenfranchisement and restoration of suffrage for African-Americans, Carlisle Indian School), Labor Relations (e.g., National Trade Union, the "Molly Maguires," Homestead steel strike), Immigration (e.g., Anti-Irish Riot of 1844, new waves of immigrants), Military Conflicts (e.g., Battle of Lake Erie, the Mexican War, the Civil War).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.2.9.D |
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Domestic Instability: Identify/Analyze
The learner will be able to
identify and analyze domestic instability (e.g., impact of war, 1889 Johnstown Flood).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.2.9.D |
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Ethnic/Racial Relations: Analyze
The learner will be able to
identify and analyze ethnic and racial relations (e.g., Christiana riots, disenfranchisement and restoration of suffrage for African-Americans, Carlisle Indian School).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.2.9.D |
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Labor Relations: Identify/Analyze
The learner will be able to
identify and analyze labor Relations (e.g., National Trade Union, the "Molly Maguires," Homestead steel strike).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.2.9.D |
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Immigration: Identify/Analyze
The learner will be able to
identify and analyze immigration (e.g., Anti-Irish Riot of 1844, new waves of immigrants).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.2.9.D |
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Military Conflicts: Identify/Analyze
The learner will be able to
identify and analyze military conflicts (e.g., Native American opposition to expansion and settlement, Civil War, Spanish-American War).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.2.9.D |
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Individuals/Groups: Contributions
The learner will be able to
identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914: Political Leaders (e.g., Daniel Webster, Abraham Lincoln, Andrew Johnson), Military Leaders (e.g., Andrew Jackson, Robert E. Lee, Ulysses S. Grant) , Cultural and Commercial Leaders (e.g., Jane Addams, Jacob Riis, Booker T. Washington), Innovators and Reformers (e.g., Alexander G. Bell, Frances E. Willard, Frederick Douglass).
| Strand |
Scope |
Source |
| Contributions of Individuals |
Master |
PA Academic Standards for History, 8.3.9.A |
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Political/Leaders: Analyze
The learner will be able to
identify and analyze the contributions of political leaders (e.g., Daniel Webster, Abraham Lincoln, Andrew Johnson).
| Strand |
Scope |
Source |
| Contributions of Individuals |
Master |
PA Academic Standards for History, 8.3.9.A |
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Military/Leaders/Analyze
The learner will be able to
identify and analyze military leaders (e.g., Andrew Jackson, Robert E. Lee, Ulysses S. Grant).
| Strand |
Scope |
Source |
| Contributions of Individuals |
Master |
PA Academic Standards for History, 8.3.9.A |
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Cultural/Commercial: Identify/Analyze
The learner will be able to
identify and analyze cultural and commercial leaders (e.g., Jane Addams, Jacob Riis, Booker T. Washington).
| Strand |
Scope |
Source |
| Contributions of Individuals |
Master |
PA Academic Standards for History, 8.3.9.A |
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Innovators/Reformers: Identify/Analyze
The learner will be able to
identify and analyze innovators and reformers (e.g., Alexander G. Bell, Frances E. Willard, Frederick Douglass).
| Strand |
Scope |
Source |
| Contributions of Individuals |
Master |
PA Academic Standards for History, 8.3.9.A |
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Documents/Artifacts/Sites: Analyze
The learner will be able to
identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to 1914: Documents (e.g., Fugitive Slave Law, Treaty of Guadalupe Hidalgo, Emancipation Proclamation), 19th Century Writings and Communications (e.g., Stowe's Uncle Tom's Cabin, Brown's "Washed by Blood," Key's "Star Spangled Banner"), Historic Places (e.g., The Alamo, Underground Railroad sites, Erie Canal).
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
PA Academic Standards for History, 8.3.9.B |
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Documents: Identify/Identify
The learner will be able to
identify and analyze documents (e.g., Fugitive Slave Law, Treaty of Guadalupe Hidalgo, Emancipation Proclamation).
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
PA Academic Standards for History, 8.3.9.B |
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Writings: Identify/Analyze
The learner will be able to
identify and analyze 19th Century Writings and Communications (e.g., Stowe's Uncle Tom's Cabin, Brown's "Washed by Blood," Key's "Star Spangled Banner").
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
PA Academic Standards for History, 8.3.9.B |
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Historic Places: Identify/Analyze
The learner will be able to
identify and analyze historic places (e.g., The Alamo, Underground Railroad sites, Erie Canal).
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
PA Academic Standards for History, 8.3.9.B |
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Changes: Identify/Analyze
The learner will be able to
analyze how continuity and change has influenced United States history from 1787 to 1914: Belief Systems and Religions (e.g., 19th century trends and movements), Commerce and Industry (e.g., growth of manufacturing industries, economic nationalism), Innovations (e.g., Brooklyn Bridge, refrigerated shipping, telephone), Politics (e.g., election of 1860, impeachment of Andrew Johnson, Jim Crow laws), Settlement Patterns and Expansion (e.g., Manifest Destiny, successive waves of immigrants, purchase of Alaska and Hawaii), Social Organization (e.g., social class differences, women's rights and antislavery movement, education reforms), Transportation and Trade (e.g., Pony Express, telegraph, Transcontinental Railroad), Women's Movement (e.g., roles in the Civil War, medical college for women, Seneca Falls Conference).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
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Belief Systems: Analyze
The learner will be able to
analyze belief systems and religions (e.g., 19th century trends and movements).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
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Commerce/Industry: Analyze
The learner will be able to
analyze commerce and industry (e.g., growth of manufacturing industries, economic nationalism).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
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Innovations: Analyze
The learner will be able to
analyze innovations (e.g., Brooklyn Bridge, refrigerated shipping, telephone).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
|
Politics: Analyze
The learner will be able to
analyze politics (e.g., election of 1860, impeachment of Andrew Johnson, Jim Crow laws).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
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Settlement Patterns: Analyze
The learner will be able to
analyze settlement patterns and expansion (e.g., Manifest Destiny, successive waves of immigrants, purchase of Alaska and Hawaii).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
|
Social Organization: Analyze
The learner will be able to
analyze social organization (e.g., social class differences, women's rights and antislavery movement, education reforms).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
|
Transportation/Trade: Analyze
The learner will be able to
analyze transportation and trade (e.g., Pony Express, telegraph, Transcontinental Railroad).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
|
Women's Movement: Analyze
The learner will be able to
explain the women's movement (e.g., roles in the Civil War, medical college for women, Seneca Falls Conference).
| Strand |
Scope |
Source |
| Historical Change |
Master |
PA Academic Standards for History, 8.3.9.C |
|
Conflict/Cooperation: US/Analyze
The learner will be able to
identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914: Domestic Instability (e.g., wartime confiscation of private property, abolitionist movement, Reconstruction), Ethnic and Racial Relations (e.g., Cherokee Trail of Tears, slavery and the Underground Railroad, draft riots), Labor Relations (e.g., female and child labor, trade unionism, strike breakers), Immigration and Migration (e.g., Manifest Destiny, eastern and southern European immigration, Chinese Exclusion Act), Military Conflicts (e.g., Native American opposition to expansion and settlement, Civil War, Spanish-American War).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.3.9.D |
|
Domestic Instability: Identify/Analyze
The learner will be able to
identify and analyze domestic instability (e.g., wartime confiscation of private property, abolitionist movement, Reconstruction).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.3.9.D |
|
Ethnic/Racial: Analyze/Relations
The learner will be able to
identify and analyze ethnic and racial relations (e.g., Cherokee Trail of Tears, slavery and the Underground Railroad, draft riots).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.3.9.D |
|
Labor Relations: Identify/Analyze
The learner will be able to
identify and explain labor relations (e.g., female and child labor, trade unionism, strike breakers).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.3.9.D |
|
Immigration/Migration: Identify/Analyze
The learner will be able to
identify and analyze immigration and migration (e.g., Manifest Destiny, eastern and southern European immigration, Chinese Exclusion Act).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.3.9.D |
|
Military Conflicts: Identify/Analyze
The learner will be able to
identify and explain Military Conflicts (e.g., Native American opposition to expansion and settlement, Civil War, Spanish-American War).
| Strand |
Scope |
Source |
| Conflict and Cooperation |
Master |
PA Academic Standards for History, 8.3.9.D |
|
Economic Systems: Analyze
The learner will be able to
analyze the similarities and differences in economic systems.
| Strand |
Scope |
Source |
| Economics |
Master |
PA Academic Standards for Economics, 6.1.9.A |
|
Economic Systems: Basic Questions
The learner will be able to
explain how traditional, command and market economies answer the basic economic questions.
| Strand |
Scope |
Source |
| Economics |
Master |
PA Academic Standards for Economics, 6.1.9.B |
|
Economic Indicators: Explain
The learner will be able to
explain how economic indicators reflect changes in the economy: Consumer Price Index (CPI), Gross Domestic Product (GDP), Unemployment rate.
| Strand |
Scope |
Source |
| Economics |
Master |
PA Academic Standards for Economics, 6.1.9.C |
|
Historical Examples: Describe
The learner will be able to
describe historical examples of expansion, recession and depression in the United States.
| Strand |
Scope |
Source |
| Economics |
Master |
PA Academic Standards for Economics, 6.1.9.D |
|
Wages: Define
The learner will be able to
define wages and explain how wages are determined by the supply of and demand for workers.
| Strand |
Scope |
Source |
| Employment |
Master |
PA Academic Standards for Economics, 6.5.9.A |
|
Labor Productivity: Describe
The learner will be able to
describe how productivity is measured and identify ways in which a person can improve his or her productivity.
| Strand |
Scope |
Source |
| Employment |
Master |
PA Academic Standards for Economics, 6.5.9.B |
|
Business: Types/Compare
The learner will be able to
identify and explain the characteristics of the three types of businesses, Sole proprietorship, Partnership, Corporation.
| Strand |
Scope |
Source |
| Business |
Master |
PA Academic Standards for Economics, 6.5.9.C |
|
Risk: Analyze
The learner will be able to
analyze how risks influence business decision-making.
| Strand |
Scope |
Source |
| Business |
Master |
PA Academic Standards for Economics, 6.5.9.D |
|
Wealth: Define
The learner will be able to
define wealth and describe its distribution within and among the political divisions of the United States.
| Strand |
Scope |
Source |
| Earnings |
Master |
PA Academic Standards for Economics, 6.5.9.E |
|
Entrepreneurship: Identify
The learner will be able to
identify leading entrepreneurs in Pennsylvania and the United States and describe the risks they took and the rewards they received.
| Strand |
Scope |
Source |
| Business |
Master |
PA Academic Standards for Economics, 6.5.9.F |
|
Saving: Explain
The learner will be able to
explain the differences among stocks, bonds and mutual funds.
| Strand |
Scope |
Source |
| Earnings |
Master |
PA Academic Standards for Economics, 6.5.9.G |
|
Interest Rates: Explain
The learner will be able to
explain the impact of higher or lower interest rates for savers, borrowers, consumers and producers.
| Strand |
Scope |
Source |
| Business |
Master |
PA Academic Standards for Economics, 6.5.9.H |
|
|
Markets and the Functions of Governments
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Consumers: Competition/Analyze
The learner will be able to
analyze how the number of consumers and producers affects the level of competition within a market.
| Strand |
Scope |
Source |
| Consumers |
Master |
PA Academic Standards for Economics, 6.2.9.B |
|
Producers/Consumers: Analyze
The learner will be able to
analyze how competition among producers and consumers affects price, costs, product quality, service, product design, variety and advertising.
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.2.9.F |
|
Gov't Involvement: Analyze
The learner will be able to
analyze the economic roles of governments in market economies: Economic growth and stability, Legal frameworks, Other economic goals (e.g., environmental protection, competition).
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.2.9.H |
|
Taxation: Contrast
The learner will be able to
contrast the taxation policies of the local, state and national governments in the economy.
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.2.9.J |
|
Scarcity: Describe
The learner will be able to
describe ways to deal with scarcity: Community, Pennsylvania, United States.
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.3.9.A |
|
Wants/Resources: Analyze
The learner will be able to
analyze how unlimited wants and limited resources affect decision- making.
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.3.9.B |
|
Decision: Marginal Analysis/Explain
The learner will be able to
explain marginal analysis and decision-making.
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.3.9.D |
|
Choice: Explain
The learner will be able to
explain the opportunity cost of a public choice from different perspectives.
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.3.9.E |
|
Resources: Explain
The learner will be able to
explain how the location of resources, transportation and communication networks and technology have affected United States economic patterns: Labor markets (e.g., migrant workers), Interstate highway system and sea and inland ports (e.g., movement of goods), Communication technologies (e.g., facsimile transmission, satellite-based communications)steel mills), Wholesale and retail (e.g., super stores, internet).
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.4.9.D |
|
Consumers: Analyze
The learner will be able to
analyze how Pennsylvania consumers and producers participate in the global production and consumption of goods or services.
| Strand |
Scope |
Source |
| Economic Terms |
Master |
PA Academic Standards for Economics, 6.4.9.E |
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