8th Grade English Language Arts Checklist
L.8.1b - I can make and use verbs in the active and passive voice.
L.8.1d - I can tell you when the voice or mood of a verb changes in an incorrect way.
L.8.3a - I can use verbs in active and passive voice, and in the conditional and subjunctive mood to achieve a particular effect.
L.8.2a - I can use punctuation (commas, ellipsis, dash) to show a pause or break.
L.8.2b - I can use an ellipsis to show that something has been omitted.
RL.8.1 - I can cite the best piece of evidence that shows what a text states explicitly, as well as what can be inferred.
RL.8.2 - I can find the theme or main idea of a text. I can look closely at the way the theme develops and how the theme relates to the story elements. I can summarize a text without inserting my personal opinion.
RL.8.3 - I can explain how elements in a piece of literature (such as dialogue and events) move the action forward, show what a character is really like, and lead to decisions.
RL.8.4 - I can tell you the meaning of words and phrases that I have read. I can explain figurative and connotative meanings. I can analyze how certain word choices (including analogies and references to other texts) affect meaning and tone.
RL.8.5 - I can compare and contrast how two or more texts are organized, and how their organization helps to provide meaning and style.
RL.8.6 - I can explain how an author creates effects like suspense and humor by using different points of view.
RL.8.7 - I can explain how much a filmed or live story/play is similar to the original text/script version. I can explain why the author/director made certain decisions during production.
RL.8.9 - I can explain how present-day fiction uses elements from the past, including traditional stories, myths, and religious works. I can tell you how these elements are changed for modern times.
RI.8.1 - I can correctly cite many pieces of evidence to strongly support what the text says, as well as what the text implies through inferences.
RI.8.2 - I can figure out the main idea of a text. I can explain how the main idea develops throughout the text along with its supporting ideas. I can summarize a text without including my opinions and judgments.
RI.8.3 - I can analyze how people, events, and ideas in a text are connected and how they differ from each other.
RI.8.4 - I can tell you the meaning of words and phrases that I have read. I can explain figurative and connotative meanings. I can analyze how certain word choices (including analogies and references to other texts) affect meaning and tone.
RI.8.5 - I can examine the way a paragraph is structured, including the roles of certain sentences. I can look specifically at text features in consumer materials.
RI.8.6 - I can tell you about an author's point of view and purpose. I can explain how an author responds to evidence and different points of view.
RI.8.7 - I can explain the pros and cons of using certain formats (texts, videos, etc.) to present an idea.
RI.8.8 - I can assess the effectiveness of an argument by determining which claims use sound reasons and evidence to support their claims and which do not. I can point out evidence that is not relevant to the topic.
RI.8.9 - I can compare and contrast the way two different texts present information on the same topic. I can discuss how the texts interpret the information differently.
W.8.1a - I can introduce a claim. I can acknowledge opposing viewpoints and explain how my viewpoint is different. I can clearly organize my reasons and evidence.
W.8.1b - I can support my claims and counterarguments with logical reasons and evidence. I can use reliable sources and show that I understand the topic.
W.8.1c - I can explain the relationships between claims, counterclaims, reasons, and evidence using appropriate words, phrases, and clauses.
W.8.2 - I can write informative/explanatory texts (like business letters and applications) in order to study a topic. I can choose and organize relevant information to go along with my topic.
W.8.2a - I can clearly introduce my topic/thesis and organize my ideas into categories. I can format my writing using text features and multimedia to help the reader understand the topic.
W.8.2b - I can include relevant and well-chosen facts, definitions, examples, quotations, details, and other information to develop my topic.
W.8.2c - I can use effective transitions to tie my ideas together.
W.8.3 - I can write a narrative about a real or imagined experience or event. I can use proper techniques, descriptive details, and a clear sequence of events in my writing.
W.8.3a - I can involve my reader by effectively introducing my narrator and characters, and by establishing a point of view. I can organize my writing so that the events occur in a logical sequence.
W.8.3b - I can develop my story using the narrative techniques of dialogue, description, reflection and pacing.
W.8.3c - I can show the shift from one time or setting to another using transitional words, phrases, and clauses. I can also show the relationship among experiences and events.
W.8.3d - I can show action and events in my story using descriptive language, exact words/phrases, and sensory language.
W.8.5 - I can get help from peers and adults to strengthen my writing and make sure that I've focused on my purpose and audience.
W.8.6 - I can get help from technology, the Internet, and other people to produce and publish my writing. I can clearly show relationships between ideas and information.
W.8.7 - I can complete short research projects. I can use several sources to answer questions, including questions I come up with. I can produce focused questions for further research.
W.8.8 - I can use search terms, gather information from more than one source, and determine if my sources are credible and accurate. I can take notes without plagiarizing and cite appropriately.
W.8.10 - I can write for long and short time frames. I can write for different tasks, purposes, and audiences.
SL.8.1 - I can participate in class discussions in different sized groups and with different partners. I can listen thoughtfully and build on others' ideas about a variety of topics and issues.
SL.8.1a - I can prepare for discussions ahead of time by learning about the material in advance. I can cite evidence, ask questions, and reflect during the discussion.
SL.8.1b - I can follow rules for discussions by choosing individual roles, setting goals and deadlines, and tracking progress.
SL.8.1c - I can ask questions that connect the ideas of several speakers. I can answer and expand on specific questions and comments with relevant evidence, observations, and ideas.
SL.8.1d - I can accept information provided by other speakers. I can change or defend their views based on the evidence.
SL.8.2 - I can look closely at the purpose of information presented in different ways. I can understand the motivates behind the presentation.
SL.8.3 - I can identify a speaker's arguments and claims towards their topic. I can describe the claims that are supported by evidence and those that are not. I can tell you if there is enough evidence provided, and if any of the evidence is irrelevant.
SL.8.4 - I can deliver an oral report to present my claims and findings. I can clearly focus, organize, and support my ideas with evidence, reasoning, and details. I can speak at a good pace, at a reasonable volume, and I can use appropriate eye contact.
SL.8.4a - I can deliver a narrative that sets the scene and point of view, has a logical order, uses narrative techniques and transitions, and provides a conclusion that reflects the experience.
SL.8.5 - I can use multimedia components and visuals to clarify information, strengthen claims and evidence, and make my presentation interesting.
L.8.1a - I can explain the function of verbals (gerunds, participles, infinitives) in general and how they are used in specific sentences.
L.8.1c - I can make and use verbs in the following moods: indicative, imperative, interrogative, conditional, and subjunctive.
L.8.2 - I can effectively write while using standard English punctuation, capitalization, and spelling.
L.8.3a - I can use verbs in the active and passive voice, and in the conditional and subjunctive mood to achieve a particular effect.
L.8.4c - I can use an online or print dictionary, glossary, or thesaurus to help with finding the correct pronunciation, part of speech, meaning, or etymology of a word.
L.8.4d - I can confirm the initial determination of the meaning of a word/phrase. I can do this by checking the inferred meaning in a dictionary or in context.
L.8.5 - I can understand figurative language, word relationships, and small differences in word meanings.
L.8.5b - I can use the relationship between certain words to better understand the individual words.
L.8.5c - I can distinguish meanings of words (denotations) from similar associations (connotations).
L.8.6 - I can find and use grade-level academic words, phrases, and vocabulary to aid in comprehension.
L.8.5a - I can understand figures of speech in context.
8th Grade Math Checklist
8.NS.A.1 - I can tell you what an irrational number is. I can describe and convert decimal expansion in rational numbers.
8.NS.A.2 - I can compare the size of irrational numbers using approximate rational numbers as guides. I can find irrational numbers on a number line and estimate the value of expressions.
8.EE.A.1 - I can use the properties of integer exponents to figure out their equivalent numerical expressions.
8.EE.A.2 - I can use the square root and cube root symbols to find solutions to equations in the form x2 = p and x3= p where p is a positive rational number. I can find perfect squares and perfect cubes. I know that square root of 2 is irrational.
8.EE.A.3 - I can estimate very large and very small quantities by using numbers that are shown as a single digit times an integer power of 10.
8.EE.A.4 - I can perform operations with numbers shown using scientific notation (including problems with decimals). I can use scientific notation and choose units that make sense for what I am finding. I can tell you what scientific notation that has been created by technology means.
8.EE.B.5 - I can graph proportional relationships. I can interpret the unit rate as the slope of a graph. I can compare two proportional relationships that are shown in different ways.
8.EE.B.6 - I can use similar triangles to explain why the slope (m) is the same between any two specific points on a non-vertical line in the coordinate plane. I can find the equation y=mx for a line through the origin. I can find the equation y=mx+b for a line that intercepts the vertical axis at b.
8.EE.C.7 - I can solve linear equations in one variable.
8.EE.C.7.A - I can give examples of linear equations that have one variable and one solution, infinitely many solutions, or no solutions. I can show which of these possibilities is the correct one by changing the equation into a simpler form.
8.EE.C.7.B - I can solve linear equations that have rational number coefficients, including equations that have solutions that need to be expanded by using the distributive property and collecting like terms.
8.EE.C.8 - I can analyze and solve pairs of simultaneous linear equations.
8.EE.C.8.A - I can tell you that answers to a system of two linear equations in two variables go along with points of intersection of their graphs, because those points satisfy both equations at the same time.
8.EE.C.8.B - I can solve systems of two linear equations in two variables by using algebra. I can estimate their solutions by graphing the equations. I can use inspection to solve simple problems.
8.EE.C.8.C - I can solve real-world math problems that lead to two linear equations in two variables.
8.F.A.1 - I can tell you that a function gives exactly one output for every input. I know that the graph of functions is the set of ordered pairs with an input and its corresponding output.
8.F.A.2 - I can compare properties of two functions that are shown in different ways (such as in tables, graphs, verbal descriptions, etc.).
8.F.A.3 - I can tell you that the equation y=mx+b is a linear function whose graph is a straight line. I can name functions that are not linear.
8.F.B.4 - I can construct a function to show a linear relationship between two quantities. I can figure out the rate of change and the starting value of the function when I'm given information like a description of their relationship or from two (x,y) values.
8.F.B.5 - I can describe the relationship between two quantities by looking closely at a graph. I can sketch a graph that shows the features of a function that has been described aloud.
8.G.A.1 - I can experiment with rotations, reflections, and translations.
8.G.A.1.A - I can tell you that lines are taken to lines, and line segments to line segments of the same length.
8.G.A.1.B - I can explain that angles are taken to angles of the same measure.
8.G.A.1.C - I can tell you that parallel lines are taken to parallel lines.
8.G.A.2 - I can explain that a 2-D figure is congruent to another if the second can be obtained from the first through rotations, reflections, translations, and dilations. If given two congruent 2-D figures, I can talk about a sequence that shows their congruence.
8.G.A.3 - I can talk about the effects of dilations, translations, rotations, and reflections on 2-D figures using coordinates.
8.G.A.4 - I can explain that a 2-D figure is similar to another if the second can be obtained from the first through rotations, reflections, translations, and dilations. If given two similar 2-D figures, I can talk about a sequence that shows their similarity.
8.G.A.5 - I can use informal arguments to create facts about the angle sum and exterior angle of triangles, about angles that are made when parallel lines are cut by a transversal, and about the angle-angle criterion for the similarity of triangles.
8.G.B.6 - I can explain a proof of the Pythagorean Theorem and its converse.
8.G.B.7 - I can apply the Pythagorean Theorem in real-world situations in order to figure out the lengths of sides in right triangles.
8.G.B.8 - I can find the distance between two points in a coordinate system by using the Pythagorean Theorem.
8.G.C.9 - I can tell you the formulas that are used to find the volume of cones, cylinders, and spheres. I can use formulas to solve real-world math problems.
8.SP.A.1 - I can make and interpret scatter plots for data that has two variables. I can look closely at how two quantities are related. I can describe things like clustering, outliers, and positive/negative/linear/nonlinear association.
8.SP.A.2 - I can explain that straight lines are used to show relationships between two quantitative variables. I know that scatter plots that show linear relations resemble a straight line. I can assess the model by looking at how closely the data points are to the line.
8.SP.A.3 - I can use the equation of a linear model to solve problems involving two variables. I can find the slope and the intercept.
8.SP.A.4 - I can tell you that patterns of association with bivariate (two-variable) data can be shown using two-way tables displaying frequencies and relative frequencies. I can make, interpret, and use two-way tables. I can use relative frequencies to talk about associations between the two variables.
SCIENCE - Matter and its Interactions
MS-PS1-1 - I can make models to show how atoms are arranged in simple molecules (like ammonia), as well as extended structures (like sodium chloride).
MS-PS1-2 - I can tell you if a chemical reaction has occurred by looking closely at data on the properties of substances before and after they interact with each other.
MS-PS1-3 - I can gather and understand information to explain that synthetic materials are actually made from natural resources.
MS-PS1-4 - I can make a model that predicts and describes how a pure substance changes when thermal energy is added or taken away.
MS-PS1-5 - I can make and use a model to show that the total number of atoms does not change during a chemical reaction. I know that mass is conserved during a chemical reaction.
MS-PS1-6 - I can build, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
MS-PS2-1 - I can apply Newton's Third Law to make a solution to a problem involving the motion of two colliding objects.
MS-PS2-2 I can plan an investigation to prove that the change in an object's motion depends on the total forces on the object, and the mass of the object. - I can plan an investigation to prove that the change in an object's motion depends on the total forces on the object, and the mass of the object.
MS-PS2-3 - I can ask questions about data to figure out what affects the strength of electric and magnetic forces.
MS-PS2-5 - I can carry out and evaluate an investigation to show that fields exist between objects that exert forces on each other even though the objects do not touch.
MS-PS3-1 - I can make and interpret graphs to show the relationship of kinetic energy to the mass of an object, and the relationship of kinetic energy to the speed of an object.
MS-PS3-2 - I can make a model to demonstrate that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS3-3 - I can design, construct, and test a device that will either minimize or maximize thermal energy transfer.
MS-PS3-4 - I can conduct experiments to find out more about the relationships among energy transfer, matter, mass, and kinetic energy of the particles as measured by the temperature of the sample.
MS-PS3-5 - I can develop and present arguments to demonstrate that when the kinetic energy of an object changes, energy is transferred to or from the object.
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MS-PS4-1 - I can talk about what models for waves would look like. I can describe how the amplitude of a wave is related to the energy in that wave.
MS-PS4-2 - I can make a model to show that waves are reflected, absorbed, or transmitted through different materials.
MS-PS4-3 - I can use scientific and technical information to prove that digitized signals are a more reliable way to encode and communicate information than analog signals.
MS-ETS1-1 - I can develop a successful solution to a design problem using scientific principles. I can compare the pros and cons of my solution in order to determine if it is reasonable.
MS-ETS1-3 - I can use the data gathered from tests to determine which design solution will best solve the problem.
MS-ETS1-4: Develop a model of the design that can be tested and modified to create a successful prototype. Content - I canMS-ETS1-4: Develop a model of the design that can be tested and modified to create a successful prototype. Content
8th Grade Social Studies Checklist
8.9.1 - I can tell you about the leaders who worked as abolitionists, including John Quincy Adams, John Brown, Harriet Tubman, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, and Frederick Douglas.
8.1 - I can talk to you about the things that happened before the founding of the nation. I can talk about how these events led to America's constitutional democracy.
8.1.2 - I can look closely at the idea of government as expressed in the Declaration of Independence. I can explain that the government secures individual rights that cannot be taken away.
8.1.3 - I can tell you how the American Revolution affected other countries, especially France.
8.1.4 - I can talk about America being a blend of different ideas, including civic republicanism, classical liberal principles, and English parliamentary traditions.
8.2 - I can look closely at the political principles underlying the U.S. Constitution and compare the enumerated (listed) powers to the implied powers of the federal government.
8.2.1 - I can tell you why the Magna Carta, the English Bill of Rights, and the Mayflower Compact were important.
8.2.2 - I can look closely at the Articles of Confederation and the Constitution to see how successfully each one implemented the ideals of the Declaration of Independence.
8.2.3 - I can tell you about the major debates that happened when the Constitution was written. I can tell you that these debates resulted in shared powers among institutions, divided state-federal power, slavery, the rights of individuals and states, and the status of American Indian nations.
8.2.4 - I can tell you about the political ideas laid out in the Constitution as stated in the Federalist Papers (by James Madison, Alexander Hamilton, and John Jay). I can tell you why leaders like Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson were important in the writing and approving of the Constitution.
8.2.5 - I can understand why Jefferson's Statute for Religious Freedom was an important part of the First Amendment. I know that the founding fathers felt differently about the separation of church and state.
8.2.6 - I can explain the powers of government described in the Constitution, and the fundamental liberties guaranteed by the Bill of Rights.
8.2.7 - I can explain the following: federalism, dual sovereignty, separation of powers, checks and balances, majority rule, and how the idea of constitutionalism preserves individual rights.
8.3 - I can understand the foundation of the American political system and the ways in which citizens participate in it.
8.3.1 - I can look closely at the state constitutions that came about between 1777 and 1781. I know that these constitutions influenced American political institutions and ideas.
8.3.2 - I can understand that the rulings of 1785 and 1787 made national resources private, and transferred federal land into private holdings, townships, and states.
8.3.3 - I can explain the advantages of a common market among the states. I know how the Constitution protected interstate business, common currency, and full-faith and credit.
8.3.4 - I can explain that the conflicts between Thomas Jefferson and Alexander Hamilton led to the formation of two political parties. I can describe their differing viewpoints about topics such as foreign policy, Alien and Sedition Acts, National Bank, etc.
8.3.5 - I can tell you about resistance movements (like Shays' Rebellion and the Whiskey Rebellion) and how the government responded to these movements.
8.3.6 - I can describe the basic law-making process. I can tell you how the Constitution gives many opportunities for citizens to participate in and influence their government.
8.3.7 - I can understand the functions and responsibilities of a free press.
8.4 - I can look closely at the aspirations and ideals of the people of the new nation.
8.4.1 - I can talk about the country's physical geography, political divisions, and territorial expansion during the terms of the first four presidents.
8.4.2 - I can explain why certain speeches were so significant (Washington's Farewell Address, Jefferson's 1801 Inaugural Address, John Q. Adams's Fourth of July 1821 Address).
8.4.3 - I can analyze the rise of capitalism. I know about the economic problems and conflicts that came along with the rise in capitalism.
8.4.4 - I can tell you about daily life in early America, including the art, music, and literature.
8.5 - I can look closely at U.S. foreign policy in the early Republic.
8.5.1 - I can discuss the political and economic causes and consequences of the War of 1812. I know the key battles, leaders, and events that led to peace.
8.5.2 - I can discuss the way the boundaries of the United States changed. I can tell you about the relationship the U.S. had with Mexico, Canada, and Europe, and how these relationships influenced westward expansion and the Mexican-American War. I can talk about the influence of the Monroe Doctrine.
8.5.3 - I can discuss the treaties that occurred with American Indian nations during the time of the first four presidents, as well as the outcomes of those treaties.
8.6 - I can look closely at the different paths and challenges of the American people from 1800 to the mid-1800s. I can tell you about the Northeast.
8.6.1 - I can talk about the ways that industrialization and technology developed in the Northeast. I can explain how humans changed the land and how the physical geography shaped their actions.
8.6.2 - I can tell you about the physical obstacles, economic factors, and political factors that were involved with building roads, canals, and railroads.
8.6.3 - I can tell you why people immigrated from Northern Europe to the United States. I can explain how cities were arranged and how they grew.
8.6.4 - I can talk about black Americans who became free in the North and founded schools/churches to advance their rights.
8.6.5 - I can talk about the progression of the American education system, including the roles of religious and private schools. I can talk about Horace Mann's campaign for free public education, and the way public education became a part of American culture.
8.6.6 - I can look closely at the women's suffrage movement, including biographies, writings, and speeches.
8.6.7 - I can identify common themes in American art, transcendentalism, and individualism.
8.7 - I can look closely at the different paths and challenges of the American people from 1800 to the mid-1800s. I can tell you about the South.
8.7.1 - I can describe the way the agrarian economy in the South developed. I can point out the cotton-producing states and tell you why cotton and the cotton gin were so important.
8.7.2 - I can explain how slavery started and developed. I can tell you how slavery affected black Americans, as well as how it affected the region's political, social, religious, economic, and cultural development of the time. I can talk about strategies that were tried to both keep and overturn slavery.
8.7.3 - I can look closely at white Southern society. I can tell you how the physical environment influenced events and conditions before the Civil War.
8.7.4 - I can compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.
8.8 - I can look closely at the different paths and challenges of the American people from 1800 to the mid-1800s. I can tell you about the West.
8.8.1 - I can tell you about the election of Andrew Jackson, Jacksonian democracy, and Jackson's actions as president.
8.8.2 - I can discuss westward expansion, including its purpose, challenges, and economic incentives. I can tell you about the Manifest Destiny, Lewis and Clark's expedition, the removal of Indians, the Trail of Tears, settlement of the Great Plains, and the acquisition of land.
8.8.3 - I can tell you about pioneer women and their accomplishments, including what specific pioneer women (Laura Ingalls Wilder, Annie Bidwell, etc.) achieved.
8.8.4 - I can look closely at the importance of the great rivers and the struggle over water rights.
8.8.5 - I can talk about Mexican settlements and their locations, cultural traditions, attitudes towards slavery, the land-grant system, and economies.
8.8.6 - I can tell you about the Texas War for Independence and the Mexican-American War. I can discuss land settlements, what happened after the wars, and the effects the wars had on Americans, including Mexican Americans.
8.9 - I can look closely at early attempts to abolish slavery and to live up to the ideals stated in the Declaration of Independence.
8.9.1 - I can tell you about the leaders who worked as abolitionists, including John Quincy Adams, John Brown, Harriet Tubman, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, and Frederick Douglass.
8.9.2 - I can talk about the abolition of slavery in early state constitutions.
8.9.3 - I can tell you how the Northwest Ordinance was important in education, and in the banning of slavery in new states north of the Ohio River.
8.9.4 - I can talk about how slavery was addressed by the annexation of Texas and California's admission to the union as a free state under the Compromise of 1850.
8.9.5 - I can tell you why the following were important: the States' Rights Doctrine, the Missouri Compromise, the Wilmot Proviso, the Compromise of 1850, Henry Clay, the Kansas-Nebraska Act, the Dred Scott v. Sandford decision, and the Lincoln-Douglas debates.
8.9.6 - I can discuss the lives of free blacks. I can tell you the laws that limited their freedom and economic opportunities.
8.10 - I can look closely at the causes, events, and consequences of the Civil War.
8.10.1 - I can compare different interpretations of state and federal authority that were spoken and written about by statesmen like Daniel Webster and John C. Calhoun.
8.10.2 - I can point out the boundaries between the North and the South. I can tell you about their geographical differences, and the differences between agrarians and industrialists.
8.10.3 - I can point out the origins and constitutional issues raised by the doctrine of nullification and secession.
8.10.4 - I can talk about Abraham Lincoln's presidency. I can tell you about his important writings/speeches like the "House Divided" speech, the Gettysburg Address, the Emancipation Proclamation, and his inaugural addresses, including how each of these related to the Declaration of Independence.
8.10.5 - I can tell you about the lives of leaders and soldiers on both sides of the Civil War (Ulysses S. Grant, Jefferson Davis, Robert E. Lee, black soldiers, etc.).
8.10.6 - I can describe key events in the Civil War (important battles, geographical advantages and obstacles, technological advances, General Lee's surrender at Appomattox).
8.10.7 - I can explain how the war affected soldiers, civilians, the environment, and future warfare.
8.11 - I can look closely at the character and consequences of Reconstruction.
8.11.1 - I can discuss the goals of Reconstruction and how it affected the politics and social structures of different regions.
8.11.2 - I can tell you why former slaves moved to cities in the North and West and how their experiences differed in those regions.
8.11.3 - I can tell you about the effects of the Freedman's Bureau. I can talk about restrictions placed on freedmen, racial segregation, and "Jim Crow" laws.
8.11.4 - I can talk about the rise of the Ku Klux Klan and its effects.
8.11.5 - I can understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and show their connection to Reconstruction.
8.12 - I can look closely at the Industrial Revolution, including how it changed the American economy, social conditions, and political conditions.
8.12.1 - I can explain how agricultural and industrial development were related to climate, natural resources, markets, and trade. I can point out this development on a map.
8.12.2 - I can tell you why federal Indian policy developed. I can explain why wars with American Indians occurred, and how these were related to agricultural development and industrialization.
8.12.3 - I can explain how states and the federal government encouraged business growth through tariffs, banking, land grants, and subsidies.
8.12.4 - I can tell you about important entrepreneurs, industrialists, and bankers of the time (Andrew Carnegie, John D. Rockefeller, Leland Stanford).
8.12.5 - I can look closely at the location and effects of urbanization, immigration, and industrialization.
8.12.6 - I can tell you about child labor, working conditions, laissez-faire policies towards big business. I can talk about the labor movement and its important leaders (Samuel Gompers), the demand for collective bargaining, and strikes/protests.
8.12.7 - I can point out where new immigrants came from and how they contributed to the building of cities and the economy. I can explain how immigrants were encouraged to assimilate into the mainstream. I can describe nativism.
8.12.8 - I can tell you what Grangerism and Populism were and explain their impact.
8.12.9 - I can name important inventors and inventions, and how they improved the quality of life (Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).