Grade 8 US History 2013 & 2014
History.
The student understands traditional historical points of referenced in U.S. history through 1877. The student is
expected to:
SE
TEKS
Question Stems
8.1 A
identify the major eras and events in U.S.
(2) All the events listed above occurred during — (2013)
history through 1877, including colonization,
revolution, drafting of the Declaration of
Independence, creation and ratification of
the Constitution, religious revivals such as
the Second Great Awakening, early republic, (46) Which of the following was a defining characteristic of
the Age of Jackson, westward expansion,
the Era of Good Feelings? (2013)
reform movements, sectionalism, Civil War,
(14) The Second Great Awakening was a movement that
and Reconstruction, and describe their
promoted — (2014)
causes and effects; Readiness Standard
8.1 B
apply absolute and relative chronology
through the sequencing of significant
individuals, events, and time periods; and
Supporting Standard
8.1 C
explain the significance of the following
(34) In 1787 the United States was at a crossroads. Farmers
dates: 1607, founding of Jamestown; 1620,
in western Massachusetts had rebelled the year before
arrival of the Pilgrims and signing of the
over property taxes. The state struggled to end the
Mayflower Compact; 1776, adoption of the
rebellion. Events such as this one contributed to the
Declaration of Independence; 1787, writing
decision to (2013)
of the U.S. Constitution; 1803, Louisiana
Purchase; and 1861-1865, Civil War.
Supporting Standard
History.
The student understands the causes of exploration and colonization eras. The student is expected to:
SE
TEKS
Question Stems
8.2 A
identify reasons for European exploration
(44) Which of the following was a primary reason France
and colonization of North America; and
sought to colonize North America? (2014)
Readiness Standard
8.2 B
compare political, economic, religious, and
social reasons for the establishment of the
13 English colonies. Supporting Standard
History.
The student understands the foundations of representative government in the United States. The student is expected
to:
SE
TEKS
Question Stems
8.3 A
explain the reasons for the growth of
(47) Which of the following best replaces the question mark
representative government and institutions in the diagram above? (2013)
during the colonial period; Readiness
(27) Which of the following happened as a direct result of
Standard
this policy? (2014)
8.3 B
analyze the importance of the Mayflower
(42) Which statement best explains the significance of the
Compact, the Fundamental Orders of
Mayflower Compact? (2013)
Connecticut, and the Virginia House of
Grade 8 US History 2013 & 2014
8.3 C
Burgesses to the growth of representative
government; Supporting Standard
describe how religion and virtue contributed
to the growth of representative government
in the American colonies. Supporting
Standard
(31) Which of the following completes the sentence above?
(2014)
History.
The student understands significant political and economic issues of the revolutionary era. The student is expected to:
SE
TEKS
Question Stems
8.4 A
analyze causes of the American Revolution,
(12) British colonists objected to the Proclamation of 1763
including the Proclamation of 1763, the
because they— (2013)
Intolerable Acts, the Stamp Act,
mercantilism, lack of representation in
(8) The excerpt above reflects the dissatisfaction of
Parliament, and British economic policies
American colonists with the — (2014)
following the French and Indian War;
Readiness Standard
8.4 B
explain the roles played by significant
(25) We, reposing special trust and confidence in your
individuals during the American Revolution, patriotism, valor, conduct, and fidelity, do, by these
including Abigail Adams, John Adams,
presidents, constitute and appoint you to be General and
Wentworth Cheswell, Samuel Adams, Mercy Commander in chief, of the army of the United Colonies,
Otis Warren, James Armistead, Benjamin
and all of the forces now raised, or to be raised, by them,
Franklin, Bernardo de Gálvez, Crispus
and of all others who shall voluntarily offer their service. –
Attucks, King George III, Haym Salomon,
Commission from the Continental Congress, June 17, 1775.
Patrick Henry, Thomas Jefferson, the
The Continental Congress issued this commission to Marquis de Lafayette, Thomas Paine, and
(2013)
George Washington; Supporting Standard
8.4 C
explain the issues surrounding important
(48) How do we finance a war? Who has the power to
events of the American Revolution, including negotiate treaties? What prevents the executive from
declaring independence; writing the Articles becoming too powerful? Which group was responsible for
of Confederation; fighting the battles of
answering these questions? (2013)
Lexington, Concord, Saratoga, and
(11) To which of the following is Abigail Adams referring in
Yorktown; enduring the winter at Valley
this excerpt? (2014)
Forge; and signing the Treaty of Paris of
1783; Readiness Standard
8.4 D
analyze the issues of the Constitutional
(3) Which of the following should replace the question
Convention of 1787, including the Great
mark in the Constitutional Convention puzzle? (2013)
Compromise and the Three-Fifths
Compromise; and Supporting Standard
8.4 E
analyze the arguments for and against
(24) Patrick Henry opposed ratifying the U.S. Constitution
ratification. Readiness Standard
because he believed that under it (2013)
(5) Why did the Anti-Federalists demand that a bill of rights
be added to the U.S. Constitution? (2014)
History.
The student understands the challenges confronted by the government and its leaders in the early years of the republic
and the Age of Jackson. The student is expected to:
SE
TEKS
Question Stems
Grade 8 US History 2013 & 2014
8.5 A
8.5 B
8.5 C
8.5 D
8.5 E
8.5 F
8.5 G
describe major domestic problems faced by
the leaders of the new republic such as
maintaining national security, building a
military, creating a stable economic system,
setting up the court system, and defining
the authority of the central government;
Readiness Standard
summarize arguments regarding protective
tariffs, taxation, and the banking system;
Supporting Standard
explain the origin and development of
American political parties; Readiness
Standard
explain the causes, important events, and
effects of the War of 1812; Supporting
Standard
identify the foreign policies of presidents
Washington through Monroe and explain
the impact of Washington's Farewell
Address and the Monroe Doctrine;
Readiness Standard
explain the impact of the election of Andrew
Jackson, including expanded suffrage; and
Supporting Standard
analyze the reasons for the removal and
resettlement of Cherokee Indians during the
Jacksonian era, including the Indian Removal
Act, Worcester v. Georgia, and the Trail of
Tears. Supporting Standard
(6) Which problem did George Washington encounter when
he became president? (2013)
(51) According to Alexander Hamilton, which action was
necessary to ensure the stability of the nation’s economy?
(2014)
(44) The first political parties in the United States were
established in the 1790s largely because of political
differences between (2013)
(42) The Federalists and the Democratic-Republicans
emerged as separate political parties partly as a result of
disagreement over — (2014)
(41) Which of the following best completes the diagram
above? (2013)
(12) Which of these best summarizes the Monroe Doctrine?
(2014)
History.
The student understands westward expansion and its effects on the political, economic, and social development of the
nation. The student is expected to:
SE
TEKS
Question Stems
8.6 A
explain how the Northwest Ordinance
(10) After the end of the Revolutionary War, states were
established principles and procedures for
eager to expand into newly available territory. The states of
orderly expansion of the United States;
New York, Connecticut, Massachusetts, and Virginia argued
Readiness Standard
over competing claims to land west of the Appalachian
Mountains. This conflict was addressed by the— (2013)
(28) The Northwest Ordinance is considered a historical
milestone because it — (2014)
Grade 8 US History 2013 & 2014
8.6 B
explain the political, economic, and social
roots of Manifest Destiny; Readiness
Standard
(5) Resolved, That our title to the whole of the Territory of
Oregon is clear and unquestionable; that no portion of the
same ought to be ceded to England or any other power,
and that there – occupation of Oregon and there –
annexation of Texas at the earliest practicable period are
great American measures, which this Convention
recommends to the cordial support of the Democracy of
the Union. –Democratic Party Platform of 1844. This
excerpt provides evidence that in 1844 Democrats
supported - (2013)
(47) The bullet points in this list would most likely be
included in an essay about — (2014)
8.6 C
analyze the relationship between the
concept of Manifest Destiny and the
westward growth of the nation; Supporting
Standard
explain the causes and effects of the U.S.Mexican War and their impact on the United
States; Readiness Standard
(2) As a result of the Oregon Treaty, the United States
achieved its goal of — (2014)
8.6 D
8.6 E
(20) Which of these best completes the diagram? (2013)
(32) This decision applied to much of the land gained from
the — (2014)
identify areas that were acquired to form
the United States, including the Louisiana
Purchase. Supporting Standard
History.
The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.
The student is expected to:
SE
TEKS
Question Stems
8.7 A
analyze the impact of tariff policies on
sections of the United States before the Civil
War; Supporting Standard
8.7 B
compare the effects of political, economic,
and social factors on slaves and free blacks;
Supporting Standard
8.7 C
analyze the impact of slavery on different
(28) Which of the following was a result of the Kansassections of the United States; and Readiness Nebraska Act of 1854? (2013)
Standard
(3) These data could be used to support which conclusion?
(2014)
8.7 D
identify the provisions and compare the
effects of congressional conflicts and
compromises prior to the Civil War,
including the roles of John Quincy Adams,
John C. Calhoun, Henry Clay, and Daniel
Webster. Supporting Standard
History.
Grade 8 US History 2013 & 2014
The student understands individuals, issues, and events of the Civil War. The student is expected to
SE
TEKS
Question Stems
8.8 A
explain the roles played by significant
individuals during the Civil War, including
Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, and Abraham Lincoln, and heroes such
as congressional Medal of Honor recipients
William Carney and Philip Bazaar;
Supporting Standard
8.8 B
explain the causes of the Civil War, including (30) After General Robert E. Lee’s surrender at Appomattox
sectionalism, states' rights, and slavery, and Court House, the main priority of the United States was to
significant events of the Civil War, including (2013)
the firing on Fort Sumter; the battles of
Antietam, Gettysburg, and Vicksburg; the
announcement of the Emancipation
(43) How was the event depicted in this image significant to
Proclamation; Lee's surrender at
the Civil War? (2014)
Appomattox Court House; and the
assassination of Abraham Lincoln; and
Readiness Standard
8.8 C
analyze Abraham Lincoln's ideas about
(38) Which idea does President Lincoln express in this
liberty, equality, union, and government as
excerpt? (2013)
contained in his first and second inaugural
addresses and the Gettysburg Address and
(26) In the excerpt above, what does “this interest” refer
contrast them with the ideas contained in
to? (2014)
Jefferson Davis's inaugural address.
Supporting Standard
History.
The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The
student is expected to
SE
TEKS
Question Stems
8.9 A
evaluate legislative reform programs of the
(39) What is the historical significance of this act? (2014)
Radical Reconstruction Congress and
reconstructed state governments;
Supporting Standard
8.9 B
evaluate the impact of the election of Hiram (20) The election of Hiram Rhodes Revels in 1870 was
Rhodes Revels; Supporting Standard
significant because he was the first African American to —
(2014)
8.9 C
explain the economic, political, and social
(4) Black Codes was a name given to laws passed by
problems during Reconstruction and
southern governments established during the presidency of
evaluate their impact on different groups;
Andrew Johnson. The laws imposed severe restrictions on
and Readiness Standard
freedmen, such as prohibiting their right to vote, forbidding
them to sit on juries, and limiting their right to testify
against white men. They were also forbidden from carrying
weapons in public places and working in certain
occupations. – National Archives and Records
Administration. Southern states passed the codes
Grade 8 US History 2013 & 2014
described in this excerpt in order to - (2013)
(21) This list describes conditions found in — (2014)
8.9 D
identify the effects of legislative acts such as
the Homestead Act, the Dawes Act, and the
Morrill Act. Supporting Standard
Geography.
The student understands the location and characteristics of places and regions of the United States, past and present.
The student is expected to:
SE
TEKS
Question Stems
8.10 A
locate places and regions of importance in
(31) A tourist would most likely go to the location shown on
the United States during the 17th, 18th, and the map to visit — (2013)
19th centuries; Supporting Standard
8.10 B
compare places and regions of the United
(1) Which of the following best replaces the question mark
States in terms of physical and human
in the diagram above? (2013)
characteristics; and Readiness Standard
(7) How did geography influence the early economic
8.10 C
analyze the effects of physical and human
geographic factors on major historical and
contemporary events in the United States.
Readiness Standard
development of New York, Boston, and Charleston? (2013)
(4) Which of the following best completes the diagram
above? (2014)
(30) One advantage the Confederacy had over the Union
during the Civil War was that Confederate forces had —
(2014)
Geography.
The student understands the physical characteristics of North America and how humans adapted to and modified the
environment through the mid-19th century. The student is expected to:
SE
TEKS
Question Stems
8.11 A
analyze how physical characteristics of the
(6) According to the excerpt above, the Gadsden Purchase
environment influenced population
was intended to — (2014)
distribution, settlement patterns, and
economic activities in the United States
during the 17th, 18th, and 19th centuries;
Readiness Standard
8.11 B
describe the positive and negative
(45) What effect did the mining technique described in this
consequences of human modification of the excerpt have on the local environment? (2014)
physical environment of the United States;
and Supporting Standard
8.11 C
describe how different immigrant groups
interacted with the environment in the
Grade 8 US History 2013 & 2014
United States during the 17th, 18th, and
19th centuries. Supporting Standard
Culture.
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:
SE
TEKS
Question Stems
8.23 A
Identify selected racial, ethnic, and religious (18) Catholics immigrated to the Maryland colony in the
groups that settled in the United States and seventeenth century primarily to — (2013)
explain their reasons for immigration;
(21) In the 1840s, thousands of Irish immigrants came to
Readiness Standard
the United States seeking to escape — (2013)
(37) Which pull factor accounted for much of Chinese
immigration to the United States in the mid-1800s? (2014)
8.23 B
Explain the relationship between
(29) The New York City riots of 1863 were partly a result of
urbanization and conflicts resulting from
— (2014)
differences in religion, social class, and
political beliefs; Supporting Standard
8.23 C
Identify ways conflicts between people from (14) One attempt to help resolve this issue without violence
various racial, ethnic, and religious groups
involved which action? (2013)
are resolved; Supporting Standard
(13) What led to the conflict referred to in this excerpt?
(2014)
8.23 D
analyze the contributions of people of
(52) Which group was responsible for these contributions
various racial, ethnic, and religious groups to to American culture? (2014)
our national identity; and Supporting
Standard
8.23 E
identify the political, social, and economic
(8) During the early 1800s many young women in New
contributions of women to American
England were employed outside their homes as— (2013)
society. Supporting Standard
Culture.
The student understands the major reform movements of the 19th century. The student is expected to:
SE
TEKS
Question Stems
8.24 A
describe the historical development of the
(11) What was one major impact of this novel? (2013)
abolitionist movement; and Supporting
(50) What was one result of the law described above?
Standard
(2014)
8.24 B
evaluate the impact of reform movements,
(23) The primary goal of the American Temperance Society
including educational reform, temperance,
was to — (2013)
the women's rights movement, prison
reform, abolition, the labor reform
(35) The speaker quoted above was a supporter of the
movement, and care of the disabled.
movement to — (2014)
Readiness Standard
Culture
The student understands the impact of religion on the American way of life. The student is expected to
SE
TEKS
Question Stems
8.25 A
Trace the development of religious freedom (16) This diagram describes events in colonial America that
in the United States; Supporting Standard
are related to — (2013)
8.25 B
Describe religious motivation for
immigration and influence on social
Grade 8 US History 2013 & 2014
8.25 C
movements, including the impact of the first
and second Great Awakenings; and
Supporting Standard
Analyze the impact of the First Amendment
guarantees of religious freedom on the
American way of life. Readiness Standard
(32) Berwyn, Pennsylvania: A new mosque recently opened
in this suburb of Philadelphia…(The) leaders did not seek
publicity for the happy occasion, only continued peach with
their neighbors: a Jewish synagogue next door and a
Baptist church across the street. – Kathy Matheson,
Associated Press, Sept. 10, 2010. This event best
demonstrates which feature of the American way of life?
(2013)
(36) Which headline provides the best example of a First
Amendment guarantee in action? (2014)
Culture
The student understands the relationship between the arts and the times during which they were created. The student
is expected to
SE
TEKS
Question Stems
8.26 A
describe developments in art, music, and
literature that are unique to American
culture such as the Hudson River School
artists, John James Audubon, "Battle Hymn
of the Republic," transcendentalism, and
other cultural activities in the history of the
United States; Supporting Standard
8.26 B
identify examples of American art, music,
and literature that reflect society in different
eras; and Supporting Standard
8.26 C
analyze the relationship between fine arts
and continuity and change in the American
way of life. Supporting Standard
(33) This painting shares a common theme with which
literary work? (2013)
(17) Such scenes would look dramatically different after the
— (2014)
Government.
The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S.
Constitution, and other important historic documents. The student is expected to:
SE
TEKS
Question Stems
8.15 A
identify the influence of ideas from historic
(16) With which of the following arguments would the
documents, including the Magna Carta, the
authors of The Federalist Papers most likely have agreed?
English Bill of Rights, the Mayflower
(2014)
Compact, the Federalist Papers, and
selected Anti-Federalist writings, on the U.S.
system of government; Readiness Standard
8.15 B
summarize the strengths and weaknesses of (46) Which question reflects a major concern states had
Grade 8 US History 2013 & 2014
8.15 C
8.15 D
the Articles of Confederation; Supporting
Standard
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; and
Readiness Standard
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. Readiness
Standard
about this arrangement? (2014)
(18) Which provision of the U.S. Constitution reflects this
grievance? (2014)
(9) Which right best completes the diagram? (2013)
(26) The powers not delegated to the United States by the
Constitution, nor prohibited by it to the States, are reserved
to the States respectively, or to the people – Tenth
Amendment, U.S. Constitution. (2013)
(51) Which principle of the U.S. government is most clearly
reflected in the amendment above? (2013)
Government.
The student understands the process of changing the U.S. Constitution and the impact of amendments on American
society. The student is expected to:
SE
TEKS
Question Stems
8.16 A
summarize the purposes for and process of
(41) Which of the following gives an example of one way?
amending the U.S. Constitution; and
(2014)
Readiness Standard
8.16 B
describe the impact of 19th-century
(13) Which of these describes a result of the Thirteenth
amendments, including the 13th, 14th, and
Amendment? (2013)
15th amendments, on life in the United
(1) The Thirteenth Amendment to the U.S. Constitution
States. Readiness Standard
affected the lives of millions of African Americans by —
(2014)
Government.
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:
SE
TEKS
Question Stems
8.17 A
analyze the arguments of the Federalists
(43) George Mason refused to sign the Constitution and
and Anti-Federalists, including those of
opposed its ratification because he believed that it—
Alexander Hamilton, Patrick Henry, James
(2013)
Madison, and George Mason; Readiness
(48) Those in favor of ratifying the Constitution would most
Standard
likely respond to this concern by pointing out that — (2014)
8.17 B
explain constitutional issues arising over the
issue of states' rights, including the
Nullification Crisis and the Civil War.
Readiness Standard
(17) Speaker 1: A state has the right to overrule an act
passed by Congress. After all, the national government is
supposed to share power with the states. Speaker 2: I
believe that you are wrong. The state do share power with
the national government, but the Constitution became
known as the - (2013)
Grade 8 US History 2013 & 2014
(9) The proclamation excerpted above was issued during
which of these historical events? (2014)
Government.
The student understands the impact of landmark Supreme Court cases. The student is expected to:
SE
TEKS
Question Stems
8.18 A
identify the origin of judicial review and
(19) Which of the following reversed the Supreme Court
analyze examples of congressional and
ruling in Dred Scott v Sandford? (2013)
presidential responses; Readiness Standard (25) In 1832 the Supreme Court ruled that Georgia did not
have legal authority over the Cherokees living in the state.
President Andrew Jackson responded to this decision by —
(2014)
8.18 B
summarize the issues, decisions, and
(29) Which precedent was established by the Supreme
significance of landmark Supreme Court
Court ruling in Marbury v. Madison? (2013)
cases, including Marbury v. Madison,
McCulloch v. Maryland, and Gibbons v.
Ogden; and Supporting Standard
8.18 C
evaluate the impact of selected landmark
Supreme Court decisions, including Dred
Scott v. Sandford, on life in the United
States. Supporting Standard
Citizenship.
The student understands the rights and responsibilities of citizens of the United States. The student is expected to:
SE
TEKS
Question Stems
8.19 A
define and give examples of unalienable
(36) We hold these truths to be self-evident, that all men
rights; Readiness Standard
are created equal, that they are endowed by their Creator
with certain unalienable Rights. . . .—Declaration of
Independence,1776 This excerpt refers to rights that
people — (2013)
(22) The rights listed above were — (2014)
8.19 B
summarize rights guaranteed in the Bill of
Rights; Readiness Standard
8.19 D
identify examples of responsible citizenship,
including obeying rules and laws, staying
informed on public issues, voting, and
serving on juries; Supporting Standard
8.19 E
summarize the criteria and explain the
process for becoming a naturalized citizen of
the United States; and Supporting Standard
Citizenship.
(15) When citizens report for jury duty, they are helping
uphold a constitutional right guaranteed by the— (2013)
(34) The constitutional amendment excerpted above
protects people in the United States from — (2014)
(33) Which headline provides the best example of a civic
duty? (2014)
Grade 8 US History 2013 & 2014
The student understands the importance of voluntary individual participation in the democratic process. The student is
expected to:
SE
TEKS
Question Stems
8.20 A
explain the role of significant individuals
(45) For the well Governing of this Province and Territories
such as Thomas Hooker, Charles de
there shall be an Assembly yearly Chosen by the Freemen
Montesquieu, John Locke, William
thereof to Consist of four persons out of each County. . . .—
Blackstone, and William Penn in the
William Penn, Pennsylvania Charter of Privileges, 1701
development of self-government in colonial Which feature of colonial self-government does this charter
America; Supporting Standard
establish? (2013)
8.20 B
evaluate the contributions of the Founding
Fathers as models of civic virtue; and
Supporting Standard
8.20 C
analyze reasons for and the impact of
selected examples of civil disobedience in
U.S. history such as the Boston Tea Party
and Henry David Thoreau's refusal to pay a
tax. Supporting Standard
Citizenship.
The student understands the importance of the expression of different points of view in a constitutional republic. The
student is expected to:
SE
TEKS
Question Stems
8.21 A
identify different points of view of political
parties and interest groups on important
historical and contemporary issues;
Supporting Standard
8.21 B
describe the importance of free speech and
press in a constitutional republic; and
Supporting Standard
8.21 C
summarize a historical event in which
compromise resulted in a peaceful
resolution. Supporting Standard
Citizenship.
The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
SE
TEKS
Question Stems
8.22 A
analyze the leadership qualities of elected
(15) Which action should be added to this list? (2014)
and appointed leaders of the United States
such as George Washington, John Marshall,
and Abraham Lincoln; and Supporting
Standard
8.22 B
describe the contributions of significant
(37) In 1787, Congress awarded John Paul Jones the
political, social, and military leaders of the
Congressional Gold Medal in honor of his “valor and
United States such as Frederick Douglass,
brilliant services” during the Revolutionary War. Which
John Paul Jones, James Monroe, Stonewall
accomplishment was Congress recognizing? (2013)
Jackson, Susan B. Anthony, and Elizabeth
Cady Stanton. Supporting Standard
Economics.
Grade 8 US History 2013 & 2014
The student understands why various sections of the United States developed different patterns of economic activity.
The student is expected to:
SE
TEKS
Question Stems
8.12 A
Identify economic differences among
different regions of the United States;
Supporting Standard
8.12 B
Explain reasons for the development of the
(50) How did the plantation system influence the economic
plantation system, the transatlantic slave
development of the United States? (2013)
trade, and the spread of slavery; Readiness
(38) Which of these best completes the diagram above?
Standard
(2014)
8.12 C
Explain the reasons for the increase in
factories and urbanization; and Supporting
Standard
8.12 D
Analyze the causes and effects of economic
(10) Why did the economies of western territories develop
differences among different regions of the
so differently from the economies of the Northeast and
United States at selected times in U.S.
South? (2014)
history. Readiness Standard
Economics.
The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The
student is expected to:
SE
TEKS
Question Stems
8.13 A
analyze the War of 1812 as a cause of
(23) How did the War of 1812 affect the U.S. economy?
economic changes in the nation; and
(2014)
Supporting Standard
8.13 B
identify the economic factors that brought
(35) How did the development of the factory system
about rapid industrialization and
encourage urbanization? (2013)
urbanization. Readiness Standard
Economics.
The student understands the origins and development of the free enterprise system in the United States. The student is
expected to:
SE
TEKS
Question Stems
8.14 A
explain why a free enterprise system of
(39) After the War of 1812, thousands of settlers and
economics developed in the new nation,
immigrants moved to the western frontiers of the United
including minimal government intrusion,
States in search of farming and business opportunities. In
taxation, and property rights; and
response, the government began building roads. This
Supporting Standard
transportation network was intended to — (2013)
8.14 B
describe the characteristics and the benefits (40) Which type of economy is best described by these
of the U.S. free enterprise system during the characteristics? (2014)
18th and 19th centuries. Supporting
Standard
Science, technology, and society.
The student understands the impact of science and technology on the economic development of the United States. The
student is expected to:
SE
TEKS
Question Stems
8.27 A
explain the effects of technological and
(49) The Bessemer steel process affected westward
scientific innovations such as the steamboat, expansion in the United States by enabling— (2013)
Grade 8 US History 2013 & 2014
8.27 B
8.27 C
the cotton gin, and interchangeable parts;
Readiness Standard
analyze the impact of transportation and
communication systems on the growth,
development, and urbanization of the
United States; Readiness Standard
(7) The innovation shown in this photograph most affected
the U.S. economy by — (2014)
(22) What was one major effect of the opening of the Erie
Canal? (2013)
(52) The growth of railroads during the nineteenth century
affected U.S. businesses by— (2013)
(24) What was one major effect of the Erie Canal on the
United States in the early nineteenth century? (2014)
(40) The introduction of interchangeable parts led directly
to the — (2013)
analyze how technological innovations
changed the way goods were manufactured
and marketed, nationally and
internationally; Supporting Standard
8.27 D
explain how technological innovations
(49) How did the factory system contribute to the rapid
brought about economic growth such as
industrialization of the United States? (2014)
how the factory system contributed to rapid
industrialization and the Transcontinental
Railroad led to the opening of the west.
Supporting Standard
Science, technology, and society.
The student understands the impact of scientific discoveries and technological innovations of daily life in the United
States. The student is expected to:
SE
TEKS
Question Stems
8.28 A
compare the effects of scientific discoveries
and technological innovations that have
influenced daily life in different periods in
U.S. history
8.28 B
identify examples of how industrialization
(27) Which of these was an effect of the Industrial
changed life in the United States
Revolution on U.S. women in the early nineteenth century?
(2013)
(19) Which statement best describes a result of
industrialization in the United States during the midnineteenth century? (2014)
Social Studies Skills.
The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to
SE
TEKS
Question Stems
8.29 A
Differentiate between, locate, and use valid (25) We, reposing special trust and confidence in your
primary and secondary sources such as
patriotism, valor, conduct, and fidelity, do, by these
computer software, databases, media and
presidents, constitute and appoint you to be General and
news service3s, biographies, interviews, and Commander in chief, of the army of the United Colonies,
artifacts to acquire information about the
and all of the forces now raised, or to be raised, by them,
United States;
and of all others who shall voluntarily offer their service. –
Commission from the Continental Congress, June 17, 1775.
The Continental Congress issued this commission to (2013)
Grade 8 US History 2013 & 2014
8.29 B
(36) 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. . . .— Declaration of
Independence, 1776 This excerpt refers to rights that
people — (2013)
(18) Which provision of the U.S. Constitution reflects this
grievance? (2014)
(34) The constitutional amendment excerpted above
protects people in the United States from — (2014)
(48) Those in favor of ratifying the Constitution would most
likely respond to this concern by pointing out that —
(2014)
Analyze information by sequencing,
(2) All the events listed above occurred during —
categorizing, identifying cause-and-effect
(3) Which of the following should replace the question
relationships, comparing, contrasting,
mark in the Constitutional Convention puzzle?
finding the main idea, summarizing, making
(4) Black Codes was a name given to laws passed by
generalizations and predictions, and drawing southern governments established during the presidency of
inferences and conclusions;
Andrew Johnson. The laws imposed severe restrictions on
freedmen, such as prohibiting their right to vote, forbidding
them to sit on juries, and limiting their right to testify
against white men. They were also forbidden from carrying
weapons in public places and working in certain
occupations. – National Archives and Records
Administration.
Southern states passed the codes described in this excerpt
in order to (5) Resolved, That our title to the whole of the Territory of
Oregon is clear and unquestionable; that no portion of the
same ought to be ceded to England or any other power,
and that there – occupation of Oregon and there –
annexation of Texas at the earliest practicable period are
great American measures, which this Convention
recommends to the cordial support of the Democracy of
the Union. –Democratic Party Platform of 1844. This
excerpt provides evidence that in 1844 Democrats
supported (9) Which right best completes the diagram?
(17) Speaker 1: A state has the right to overrule an act
passed by Congress. After all, the national government is
supposed to share power with the states. Speaker 2: I
believe that you are wrong. The state do share power with
the national government, but the Constitution became
known as the (20) Which of these best completes the diagram?
(32) Berwyn, Pennsylvania: A new mosque recently opened
in this suburb of Philadelphia…(The) leaders did not seek
publicity for the happy occasion, only continued peach with
Grade 8 US History 2013 & 2014
their neighbors: a Jewish synagogue next door and a
Baptist church across the street. – Kathy Matheson,
Associated Press, Sept. 10, 2010. This event best
demonstrates which feature of the American way of life?
(41) Which of the following best completes the diagram
above?
(45) For the well Governing of this Province and Territories
there shall be an Assembly yearly Chosen by the Freemen
thereof to Consist of four persons out of each County. . . .—
William Penn, Pennsylvania Charter of Privileges, 1701
Which feature of colonial self-government does this charter
establish?
(47) Which of the following best replaces the question mark
in the diagram above?
(48) How do we finance a war? Who has the power to
negotiate treaties? What prevents the executive from
becoming too powerful? Which group was responsible for
answering these questions? (2013)
(4) Which of the following best completes the diagram
above? (2014)
(6) According to the excerpt above, the Gadsden Purchase
was intended to — (2014)
(8) The excerpt above reflects the dissatisfaction of
American colonists with the — (2014)
(9) The proclamation excerpted above was issued during
which of these historical events? (2014)
(11) To which of the following is Abigail Adams referring in
this excerpt? (2014)
(13) ) What led to the conflict referred to in this excerpt?
(2014)
(15) Which action should be added to this list? (2014)
(21) This list describes conditions found in — (2014)
(22) The rights listed above were — (2014)
(26) In the excerpt above, what does “this interest” refer
to? (2014)
(29) ) The New York City riots of 1863 were partly a result of
— (2014)
Grade 8 US History 2013 & 2014
(31) Which of the following completes the sentence
above? (2014)
(35) The speaker quoted above was a supporter of the
movement to — (2014)
(38) Which of these best completes the diagram above
(2014)
(39) What is the historical significance of this act? (2014)
(40) Which type of economy is best described by these
characteristics? (2014)
(45) What effect did the mining technique described in this
excerpt have on the local environment? (2014)
(47) The bullet points in this list would most likely be
included in an essay about — (2014)
(50) What was one result of the law described above?
(2014)
(52) Which group was responsible for these contributions
to American culture? (2014)
8.29 C
8.29 D
Organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps;
Identify points of view from the historical
context surrounding an event and the frame
of reference which influenced the
participants;
(1) Which of the following best replaces the question mark
in the diagram above? (2013)
(11) What was one major impact of this novel? (2013)
(14) One attempt to help resolve this issue without violence
involved which action? (2013)
(31) A tourist would most likely go to the location shown on
the map to visit — (2013)
(33) This painting shares a common theme with which
literary work? (2013)
(3) These data could be used to support which conclusion?
(2014)
(7) The innovation shown in this photograph most affected
the U.S. economy by — (2014)
(17) Such scenes would look dramatically different after the
— (2014)
(33) Which headline provides the best example of a civic
duty? (2014)
(43) How was the event depicted in this image significant to
the Civil War? (2014)
(41) Which of the following best completes the diagram
above? (2013)
Grade 8 US History 2013 & 2014
8.29 E
8.29 H
8.29 J
8.30 A
Support a point of view on a social studies
issue or event;
Use appropriate mathematical skills to
interpret social studies information such as
maps and graphs;
Pose and answer questions about
geographic distributions and patterns shown
on maps, graphs, charts, models, and
databases.
Use social studies terminology correctly.
(26) The powers not delegated to the United States by the
Constitution, nor prohibited by it to the States, are reserved
to the States respectively, or to the people – Tenth
Amendment, U.S. Constitution. (2013)
(51) Which principle of the U.S. government is most clearly
reflected in the amendment above? (2013)