8Th Grade Social Studies Checkpoint Assessment Mid-Year

8th Grade Social Studies Checkpoint Assessment Mid-year Study GuideChapter 8: Creating the Constitution1. Articles of Confederation: p. 103It was the first plan of ______for the US. It created a ______union between the states and was run by ______Congress could make ______and ______, raise an ______ and a ______, print ______and establish a ______Congress could not impose ______. 2. The Northwest Ordinance: p. 104It was passed in ______and divided the territory into ______.It included a list of ______for settlers and described how the territory could become a ______. It banned ______.3. Shay’s Rebellion: p. 105Shay was a ______who was upset about the money shortage. He and a group of farmers closed down ______and seized ______stored in Springfield.Many people felt this was a sign that the new nation was ______.The rebellion shocked Congress into calling for a ______to revise the Articles of Confederation.4. The Constitutional Convention: p. 106-114The delegates to the Constitutional Convention are known as the ______Representation: The Virginia Plan called for a ______national government with ______branches. Congress would be made up of ______houses, and the number of representatives from each state depended on its ______. Delegates from ______states liked this plan. The New Jersey plan called for a government with ______branches, but Congress would be made up of only ______house. Each state would have an ______vote regardless of its size. ______states liked this plan. Finally, a ______ was reached. The framers agreed to a ______House Congress with representation in the H______of R______being based on ______ and representation in the S______being equal with each state having ______Senators. This agreement is now called the ______Compromise.Slavery:The framers also had to decide if slaves were going to be counted as people or ______.Delegates from the south wanted slaves counted as ______so they would get more representation in Congress. Delegates from the north wanted the slaves counted as ______so they could be taxed. In the ______-______Compromise, the delegates agreed to count slaves as ______of a person for both representation and taxes. Electing a Chief Executive: The framers agreed to a single executive, to be called the ______. This person’s power was limited to ______years, and a ______would be elected to fill in if the president ______while in office. Some delegates wanted ______ to appoint the president. Others thought that the ______should elect the president. Some wanted the president chosen by a special group of ______. A compromise was reached by agreeing that a special body called the ______would elect the president and vice president. Representatives for this group would be chosen from each state.Chapter 9: The Constitution: A More Perfect Union1. The Legislative Branch: p. 121-122Congress is made up of ______houses---the ______of ______and the ______. The framers of the Constitution designed Congress to balance the rights of ______and ______states. Congress’s main job is to make ______. The president can ______any proposed law, but Congress can override it with a ______ majority vote in both houses. The ______clause allows Congress to make any laws necessary to carry out it’s other ______. 2. The Executive Branch: p. 123-124The main job of the executive branch is to ______the laws passed by Congress.The head of the executive branch is the ______. The executive branch gets help carrying out its duties from a variety of departments. The heads of these departments are members of a formal group of advisors called the president’s ______.3. The Judicial Branch: p. 124-125The Judicial branch consists of the system of ______and judges. Its principal responsibility is to protect the ______. Judicial review is the power to decide whether laws and actions by Congress and the president are ______. 4. Checks and Balances: p. 126The framers of the Constitution divided the federal government into 3 branches because they wanted to ______the government’s ______. This system is called Checks and Balances. The president can ______a bill from Congress, but they can override this by a______vote in both houses. The Supreme Court can declare laws, treaties or executive actions to be ______. The president can appoint ______, ambassadors and cabinet members, but ______must approve them. Even though the Supreme Court can declare laws unconstitutional, the ______chooses the judges and ______ must approve the appointments. Chapter 10: The Bill of Rights p. 482 Know the 1st 10 Amendments and the rights they protect. 1. 6.2. 7.3. 8.4. 9.5. 10.Chapter 11: Political Developments in the Early Republic1. The Whiskey Rebellion: p. 147After the Revolutionary War the new government faced a shortage of ______.Congress finally agreed to place a tax on ______and other luxury items, but settlers living in the ______protested. Farmers refused to pay the tax. Congress lowered the tax, but a group of rebels in western ______began to ______and ______the tax collectors who tried to enforce the law. President Washington thought this rebellion was a ______to the ______of the new government so Washington sent the ______to stop the revolt.2. Washington’s Farewell Address: p. 148Two political parties that arose during Washington’s term in office: the ______ and the ______. Before leaving office at the end of his 2nd term, Washington prepared a ______(message). He reminded Americans they were all bound together as one ______and he warned of two ______ to the country’s future. One was getting involved in ______with other countries and the other was the danger of being too loyal to any particular political ______.3. Alexander Hamilton and the Federalist Party: p. 149-151Alexander Hamilton was the leader of the ______party. They believed that people were basically ______and the nation should be ruled by those who were______, ______and ______-spirited. They wanted a ______national government and felt that the rights of the states were less important than ______power and unity. Hamilton wanted to expand the ______ and increase the nation’s ______by promoting ______. Hamilton asked Congress to establish a national ______to help the government collect ______, and give the nation a stable ______. This institution would also make ______to ______. 4. Thomas Jefferson and the Republican Party: p. 152-154Jefferson was a leader within the ______party. They felt that informed citizens could make ______decisions and they had great faith in the wisdom of ______. Republicans believed the best government was small and had ______power. They insisted on a ______interpretation of the Constitution. They believed in ______state governments and an economy based on ______. 5. The Alien and Sedition Acts: p. 155The ______in Congress passed four laws called the Alien and Sedition Acts.They said the laws were necessary to protect the nation from ______, but they were really intended to make life difficult for ______. The Alien Acts lengthened the time it took for an ______to become a ______with the right to ______. Since most ______voted Republican, Jefferson felt this law was an ______on his party. The Alien Acts also allowed the president to ______or ______any aliens who were suspected of causing ______.The Sedition Act made it a crime to encourage ______against the government. Hamilton felt this law would punish only those who ______lies intended to ______the government but instead it was used to punish Republican ____________who insulted President Adams.6. States’ Rights: p. 156Republicans thought the Sedition Act was an ______on the rights of free______and free ______. Jefferson drew up a statement opposing these laws and sent them to state ______for approval. He thought that Congress had gone beyond the Constitution in passing these acts and the states had a duty to ______them (declare them to be without ______force). This argument is based on the ______right theory. This idea proposes that states created the ______ and gave up certain ______but the rights not specifically given to the ______government remains with the ______. Of these, one of the most important is the right to ______whether the ______government is using its powers ______.Chapter 12: Foreign Affairs in the Young Nation1. President Washington’s Foreign Policy: p. 163After the Revolutionary War, the army Washington had commanded had gone ______and not been replaced because having an army would cost ______and people had learned that an army could be used to ______away their ______. The new nation faced threats because it was surrounded by ______powers. President Washington faced a difficult decision because ______was having a revolution against their king. The US had signed a ______with France and promised to aid them in time of ______but Washington knew the US was not prepared for more fighting. Instead he announced a policy of ______which said the US would do ______to help either ______or ______in their war against each other. In his Farewell Address, Washington said the US could gain ______by getting involved in other nations’ ______. This policy of avoiding ______became known as ______.2. Impressments and Barbary pirates: p. 166-167By 1803, ______and ______were again at war. Both nations began seizing American ______that were ______with their ______. Britain began ______American sailors to serve in their ______. They claimed the men were ______.American ships faced another threat from the ______States of North______. The pirates seized ______ships entering the ______Sea and held the crews for ______. PresidentsWashington and Adams had both paid ______to the Barbary State ______ in exchange for the ______of American ships. President Jefferson hated paying______. In 1802 he sent a small fleet of ______to the______to protect American shipping. Jefferson also tried to convince ______and ______to leave US Ships along. His efforts ______so he proposed an ______to halt ______ with these nations in the hopes that it would prove so ______to them that they would leave US ships alone. Instead, many ______lost their jobs and ships ______ at their docks. 3. President Madison and the War of 1812: p. 168-169President Madison decided to abandon the policy of ______. He asked Congress to declare war on ______in 1812. A group called the War ______was overjoyed at this decision. They wanted to conquer ______. In 1814, the ______army invaded ______, burning the ______and the ______. They also attacked Baltimore and an American lawyer named ______ wrote about the battle in a poem that later became “The ______”4. The Battle of New Orleans: p. 170New Orleans was being defended by General ______with an army of free ______Americans, ______and pirates. Many more ______soldiers were killed than Americans. The Battle of New Orleans was the ______American victory of the war but it was also ______ because diplomats had signed a peace treaty ______weeks before the battle took place.5. The Monroe Doctrine: p. 171-172President Monroe made a ______to Congress in 1823 announcing a policy that became known as the ______. He stated that the nations of ______and ______American were “Not to be considered as subjects for future ______by any ______powers.” Europeans thought Monroe’s message was ______but Americans felt ______to see the US stand up for the people of Latin America.Chapter 13: A Growing Sense of Nationhood1. American Differences: p. 176-177A surge of ______followed the War of 1812 and helped create a new national______. Most Americans looked at their country with ______.Two out of every three Americans still lived near the ______coast. Less than 10% of the population lived west of the ______. Travel was ______and ______. Regional lifestyles developed which led to ______of different groups. The ______from the Northeast were seen as ______, thrifty and interested in money. In the ______, the ______owners were thought to be ______, cultured and ______.______, who had gone west were considered ______, hardy and ______. Congress wanted to create a sense of ______in the government so they rebuilt the ______and the ______in grand, Stately styles. 2. The Era of Good Feelings: p. 178-179The new ______spirit was reflected in suggestions that the government take a more active role in building the ______. Many believed the country’s future lay in ______, an economic system in which individuals and ______ produce and distribute goods for ______. John Marshall was a Supreme Court ______Justice who wrote several important court ______, including Marbury vs Madison that established the policy of Judicial Review. His decisions strengthened the ______of the court and ______power over______. They encouraged the growth of ______by confirming Congress’s power to create a national ______and ruled that business ______ could not be broken, even by state ______. He further limited the ______ ability to regulate transportation.

8Th Grade Social Studies Checkpoint Assessment Mid-Year

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