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The FINAL EXAM on May 20th isn't hard, but it does require you to think prior to answering the question. You should after one-year recall basic facts, comprehend them to American history, and demonstrate basic analysis of material covered this year. The FINAL is 66 multiple-choice questions. I estimate 75 - 90 minutes to complete the exam.
The STUDY GUIDE is in TEST ORDER. In addition, to help you study the visuals (e.g., GRAPHIC ORGANIZER, TABLE, QUOTE, etc.) for the STUDY GUIDE, I've included the actual visuals from the FINAL EXAM itself.
For example, for QUESTION #1 on Native-American relocation. You will see a map of the 1830s. What was the MAIN reason for relocation? (a) Was it to persuade American Indians to become farmers? (b) Was it for the federal government to gain access to key rivers? (c) Was it to punish Native-Americans for supporting the British in the War of 1812? Or, (4) was it to acquire valuable agricultural land and natural resources? ANSWER: (4). Your mind should have quickly thought about that in the 1830s, Andrew Jackson was President. Southerners wanted to grow as much cotton as possible, but first they had to get rid of the Native-Americans (5 Civilized Tribes). The Cherokees will sue in the US Supreme Court not to be moved, and even win, but Jackson still tells the Southern states to move them [5 Civilized Tribes] out as they wished, so a "Cotton Belt" can be established ever since Eli Whitney invented the Cotton Gin. This would become the "Trail of Tears." Knowing a little about what you see quickly narrow your focus to the right response.
Below is the STUDY GUIDE and VISUALS for the FINAL EXAM next Tuesday.
The STUDY GUIDE is in TEST ORDER. In addition, to help you study the visuals (e.g., GRAPHIC ORGANIZER, TABLE, QUOTE, etc.) for the STUDY GUIDE, I've included the actual visuals from the FINAL EXAM itself.
For example, for QUESTION #1 on Native-American relocation. You will see a map of the 1830s. What was the MAIN reason for relocation? (a) Was it to persuade American Indians to become farmers? (b) Was it for the federal government to gain access to key rivers? (c) Was it to punish Native-Americans for supporting the British in the War of 1812? Or, (4) was it to acquire valuable agricultural land and natural resources? ANSWER: (4). Your mind should have quickly thought about that in the 1830s, Andrew Jackson was President. Southerners wanted to grow as much cotton as possible, but first they had to get rid of the Native-Americans (5 Civilized Tribes). The Cherokees will sue in the US Supreme Court not to be moved, and even win, but Jackson still tells the Southern states to move them [5 Civilized Tribes] out as they wished, so a "Cotton Belt" can be established ever since Eli Whitney invented the Cotton Gin. This would become the "Trail of Tears." Knowing a little about what you see quickly narrow your focus to the right response.
Below is the STUDY GUIDE and VISUALS for the FINAL EXAM next Tuesday.
8th GRADE HONORS
In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills learned this year comprise the first part of a two-year study of U.S. history. The second part, comprising U.S. history from Reconstruction to the present, is provided in 10th Grade Honors, or Advanced Placement United States History. The content in Grade 8 builds upon that from Grade 5 & 6, but provides more depth and breadth. Historical content focuses on the political, economic, religious, and social events and issues related to the pre-colonial, colonial and revolutionary eras, the creation and ratification of the U.S. Constitution, challenges of the early republic, the Age of Jackson, westward expansion, sectionalism, Civil War, and Reconstruction. Students describe the physical characteristics of the United States and their impact on population distribution and settlement patterns in the past and present. Students analyze the various economic factors that influenced the development of colonial America and the early years of the republic and identify the origins of the free enterprise system. Students examine the American beliefs and principles, including limited government, checks and balances, federalism, separation of powers, and individual rights, reflected in the U.S. Constitution and other historical documents. Students evaluate the impact of Supreme Court cases and major reform movements of the 19th century and examine the rights and responsibilities of citizens of the United States as well as the importance of effective leadership in a constitutional republic. Students evaluate the impact of scientific discoveries and technological innovations on the development of the United States. Students use critical-thinking skills, including the identification of bias in written, oral, and visual material.
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CHAPTERS 5-6 AMERICAN REVOLUTION POWERPOINT PRESENTATION
CHAPTER 7/LESSONS 1-3
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GEORGE WASHINGTON'S
PRESIDENCY LECTURE PPT
PRESIDENCY LECTURE PPT
