8TH U.S. HISTORY OBJECTIVES SELF-ASSESSMENT
For each unit, rate your understanding of the objectives listed on the following scale:
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4 – I know and understand this objective, and can make insights and connections to
other objectives and/or subjects beyond what I learned in class.
3 – I know the basic facts and can explain the main ideas in my own words.
2 – I know some of the basic facts but don’t understand some of the main ideas.
1 – I don’t remember most of the basic facts or ideas of this objective.
UNIT 1: THE CONSTITUTION
OBJECTIVE
15D: I can analyze how the Seven Principles of U.S. Government are reflected in the U.S.
Constitution.
16A: I can summarize how the U.S. Constitution is amended and why you would do so.
19B: I can summarize the rights guaranteed in the Bill of Rights.
19C: I can explain the importance of personal responsibilities, including accepting responsibility
for my behavior and supporting my family.
19D: I can identify what it means to be a responsible citizen and give examples.
19E: I can summarize and explain the process for becoming a naturalized citizen.
19F: I can explain how the rights and responsibilities of U.S. citizens reflect the national identity.
21B: I can describe the importance of free speech and press.
25A: I can trace the development of religious freedom in the United States.
25C: I can analyze the impact of the guarantees of religious freedom on the American way of
life.
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UNIT 2: COLONIZATION
1A: I can identify colonization from 1607-1763.
1B: I can put events from 1607-1763 in chronological order.
1C: I can explain why 1607 and 1620 are important.
2A-B: I can tell why certain groups of people in England wanted to settle in the New World and
whether their reasons were political, economic, religious, or social.
3A: I can explain why colonists elected representatives.
3B: I can analyze how the Mayflower Compact, the Fundamental Orders of Connecticut, and the
Virginia House of Burgesses helped colonists elect representatives.
3C: I can describe how religion helped colonists elect representatives.
10A: I can locate important colonial places and regions in the 1600s and 1700s.
10B,12A: I can analyze and compare the colonial regions of the U.S. by physical and human
characteristics, and economic differences.
11A: I can analyze how the environment determined where people lived and how they made
money in the 1600s and 1700s.
12B: I can explain the reasons for the development of the plantation system, the transatlantic
slave trade, and the spread of slavery.
12D: I can analyze the causes and effects of economic differences between different regions.
15A: I can identify the importance of the Magna Carta, Mayflower Compact, and English Bill of
Rights on the U.S. system of government.
20A: I can explain the role of key individuals in the development of self-government in colonies.
25B: I can describe religious motivation for immigration and influence on social movements.
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UNIT 3: REVOLUTIONARY ERA
1A: I can identify the American Revolution and drafting of the Declaration of Independence.
1B: I can put events from 1763-1783 in chronological order.
1C: I can explain why 1776 is important.
4A: I can analyze the reasons why the colonists resisted Britain’s attempts to control them after
the French and Indian War.
4B: I can explain the roles of key individuals during the American Revolution.
4C: I can explain details of key events of the American Revolution.
10C: I can locate important places and regions of the Revolutionary Era.
15C: I can identify colonial grievances in the Declaration of Independence and how they were
fixed in the Constitution and Bill of Rights.
19A: I can define and give examples of unalienable rights.
20C: I can analyze how different examples of civil disobedience impacted the U.S. and the
reason behind the examples.
22B: I can describe the contributions of key political, social, and military leaders such as John
Paul Jones.
23E: I can identify the contributions of women to the Revolutionary Era.
UNIT 4: CONSTITUTIONAL CONVENTION
1A: I can identify the creation and ratification of the Constitution.
1B: I can put events leading to the ratification of the Constitution in chronological order.
1C: I can explain why 1787 is important.
4D: I can analyze reasons why the framers of the Constitution had to compromise.
6A: I can explain how the Northwest Ordinance set an example for making new states.
15A: I can identify the importance of the Federalist and Anti-Federalist Papers and other historic
documents on the U.S. system of government.
15B: I can summarize strengths and weaknesses of the Articles of Confederation.
17A: I can analyze the arguments of the Federalists and Anti-Federalists.
21C: I can summarize how a compromise resulted in a peaceful resolution such as the Great
Compromise and Three-Fifths Compromise.
UNIT 5: EARLY REPUBLIC – PRECEDENTS & FOREIGN POLICY
1A: I can identify and define the early republic.
1B: I can put events from 1789-appr. 1820 in chronological order.
1C: I can explain why 1803 is important.
5A: I can describe how early republic leaders handled major problems within the U.S.
5B: I can summarize arguments about the early republic’s economy.
5C: I can explain how political parties were created in the U.S.
5D: I can explain the causes, events, and effects of the War of 1812.
5E: I can identify the foreign policies of the first five presidents of the United States; including
George Washington, John Adams, Thomas Jefferson, James Madison, and James Monroe.
5E: I can explain the importance of Washington’s Farewell Address and the Monroe Doctrine.
10A: I can locate important places and regions of the early republic.
14A, 14B: I can explain why the new nation developed a free enterprise system of economics
and its benefits to the early republic.
18A: I can identify the origin of judicial review and legislative and executive responses.
18B: I can summarize the issues, decisions, and significance of Supreme Court cases Marbury v.
Madison, McCulloch v. Maryland, and Gibbons v. Ogden.
20B: I can evaluate the different roles of the Founding Fathers as models of civic virtue.
21A: I can identify different points of view of the Federalist and Democratic-Republican Parties
in the early republic.
22A: I can analyze the leadership qualities of elected and appointed leaders.
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UNIT 6: GROWTH: AGE OF JACKSON
1A: I can identify the Age of Jackson.
1B: I can put events during the Age of Jackson in chronological order.
5B: I can summarize arguments over taxation, protective tariffs, and the banking system.
5C: I can explain how the Democratic Party was created in the U.S.
5F: I can explain how Andrew Jackson’s election expanded suffrage in the U.S.
5G: I can analyze the reasons for and effects of the Indian Removal Act, Worcester v. Georgia,
and Trail of Tears.
7A: I can analyze how tariffs affected different regions of the U.S. before the Civil War.
7D: I can identify and compare the effects of compromises over tariffs, and the people who
made them.
17B: I can explain the different interpretations of the Constitution concerning states’ rights such
as the Nullification Crisis.
23C: I can identify ways conflicts with people from different racial backgrounds were resolved.
UNIT 7: GROWTH: INDUSTRIAL REVOLUTION (Science, Technology, Society)
1A: I can identify reform movements in the U.S. in the 1800s.
1B: I can put events during the Industrial Revolution and Age of Reform in chronological order.
11A: I can analyze how the environment determined where people lived and how they made
money during the 1800s.
11B: I can describe how people can help and hurt the physical environment by changing it.
12C: I can explain the reasons for the increase in factories and urbanization.
12D: I can analyze the causes and effects of the economic differences between the North,
South, and West regions.
13A: I can analyze how the War of 1812 caused economic changes.
13B: I can identify the economic factors that led to rapid industrialization and urbanization.
22B: I can describe the contributions of key political, social, and military leaders such as
Frederick Douglass, Susan B. Anthony, and Elizabeth Cady Stanton.
23B: I can explain the connection between urbanization and conflicts resulting from people’s
differences and beliefs
23D: I can analyze the contributions of people of different backgrounds and their contributions
to our national identity, such as reformers, inventors, writers, and artists.
23E: I can identify the contributions of women reformers to American society.
24A: I can describe the abolitionist movement.
24B: I can evaluate the impact of reform movements.
26A: I can describe developments in art, music, and literature in the U.S. during the mid-1800s.
26B: I can identify examples of American art, music and literature that reflect 1800s society.
26C: I can analyze how the arts reflect stability and change in American life.
27A: I can explain the effects of new inventions in science and technology in the 1800s.
27B: I can analyze how new ways of communication and transportation helped the U.S. grow
and change.
27C: I can analyze how improvements in technology changed the way we make and sell goods.
27D: I can explain how new technologies such as the factory system and railroad created
economic growth, industrialization, and opened the West.
28A: I can compare scientific discoveries and improved technology that influenced daily life.
28B: I can identify examples of how industrialization changed life in the U.S.
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UNIT 8: GROWTH: WESTWARD EXPANSION
1A: I can identify westward expansion.
1B: I can put events affecting westward expansion in chronological order.
6B: I can explain that Manifest Destiny is a result of peoples’ political, social, and economic
views.
6C: I can analyze how Manifest Destiny is related to westward expansion.
6D: I can explain why and how we fought the U.S.-Mexican War and its effects.
6E: I can identify all of the areas that were added to form the U.S.
10B: I can compare the physical and human characteristics of places and regions of the United
States.
11C: I can describe how different immigrant groups interacted with the environment in the
1800s.
23A: I can identify different groups that settled in the United States and explain why they
immigrated.
25A: I can trace the development of religious freedom as it relates to Westward Expansion such
as the Mormon Migration.
UNIT 9: CIVIL WAR ERA
1A: I can identify sectionalism.
1B: I can put major events of the Civil War era in chronological order.
7A: I can analyze how tariffs affected different regions of the U.S. before the Civil War.
7B: I can compare how slaves and free blacks were affected by politics, society, and the
economy.
7C: I can analyze how slavery had different effects in the North, South and West regions.
7D: I can identify and compare the effects of compromises before the Civil War, including the
Missouri Compromise and Compromise of 1850.
7D: I can identify the roles of John Quincy Adams, Henry Clay, John C. Calhoun, and Daniel
Webster in conflicts and compromises before the Civil War.
12D: I can evaluate the impact of Dred Scott v. Sandford on life in the U.S. during sectionalism.
1A: I can identify the Civil War.
1C: I can explain why the period from1861 to 1865 is important.
8A: I can explain the importance of leaders and heroes during the Civil War including Abraham
Lincoln, Jefferson Davis, Robert E. Lee, Ulysses S. Grant, William Carney, and Philip Bazaar.
8B: I can explain the causes and major events of the Civil War.
8C: I can analyze and compare how the speeches of Abraham Lincoln and Jefferson Davis talked
about liberty, equality, union, and government.
10A, 10B: I can locate important places and regions of the Civil War including the Union,
Confederacy, border states, Fort Sumter, Antietam, Gettysburg, Vicksburg, and Appomattox
Courthouse; and compare their physical and human characteristics.
10C: I can analyze how the people and geography combine to affect historical events.
17B: I can explain the different interpretations of the Constitution concerning states’ rights.
22A: I can analyze the leadership qualities of Abraham Lincoln during the Civil War.
22B: I can describe the contributions of key political, social, and military leaders such as
Frederick Douglass and Stonewall Jackson.
26A:I can describe developments in art, music, and literature such as the “Battle Hymn of the
Republic”.
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UNIT 10: RECONSTRUCTION
1A: I can identify Reconstruction.
1B: I can put events during Reconstruction from 1865-1877 in chronological order.
9A: I can evaluate the legislation passed by the Radical Republicans and the states during
Reconstruction.
9B: I can evaluate why the election of Hiram Revels was important.
9C: I can explain the economic, social, and political problems during Reconstruction, and how
they affected different people.
9D: I can identify the effects of legislative acts passed during Reconstruction such as the
Homestead, Morrill, and Dawes Acts.
16B: I can describe the importance of the 13th,14th, and 15th amendments on life in the U.S.