• 8th Grade USHG "I Can..." Statements (2013)

     1. I can explain how issues raised during the French
    and Indian War impacted the decision to declare independence.

    2. I can describe how democratic principles gave
    colonists reason to separate fromGreat Britain.

    3. I can describe how experiences with self-government
    gave colonists reason to separate fromGreat Britain.

     4. I can explain
    why the Declaration of Independence helped people to understand why the
    colonists wanted to break fromGreat

    5. I can show supporting details in the Declaration of
    Independence justified why the colonists declared independence fromGreat Britain.

    6. I can organize a list of the colonists' views about
    freedom and equality.

    7. I can recall why the colonists were concerned about
    having a head of state not chosen by the people.

    8. I can make a list of reasons why the Articles of
    Confederation were written (including economic [money], political
    [government/type of rule].

    9. I can identify reasons why the Articles of
    Confederation failed.

    10. I can explain the main compromises that were
    reached when writing the Constitution.

    11. I can describe
    the historical and philosophical origins of constitutional government in theUnited States
    using the ideas of social compact, limited government, natural rights, right of
    revolution, separation of powers, bicameralism, republicanism, and popular
    participation in government

    12. I can tell you what a Federalist’s and
    Anti-Federalist’s position would be in regards to the new government created by
    the Constitution.

    13. I can identify core democratic values that are

    stated in the Preamble to the Constitution.

    14. I can recall the reasons why many Americans felt
    the need for the Bill of Rights.

    15. I can explain how the Bill of Rights reflected the
    concept of limited government, the protection of individual rights, and the
    fear of many Americans of a strong central government.

    16. I can describe how the French Revolution affectedAmerica’s
    relationship with Great Britian and France.

    17. I can analyze primary source documents such asMayflower Compact, Iroquois
    Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, and
    the Federalist Papers and describe their impact on the birth ofAmerica

    18. I can identify the main ideas and principles of a

    19. I can explain how George Washington’s response to
    the Whiskey Rebellion strengthened the power of the Federal Government relative
    to the states.

    20. I can tell you why the Articles of Confederation
    limited the power of the Federal Government.

    21. I can list the failures of the Articles of

    22. I can useWashington’s
    farewell address to illustrate the concerns surrounding foreign alliances and
    opposing political parties within our nation.

    23. I can describethe extent to which subsequent
    Presidents heededWashington’s
    Farewell Address warnings.

    24. I can describe howtreaties with American Indian nations, theLouisiana
    Purchase, the Transcontinental Treaty (1819), and the Monroe
    affected the relationship between the U.S and other

    25. I can tell when and how political parties were

    26. I can tell why national courts were created.

    27. I can use Supreme Court cases to illustrate the
    growing power (as influenced by Chief Justice John Marshall) of the Judicial

    28. I can describe howWashington’s address affected the
    relationship between the U.S government and it’s citizens and with foreign

    29.I can describe how Jay’s treaty solved the land and
    money issues between theU.S.

    30. I can describe how the French Revolution affected

    31. I can describe how the Pinkney treaty resolved
    issues between theU.S.andSpain.

    * The next several items pertain to public policy

    32. I can define, identify, research and analyze a
    public policy issue.

    33. I can discuss and defend a public policy issue.

    34. I can use inquiry methods to trace the issue and
    gather data about it.

    35. I can generate and evaluate different solutions and
    analyze different points of view concerning the issue of public policy.

    36. I can identify and apply core democratic values or
    constitutional principals.

    37. I can share and discuss the findings of my
    research, give analysis, and compose a persuasive essay.

    38. I can describe the differences between
    sectionalism, nationalism, federalism, and state’s rights.

    39. I can compare and contrast the views of Calhoun,
    Webster, and Clay in regards to the role of the federal government.

    40. I can identify which regions of the country were
    represented by the beliefs of Calhoun, Webster, and Clay.

    41. I can explain how economic growth brought about
    changes in agriculture, industry, transportation, the labor force, and

    42. I can show how the consequences of Westward
    Expansion affected Native Americans ans African-Americans.

    43.I can how reform (education, women’s rights,
    temperance, religion, and the underground railroad) changed society in the
    early 1800’s.

    44. I can show how Andrew Jackson’s public policies
    affected American expansionism.

    45. I can explain how changes in the American political
    party system (the rise of the Republican party, division within the Democratic
    party) pushed the country toward Civil War.

    46.I can show how the response to sectional tensions
    (The Missouri Compromise, Wilmot Proviso, Compromise of 1850, Kansas-Nebraska
    Act, and Dred Scott Decision) both delayed and brought closer the start of the
    Civil War.

    47. I can illustrate political, economic and social
    reasons why the Southern states seceded.

    48. I can clarify the reasons why the Upper South and
    Lower South seceded at different times.

    49. Using critical events and battles during the war I
    can give reasons for the North"s victory.

    50. I can compare and contrast the political and
    military leadership of the North and South during the war.

    51. I can identify aspects of the Gettysburg Address
    that reflect the ideals of the Declaration of Independence.

    52. I can demonstrate how the war affected various
    social groups and the landscape ofAmerica.

    53. I can describe the difference between free blacks
    (those who escaped from slavery), free whites and enslaved blacks.

    54. I can identify provisions within the Northwest
    Ordinance that had an impact on the banning of slavery (e.g. the establishment
    ofMichiganas afree state.

    55. I can give illustrations of the advantages and
    disadvantages of the North and South (geographic, economic, technological)
    during the war.

    56. I can identify the strengths ofLincoln's presidency.

    57. I can defend the progression ofLincoln's policies towards emancipation.

    58. I can portray the different roles of African
    Americans in the Civil War (i.e. soldiers, rebels and slaves.)

    59. I can identify the ways that women were involved in
    the Civil War.

    60. I can show how the war drastically altered American

    61. I can
    compare and contrast the views of Reconstruction from the point of view of
    Abraham Lincoln, Andrew Johnson, Republicans, African-Americans, and the
    resistant Southern states.

    62. I can show how a political deal (The Compromise of
    1877) brought about the end of Reconstruction.

    63. I can use different types of maps to explainUS
    population growth, movement, and expansion between 1800 and 1898 (areas of
    concentration should include, but are not limited to: railroad expansion,
    immigration, and economic factors).






Last Modified on February 14, 2018