Teacher Wraparound Edition Joyce Appleby, Ph.D. James M. McPherson, Ph.D. Alan Brinkley, Ph.D. Donald A. Ritchie, Ph.D. Albert S. Broussard, Ph.D. TAR1©07_KY_TWE_TP_874678-7.indd 1 10/14/06 12:48:55 PM Beth S. Caby Lisa Petrey-Kirk Teacher Teacher American History American History and Goverment Newport Middle School Anderson Middle School Newport, Kentucky Lawrenceburg, Kentucky Aubrey E. Pennington Stephanie L. Poynor District Curriculum Specialist, Social Studies Department Chair Pulaski County U.S. History Social Studies Westport Traditional Middle and Southern Middle and Fine Art Academy Central Pulaski Alternative Louvisville, Kentucky Somerset, Kentucky Image Credits: KY4-KY5 David Frazier/IndexStock; KY6-KY7 Richard Cummins/SuperStock; KY8-KY9 Kevin R. Morris/CORBIS; KY40 (tl)Stockbyte, (tr)National Portrait Gallery, Smithsonian Institution/Art Resource, NY, (bl)Stockbyte, (br)Rob and Ann Simpson/Visuals Unlimited; KY41 (tl)Buddy Mays/CORBIS, (tr)Wolfgang Kaehler/ CORBIS, (b)Gary W. Carter/CORBIS; KY45 Icon SMI/CORBIS; KY47 Garry Black/Masterfi le. Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill, 8787 Orion Place, Columbus, OH 43240-4027 (Student Edition) ISBN-13: 978-0-07-874677-2 ISBN-10: 0-07-874677-9 (Teacher Wraparound Edition) ISBN-13: 978-0-07-874678-9 ISBN-10: 0-07-874678-7 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 127 10 09 08 07 06 0002-0002 CP-874678.indd ii 10/13/06 11:56:50 AM How Do I Succeed in American History? he American Republic To 1877 includes a variety of tools designed to help T you be successful as you study the early history of the United States. On the following pages, you will fi nd out about Kentucky’s standards for social studies. The Kentucky Core Content for Social Studies Assessment, Grade 8 identifi es what you should know, understand, and be able to do as a result of your study of Grade 8 American History. Following the core content is a correla- tion chart that identifi es the pages where the textbook teaches this content. This section of your textbook also includes a Countdown to the Kentucky Core Content Test (KCCT), Grade 8. It consists of practice questions that cover core con- tent standards and is organized by week. The Countdown is designed to help you prepare for this important test that you will take later this school year. Identifying what you are expected to learn at the beginning of the year and practicing your test-taking skills throughout the year will help focus your study of U.S. history. It will also help you and your parents or caregivers see when you might need help in mastering the concepts of a particular unit of study. Such help will ensure that your study of history will be both enjoyable and successful. Focus on Kentucky is another section of your textbook. This feature includes inter- esting information about your state that you should know. The chart on page KY48 explains the Depth of Knowledge levels used to evaluate the complexity of assessment questions. Core Content for Social Studies Assessment, Grade 8 . KY4 Correlation to the Core Content for Social Studies Assessment, Grade 8 . KY10 Preparing for the Kentucky Core Content Test for Social Studies . KY16 Countdown to the KCCT, Grade 8 . KY18 Focus on Kentucky . KY40 Depth of Knowledge Levels . KY48 KY3 0003-0003 GSP-874678.indd 3 10/13/06 4:38:17 PM On the following pages, you will find a listing of the Kentucky Core Content for Social Studies Assessment, Grade 8. The core content lists the things you should learn and be able to do as you complete this American History course. Read through the core content with your parents or David Frazier/IndexStock caregivers to help you become successful in this course. Also, review the core content from time to time to help the things you learn fall into place. Depth of Knowledge (DOK) levels indicate the highest DOK level at which Kentucky Core Content Test (KCCT) questions can assess that standard’s content. For more information on DOK levels, see page KY48. Formation of Governments Government SS-08-1.1.1 Students will compare purposes & Civics and sources of power in the most common forms of government (monarchy, democracy, The study of government and civics equips stu- republic). DOK 2 dents to understand the nature of government SS-08-1.1.2 Students will describe and give exam- and the unique characteristics of representative ples to support how democratic government in the democracy in the United States, including its United States prior to Reconstruction functioned to fundamental principles, structure and the role of preserve and protect the rights (e.g., voting), liberty citizens. Understanding the historical develop- and property of their citizens by making, enacting ment of structures of power, authority, and gov- and enforcing appropriate rules and laws (e.g., ernance and their evolving functions in contem- constitutions, laws, statutes). DOK 3 porary U.S. society and other parts of the world SS-08-1.1.3 Students will describe and give exam- is essential for developing civic competence. An ples of the ways the Constitution of the United understanding of civic ideals and practices of States is a document that can be changed from citizenship is critical to full participation in so- time to time through both formal and informal ciety and is a central purpose of social studies. processes (e.g., amendments, court cases, executive actions) to meet the needs of its citizens. DOK 2 *Supporting standard proposed for local instruction KY4 0004-0009 CCA-874678.indd 4 10/19/06 10:09:24 AM Constitutional Principles SS-08-1.2.1 Students will identify the three Cultures & branches of government, describe their functions Societies and analyze and give examples of the ways the U.S. Constitution separates power among the Culture is the way of life shared by legislative, executive and judicial branches to a group of people, including their prevent the concentration of political power ideas and traditions. Cultures refl ect and to establish a system of checks and the values and beliefs of groups in dif- balances. DOK 3 ferent ways (e.g., art, music, literature, SS-08-1.2.2 Students will explain the reasons religion); however, there are universals why the powers of the state and national/federal (e.g., food, clothing, shelter, communi- governments are sometimes shared and some- cation) connecting all cultures. Culture times separate (federalism) and give examples of infl uences viewpoints, rules and institu- shared and separate powers. DOK 2 tions in a global society. Students should Rights and Responsibilities understand that people form cultural groups throughout the United States and the World, SS-08-1.3.1 Students will explain and give exam- and that issues and challenges unite and ples of how significant United States documents divide them. DOK 2 (Declaration of Independence, Constitution, Bill of Rights) established democratic principles and Elements of Culture guaranteed certain rights for all citizens. DOK 2 SS-08-2.1.1 Students will explain how ele- SS-08-1.3.2 Students will explain and give exam- ments of culture (e.g., language, the arts, cus- ples of how, in order for the U.S. government to toms, beliefs, literature) defined specific groups function as a democracy, citizens must assume in the United States prior to Reconstruction responsibilities (e.g., participating in community and resulted in unique perspectives. DOK 2 activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military). DOK 2 Horse farm near Lexington, Kentucky KY5 0004-0009 CCA-874678.indd 5 10/9/06 11:39:56 AM Social Institutions * SS-08-2.2.1 Students will compare Economics how cultures (United States prior to Economics includes the study of production, dis- Reconstruction) developed social institu- tribution and consumption of goods and services. tions (family, religion, education, govern- Students need to understand how their economic ment, economy) to respond to human needs, decisions affect them, others, the nation and Cummins/SuperStock Richard structure society and influence behavior. the world. The purpose of economic education Interactions Among Individuals and is to enable individuals to function effectively Groups both in their own personal lives and as citizens and participants in an increasingly connected SS-08-2.3.1 Students will explain how con- world economy. Students need to understand flict and competition (e.g., political, economic, religious, ethnic) occurred among individu- the benefi ts and costs of economic interaction als and groups in the United States prior to and interdependence among people, societies and Reconstruction. DOK 2 government. SS-08-2.3.2 Students will explain how com- Scarcity promise and cooperation were possible SS-08-3.1.1 Students will explain and give exam- choices to resolve conflict among individu- ples of how scarcity required individuals, groups als and groups in the United States prior to and the government in the United States prior Reconstruction. DOK 2 to Reconstruction to make decisions about how productive resources (natural resources, human resources, capital goods) were used. DOK 2 * SS-08-3.1.2 Students will identify how financial decisions (considering finance and opportunity cost) by individuals and groups impacted histori- cal events in U.S.