Students! GRADE 8 SOCIAL STUDIES - Sirius Education …siriuseducationsolutions.com/wp-content/uploads/Sirius_STAAR_G8SS... · Chapter Post Tests ... 1 The Colonial Era 1.1 Exploration

GRADE 8 SOCIAL STUDIESSTAAR® Preparation and Practice

STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.

• Over 300 authentic STAAR questions• 3-step approach for efficient remediation• Cumulative Review of Readiness TEKS

Use with Your Students!

Copyright © by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.

STAAR® is a trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions is not affiliated with the Texas Education Agency or the State of Texas.

Printed in Texas.

ISBN: 978-1-943008-22-3

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Thank you for respecting the copyright and supporting the hard work involved in creating this product.

Sampler

iii Table of Contents

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Table of ContentsDetailed Table of Contents with Key Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vWelcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiHow to Use This Book for STAAR Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viiiStudent Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi

1 The Colonial Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

1.1 Exploration and Colonization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.2 The English Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.3 Origins of Self-Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

2 The Revolutionary Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

2.1 Causes of the American Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.2 The War for Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

3 The Constitutional Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

3.1 The Constitutional Convention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

3.2 Debate over Ratification and the Bill of Rights . . . . . . . . . . . . . . . . . . . . . . . 48Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Cumulative Review: Chapters 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

4 The Early Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

4.1 Issues and Debates of the Early Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

4.2 Foreign Policy in the Early Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

5 The Age of Jackson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74

5.1 The Jacksonian Presidency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

5.2 Slavery and American Indians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

Cumulative Review: Chapters 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

Included in Sampler

Sampler

iv Table of Contents

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission

© Sirius Education Solutions

6 Westward Expansion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92

6.1 Early Expansion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

6.2 Manifest Destiny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

7 Industrialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

7.1 Free Enterprise and the Rise of Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

7.2 Industrial and Transportation Revolutions . . . . . . . . . . . . . . . . . . . . . . . . . . 115Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121

Cumulative Review: Chapters 1–7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

8 Reform and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126

8.1 New Movements in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

8.2 Abolitionism and Women’s Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139

9 The Civil War Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142

9.1 The Growing Sectional Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

9.2 The Civil War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159

Cumulative Review: Chapters 1–9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161

10 Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164

10.1 The Politics of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

10.2 The Effects of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179

11 The U.S. Political System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .182

11.1 The U.S. Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184

11.2 Rights and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190Study Guide and Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196

Cumulative Review: Chapters 1–11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .198

Chapter Post Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Student Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Included in Sampler

Sampler

v Table of Contents

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Detailed Table of Contents with Key Questions1 The Colonial Era

1.1 Exploration and Colonization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4What were the reasons for European exploration of North America? (8.2A)

What were the reasons for European colonization of North America? (8.1A, 8.2A)

Why were the thirteen English colonies established? (8.1C, 8.2A, 8.2B, 8.10A, 8.10B, 8.23A, 8.25A)

1.2 The English Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9What immigrant groups settled in the colonies and why? (8.10B, 8.11C, 8.23A)

How did the New England Colonies develop? (8.10A, 8.10B, 8.10C, 8.11A, 8.12A, 8.12D)

How did the Middle Colonies develop? (8.10A, 8.10B, 8.10C, 8.11A, 8.11C, 8.12A, 8.12D)

How did the Southern Colonies develop? (8.10B, 8.10C, 8.11A, 8.11C, 8.12A, 8.12B, 8.12D)

1.3 Origins of Self-Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14How did self-government in the colonies begin? (8.1A, 8.3A, 8.3B, 8.3C, 8.15A, 8.2A)

How did England contribute to self-government in the colonies? (8.3A, 8.10C, 8.15A, 8.20A)

How did religion aid the growth of representative government? (8.3A, 8.3C, 8.25B)

2 The Revolutionary Era2.1 Causes of the American Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

What caused the growing divide between colonists and the British? (8.4A, 8.4B)

How did the cycle of conflict build toward war? (8.4A, 8.4B, 8.20C, 8.23E)

2.2 The War for Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Why did the colonies declare their independence from Britain? (8.1C, 8.4A, 8.4B, 8.15C, 8.20C, 8.23E)

How did the United States win its independence? (8.1A, 8.4C, 8.15C, 8.23E)

3 The Constitutional Era3.1 The Constitutional Convention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

What kind of government did the Articles of Confederation establish? (8.15A, 8.15B)

How did the Constitutional Convention resolve differences through compromise? (8.1A, 8.1C, 8.4D, 8.15C, 8.15D, 8.21C)

3.2 Debate over Ratification and the Bill of Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Why was ratification of the Constitution controversial? (8.1A, 8.4E, 8.15A, 8.17A, 8.21A)

Why was the Bill of Rights added to the Constitution? (8.15C, 8.15D, 8.16A, 8.19A, 8.19B, 8.19D, 8.19E, 8.21B, 8.25C)

4 The Early Republic4.1 Issues and Debates of the Early Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

What issues did leaders face in the early republic? (8.1A, 8.5A, 8.5B, 8.18A, 8.18B, 8.22A)

What led to the rise of political parties? (8.5C, 8.18A, 8.21A, 8.22A)

4.2 Foreign Policy in the Early Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66How did the United States respond to challenges to American security? (8.5A, 8.5E, 8.6A, 8.6E, 8.22A)

What were the causes and effects of the War of 1812? (8.5A, 8.5D, 8.5E)

5 The Age of Jackson5.1 The Jacksonian Presidency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

What was the impact of Andrew Jackson’s election to the presidency? (8.1A, 8.5F, 8.17B, 8.21A)

What was the Nullification Crisis? (8.7A, 8.10B, 8.17B, 8.21A)

5.2 Slavery and American Indians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82How did the issue of slavery shape events during Jackson’s presidency? (8.7C, 8.17B, 8.21A, 8.23C)

How did policies during the Jacksonian Age affect American Indians? (8.5G, 8.18A, 8.23C)

Sampler

vi Table of Contents

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


6 Westward Expansion6.1 Early Expansion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

What caused the early phase of expansion from the original thirteen states? (8.1A, 8.1C, 8.6E, 8.10A, 8.10C, 8.11A)

How did the U .S . population grow and change in the early 1800s? (8.6E, 8.10A, 8.10C, 8.11A, 8.23A)

6.2 Manifest Destiny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99What was Manifest Destiny? (8.6B, 8.6C, 8.6E, 8.10C, 8.11A)

What were the causes and results of the U .S .-Mexican War? (8.6C, 8.6D, 8.6E, 8.7D, 8.10C, 8.11A, 8.23A)

7 Industrialization7.1 Free Enterprise and the Rise of Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

How did industrialization and free enterprise grow in the United States? (8.10B, 8.10C, 8.11A, 8.12A, 8.12B, 8.12C, 8.12D, 8.13A, 8.13B)

What are the characteristics and benefits of the American free enterprise system? (8.11A, 8.12A, 8.14A, 8.14B)

7.2 Industrial and Transportation Revolutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115How did the Industrial Revolution affect life in the United States? (8.10C, 8.11A, 8.12C, 8.13B, 8.23B,

8.27A, 8.28B)

How did changes in transportation and communications contribute to industrialization and urbanization? (8.11B, 8.11C, 8.13B, 8.18B, 8.27A, 8.27B, 8.27C, 8.27D)

8 Reform and Culture8.1 New Movements in America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

What were the effects of the Second Great Awakening? (8.1A, 8.24B, 8.25B)

Why did some Americans target education for reform? (8.1A, 8.24B, 8.25B)

How did American arts and philosophy change in the early 1800s? (8.26A, 8.26B)

8.2 Abolitionism and Women’s Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134How did the abolition movement develop in the 1800s? (8.1A, 8.22B, 8.23E, 8.24A, 8.24B)

Why did the struggle for women’s rights gain strength in the 1800s? (8.22B, 8.23E, 8.24B)

9 The Civil War Era9.1 The Growing Sectional Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

How did sectionalism and slavery divide North and South? (8.1A, 8.7B, 8.7C, 8.8B, 8.10B, 8.10C, 8.11A, 8.12A)

What political conflicts arose from sectional differences? (8.1A, 8.7C, 8.7D, 8.8B, 8.17B, 8.18A, 8.18C, 8.21C)

9.2 The Civil War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152How did the North and South compare when the Civil War began? (8.1A, 8.1C, 8.8A, 8.8B, 8.8C, 8.12A,

8.17B, 8.18A, 8.22A)

Why did the North win? (8.1A, 8.7B, 8.8A, 8.8B, 8.8C, 8.22A)

10 Reconstruction10.1 The Politics of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

What was Reconstruction and why did it take place? (8.1A, 8.9C, 8.10C, 8.11B, 8.23C)

How did Radical Reconstruction affect the South? (8.1A, 8.9A, 8.9C, 8.16B, 8.23C)

How did Radical Reconstruction change southern state governments? (8.1A, 8.9A, 8.9B, 8.9C, 8.10C, 8.16B, 8.21A)

10.2 The Effects of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173What economic, social, and political problems existed during Reconstruction? (8.1A, 8.9C, 8.10C, 8.21A, 8.23C)

How did these problems affect groups in the South? (8.1A, 8.9C, 8.9D, 8.10C, 8.11A, 8.11B, 8.23C)

What brought Reconstruction to an end? (8.1A, 8.1B, 8.9C, 8.21A, 8.21C)

11 The U.S. Political System11.1 The U.S. Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

How do principles of the Constitution structure the U .S . government? (8.15D, 8.16A, 8.16B, 8.18A, 8.22A)

How have changes to the Constitution affected the country over time? (8.16A, 8.16B, 8.19B)

11.2 Rights and Responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190What rights are guaranteed in the Constitution and the Bill of Rights? (8.19A, 8.19B, 8.25C)

What responsibilities come with being an American citizen? (8.19D, 8.19E)

Included in Sampler

Sampler

vii Welcome Letter

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Dear Students,

The STAAR Grade 8 Social Studies assessment measures your knowledge of the grade 8 Social Studies TEKS. STAAR tests are not designed to measure many important qualities of character and intelligence — as shown in this comic. But performing well on the STAAR tests is important, so you want to do all you can to succeed on them. That’s where this workbook comes in!

We created the most effective STAAR preparation and practice workbook. We know this is true because we waited until two STAAR tests were released to ensure that our practice questions really match the test. This workbook provides interactive instruction in the TEKS, and lots of STAAR practice questions. As helpful as we believe this workbook is, it only works if you use it. So, please use this workbook!

Practicing Smart is the Secret to STAAR Success There is a secret to success on the STAAR tests—practice, practice, and more practice. This is good news because you are in control of how much effort you put in practicing. And, your effort practicing—especially over a long period of time — will make the difference. But not all practice is the same . . . you need to practice smart.

First, practice with test questions that are very similar to the actual STAAR test. That’s easy, since this workbook is full of them! Next, focus on your weaknesses — spend extra time on problems you have trouble with. Think of it like this: if your basketball shot needs improvement, don’t practice dribbling. Instead, work on shooting.

Focusing on your weaknesses also means carefully analyzing each problem you get wrong. Why did you get it wrong? Why is the correct answer correct? You learn more from test questions you get wrong, so don’t be afraid of making mistakes. These are your best opportunities to learn. So again, it’s like basketball: if your shot is off, you identify what you are doing wrong (too far left) and correct it with your next shot (aim right).

When you practice, give each question your full attention. Do not take a break until after you answer the question. Your attention is like a muscle that you build by using it, one practice test question at a time. Do you believe unfocused, sloppy practice of your basketball shot will help you perform during a big game? No! Your attention is your greatest power. Develop it with practice.

Preparing for the STAAR test can be a fun challenge. And when you practice smart, you are building life skills while you prepare for the STAAR test!

Your partners in STAAR success,

The Sirius Education Team

Qualities Not Measured by Most Tests

Dys

lexi

cKid

s.ne

t

What are some other important qualities of character and intelligence missing in STAAR tests?

Sampler

viii How to Use This Book for STAAR Success

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


How to Use This Book for STAAR SuccessThis interactive workbook is a comprehensive program that includes TEKS instruction and STAAR practice. It is easily adapted for different needs and includes a 3-step approach to efficiently prioritize and individualize remediation when preparation time is limited.

STEP 1 Identify Your Needs — Chapter Diagnostic TestsUse each of the 11 Chapter Diagnostic Tests to identify what you know and what you need to review. Record your results in the Student Progress Recording Chart.

142 Chapter 9 The Civil War Era

Name Class Date

Diagnostic TestRead each question carefully and choose the best answer.

1 The period from 1820 to 1860 was marked by a growing sense of — (8.1A)

A economic strain C national unity

B international involvement D sectionalism

2 What does this poster suggest about the common view of slavery? (8.7C, 8.29A)

F Slaves were valuable assets passed down from generation to generation.

G Slaves were bought and sold in secret to avoid trouble with the law.

H Slaves were considered a commodity just like rice and textiles were.

J Slaves were sold only in groups in order to keep their families together.

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.

—Tenth Amendment to the U.S. Constitution

3 In the years leading up to the Civil War, this amendment most contributed to political ideas supporting — (8.8B, 8.29A)

A states’ rights C westward expansion

B abolition of slavery D labor reform

CHAPTER

9

xi Table of Contents

Name Class Date

Student Progress Recording ChartUse the Diagnostic Tests to identify topics you need to review. Use the steps below to track your progress.1 Diagnostic Mark a ✓ in the box for each question that you answered correctly. Find the total correct.2 Completed For each unchecked question in 1, circle the Lesson number. After you study the lesson, mark a

✓ in the box for Completed.3 Post Test Mark a ✓ in the box for each question that you answered correctly. Find the total correct.

(The Post Test questions are in the exact same order as the Diagnostic Test.)

Chapter 1 The Colonia EraQuestion 1 2 3 4 5 6 7 8 Total

1 Diagnostic /8

Lesson 1.1 1.1 1.1 1.2 1.2 1.2 1.3 1.3

2 Completed

3 Post Test /8

TEKS 2A 2B 2B 10B 12A 12D 3B 3B

Chapter 2 The Revolutionary EraQuestion 1 2 3 4 5 6 7 Total

1 Diagnostic /7

Lesson 2.1 2.1 2.1 2.2 2.2 2.2 2.2

2 Completed

3 Post Test /7

TEKS 4A 4A 4B 4C 15C 4C 4C

Chapter 3 The Constitutional EraQuestion 1 2 3 4 5 6 Total

1 Diagnostic /6

Lesson 3.1 3.1 3.1 3.1 3.2 3.2

2 Completed

3 Post Test /6

TEKS 15A 1C 1A 15D 15A 19B

Chapter 4 The Early RepublicQuestion 1 2 3 4 5 6 7 Total

1 Diagnostic /7

Lesson 4.1 4.1 4.1 4.1 4.2 4.2 4.2

2 Completed

3 Post Test /7

TEKS 5A 5A 18A 1A 5E 53 53

Chapter 5 The Age of JacksonQuestion 1 2 3 4 5 6 Total

1 Diagnostic /6

Lesson 5.1 5.1 5.1 5.2 5.2 5.2

2 Completed

3 Post Test /6

TEKS 5F 10B 17B 17B 23C 5G

STEP 2 Focus Intervention — Lesson Instruction and STAAR PracticeUse your Diagnostic results to focus TEKS instruction and STAAR practice to meet your unique needs.


How did sectionalism and slavery divide North and South? 8.1A, 8.7B, 8.7C, 8.8B, 8.10B, 8.10C, 8.11A, 8.12A

Beginning in colonial times, the northern and southern regions of what became the United States developed differently. Largely due to geographic factors, the regions had different economies. These economic differences were the source of much of the sectional tensions that arose in the 1800s. Sectionalism increased in the decades leading up to the Civil War, as northerners and southerners developed opposing viewpoints on important issues. This sectionalism eventually tore the nation apart.

Agriculture in the North Agriculture was important to the economy of every region of the country through the 1800s, but to different extents. In New England, cooler temperatures and rocky soil were not well suited for large-scale plantation agriculture. Small family farms were typical. Farmers grew food mostly to feed their own families. South of New England, New York and Pennsylvania farmers grew wheat, much of which was grown for sale. As the nation expanded westward, new lands were cleared for cultivation in Ohio, Indiana, Illinois, and the Upper Midwest.

Economic Diversity in the North Since colonial times, the North had a more diversified economy. The region was home to many important centers of trade, such as the busy ports of Boston and New York City. Fishing and whaling were important economic activities, especially in New England. The waters off New England were rich in fish, including cod, halibut, mackerel, and herring.

By the early 1800s, New England began to industrialize. Most early factories were textile mills, producing cloth. Because of the importance of manufacturing, there was strong support for tariffs, or taxes on imported goods. Tariffs make imported goods more expensive, thus encouraging American consumers to buy goods made in the United States.

region an area that shares human or physical characteristics

geographic factors traits resulting from physical or human geography that have an impact on the people living in an area

sectionalism identification with the needs and interests of the region of the country where one lives instead of with the national interest

8.1A

The Growing Sectional CrisisLESSON

9.1


Name Class Date

STAAR Practice 8.7B, 8.7C, 8.8A, 8.8B, 8.18A, 8.21C

Read each question carefully and choose the best answer.

Enslaved and Free Blacks before the Civil War

Issues South(Enslaved)

North(Free)

Economic Were considered property Could own property

Legal Had no legal rights Had some legal rights

Social ? ?

1 Which of the following best completes both missing fields in the chart above? (8.7B, 8.29C)

A Experienced racism in their daily lives

B Were not counted as part of the overall population

C Were officially banned from pursuing an education

D Freely married and raised families with their spouses

2 How did the westward expansion of the United States contribute to the Civil War? (8.8B)

F It caused controversy over territorial wars against American Indians.

G It led to disputes about whether to allow slavery in western territories.

H It significantly increased the population of the United States.

J It changed the essential foundations of the U.S. economy.

• Allowed California to join the Union as a free state• Ended the slave trade in Washington, D.C.• Included a strict Fugitive Slave Law

3 Which congressional conflict or compromise is described by the list above? (8.21C, 8.29B)

A Missouri Compromise

B Nullification Crisis

C Compromise of 1850

D Kansas-Nebraska Act

Test-Taking TipWhen reading a question that asks you to complete a table or diagram, carefully read the question and diagram to determine what you are being asked to provide. In this question, a very important word is both.

LESSON

9.1LESSON

9.1

STEP 3 Monitor Your Progress — Chapter Post TestsUse each Chapter Post Test to monitor progress and to identify additional lessons for review. The Post Tests use the same TEKS in the same order as the Diagnostic Test.

xi Table of Contents

Name Class Date

Student Progress Recording ChartUse the Diagnostic Tests to identify topics you need to review. Use the steps below to track your progress.1 Diagnostic Mark a ✓ in the box for each question that you answered correctly. Find the total correct.2 Completed For each unchecked question in 1, circle the Lesson number. After you study the lesson, mark a

✓ in the box for Completed.3 Post Test Mark a ✓ in the box for each question that you answered correctly. Find the total correct.

(The Post Test questions are in the exact same order as the Diagnostic Test.)

Chapter 1 The Colonia EraQuestion 1 2 3 4 5 6 7 8 Total

1 Diagnostic /8

Lesson 1.1 1.1 1.1 1.2 1.2 1.2 1.3 1.3

2 Completed

3 Post Test /8

TEKS 2A 2B 2B 10B 12A 12D 3B 3B


1 Diagnostic /7

Lesson 2.1 2.1 2.1 2.2 2.2 2.2 2.2

2 Completed

3 Post Test /7

TEKS 4A 4A 4B 4C 15C 4C 4C


1 Diagnostic /6

Lesson 3.1 3.1 3.1 3.1 3.2 3.2

2 Completed

3 Post Test /6

TEKS 15A 1C 1A 15D 15A 19B


1 Diagnostic /7

Lesson 4.1 4.1 4.1 4.1 4.2 4.2 4.2

2 Completed

3 Post Test /7

TEKS 5A 5A 18A 1A 5E 53 53


1 Diagnostic /6

Lesson 5.1 5.1 5.1 5.2 5.2 5.2

2 Completed

3 Post Test /6

TEKS 5F 10B 17B 17B 23C 5G

Monitor your progress.

Each item correlates to a lesson.

Uses most tested TEKS and key content from the chapter Focus

where you most need practice.

23 Lessons

Diagnostic Test item with explanations

Test-Taking Tips

Questions match the STAAR in content and format.

Key facts repeated in margin

Name Class Date

Post TestRead each question carefully and choose the best answer.

1 Why were protective tariffs such a divisive issue between North and South in the years leading up to the Civil War? (8.1A)

CHAPTER

9

✓

✓

✓✓ ✓ ✓ 5

Key question with TEKS

Sampler

ix How to Use This Book for STAAR Success

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

23 Lessons with TEKS Instruction and STAAR PracticeLesson TEKS InstructionConcise and student-friendly instruction reviews each TEKS and applies it to solve STAAR test items from the Chapter Diagnostic Test.










8.1A


9.1


What political conflicts arose from sectional differences? 8.1A, 8.7C, 8.7D, 8.8B, 8.17B, 8.18A, 8.18C, 8.21C

Sectional differences resulted in growing political conflict in the decades before the Civil War. Many of these conflicts played out in Congress. The issue of whether to allow slavery to spread to new western territories was the focus of repeated political clashes and congressional compromises.

Missouri Compromise of 1820 Sectional differences created a crisis when Missouri requested admission as a slave state in 1819. Many of the people who had settled in Missouri were slaveholders from neighboring Kentucky and Tennessee. As a territory, Missouri allowed slavery. Missouri also bordered Illinois, however, where slavery was illegal.

If Missouri entered the Union alone, there would be more slave states than free states. That would give slave states more representation in the U.S. Senate, which many northerners opposed.

Henry Clay of Kentucky worked out a compromise. Clay suggested admitting Maine (which had been part of Massachusetts) as a free state and Missouri as a slave state. He also proposed that slavery not be allowed in the rest of the Louisiana Territory lying north of Missouri’s southern border. This meant that most of the Louisiana Territory would be free. The Missouri Compromise was approved by Congress in 1820. This resolved the controversy over the westward expansion of slavery—at least temporarily.

Missouri Compromise 1820 agreement in which Missouri entered the Union as a slave state, Maine joined as a free state, and slavery was banned from the rest of the Louisiana Territory north of Missouri’s southern border

8.7C, 8.29A

Lesson STAAR PracticeEach lesson includes 2 pages of authentic STAAR practice. Questions include test-taking tips and TEKS references so you can find supporting instruction.


Name Class Date





North(Free)



Social ? ?


















LESSON

9.1LESSON

9.1

151 Lesson 9.1 The Growing Sectional Crisis

Legality of slaverydeterminedby a popular

vote

Congress passesthe Kansas-Nebraska Act

of 1854

?

4 Which of the following best completes the diagram above? (8.7C, 8.29B)

F The first battle of the Civil War occurs in Kansas

G Kansas passes the Fugitive Slave Act

H Congress forces Kansas to officially outlaw slavery

J Territorial settlement in Kansas becomes violent

5 Which of the following would be the best title for a biography of Jefferson Davis? (8.8A, 8.29B)

A The Military Hero Who Led the Republic of Texas

B From U.S. Senator to Confederate President

C A General’s Life: Winning the War for the Union

D The Man Who Was Called the Great Compromiser

6 What impact did the passing of the Fugitive Slave Law in 1850 have on relations between the North and South? (8.7C)

F It enraged the South because it granted freedom to any slaves who managed to escape to states in the North.

G It made the North resent the South more because northerners were now expected to enforce slavery.

H It led to a renewed spirit of cooperation between the North and South, as they were able to find some common ground.

J It displeased the South because it limited slaveholders’ rights, while the North was disappointed it did not abolish slavery altogether.

Questions match the STAAR test in content and format.

Student- friendly instruction uses descriptive run-in heads.

32 different test-taking tips address common errors.

Each section uses a key question with TEKS.

Key facts repeated in margin

Students revisit Diagnostic Test Item 2 for 8.7C.

Practice emphasizes Readiness TEKS.

Questions correlate to content and skill TEKS.

Explanations analyze all answer choices.

Students revisit Diagnostic Test Item 1 for 8.1A.

Over 300 authentic STAAR questions

Sampler

x How to Use This Book for STAAR Success

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Additional In-Book Resources for STAAR SuccessChapter Overview — See the Big PictureEach Chapter Overview includes visual literacy and critical thinking skills activities.

Chapter Study Guide and ReviewReviews the vocabulary and main ideas of the chapter. Students also apply TEKS skills.

141 Chapter 9 Overview

The Civil War Era9.1 The Growing Sectional Crisis9.2 The Civil War

The sections, or regions, of the United States developed different social and economic systems in the early 1800s. Many in both the North and South identified more strongly with their section than with the nation as a whole. The issue of slavery became a wedge that helped drive the sections farther apart. Debates over whether to allow slavery in new western territories became heated and led to violence.

Increasing anger between North and South eventually led to war. That long and bloody conflict transformed the United States and resulted in the abolition of slavery nationwide.

Analyzing VisualsFour men ran for president in the election of 1860. In this cartoon, the four tear at a map of the United States.

What do the actions of the men symbolize?

Identifying Cause and Effect 8.8B, 8.29B

Sectional differences, disputes over slavery, and the issue of states’ rights all contributed to growing tension leading up to the 1860 election. For many southerners, the election of Republican Abraham Lincoln as president seemed to confirm that the people of the North wanted to end slavery and were hostile to the South’s interests. That set off a chain of events that resulted in the North and South engaging in the Civil War. As you read the chapter, consider how sectionalism, slavery, and states’ rights contributed to the war’s outbreak.

Sectionalism

Slavery

States’ Rights

Civil War

CHAPTER

9

159 Chapter 9 Study Guide and Review

CHAPTER

9Name Class Date

Study Guide and ReviewReviewing Key Terms of the Civil War 8.1A, 8.5C, 8.7D, 8.8B, 8.18C

Enter the appropriate word(s) to complete the statement.

sectionalismDred Scott

habeas corpuspopular sovereignty

states’ rightsEmancipationRepublican

Kansas-Nebraska Act

Missouri CompromiseCompromise of 1850

assassinationFugitive Slave Law

1. According to the principle of , the residents of a territory could decide whether to allow slavery.

2. The settled the issue of whether California would be a free or slave state.

3. Many northerners who wanted to stop the spread of slavery joined the

Party in the 1850s.

4. President Lincoln suspended to silence supporters of secession in the border states.

5. John C. Calhoun and many other southerners supported the idea of

, which included the right to secede from the Union.

6. Under the , Maine entered the Union as a free state and slavery was banned in most of the Louisiana Territory.

7. The of Abraham Lincoln by John Wilkes Booth came less than a week after Lee surrendered.

8. Seeing the interests of the region where a person lives as more important than the

interests of the nation as a whole is called .

9. In the decision, the Supreme Court said that Congress had no power to prohibit slavery in the territories.

10. Lincoln issued the Proclamation to give freedom to enslaved persons who lived in areas under Confederate control.

11. The repealed the Missouri Compromise of 1820, which had prohibited slavery in the northern part of the Louisiana Purchase.

12. The required northerners to help in returning runaway slaves to their slaveholders.

Cumulative ReviewExtra practice for the Readiness TEKS after every 2–3 chapters.

English-Spanish GlossaryOver 160 names, events, and key terms that are most likely to appear on the STAAR test.

161 Chapters 1–9 Cumulative Review

Name Class Date

Cumulative ReviewRead each question carefully and choose the best answer.

?The British impose aseries of new taxeson the colonists.

British Economic Policy after 1763

The colonists protest,setting the

stage for theAmerican Revolution.

1 Which of the following best completes the chart above? (8.4A, 8.29B)

A The American colonists create their own representative governments.

B The British economy is crippled by a worldwide shortage of tea.

C The American economy flourishes due to increased trade with France.

D The British run up heavy debts from the French and Indian War.

[Governments] rest on the consent of the governed, and that it is the right of the people to alter or abolish governments . . . whenever they become destructive of the ends for which they were established . . . The right solemnly proclaimed at the birth of the United States . . . recognizes in the people the power to resume the authority delegated for the purposes of government. Thus the sovereign States here represented have proceeded to form this Confederacy . . .

—Jefferson Davis, First Inaugural Address, 1861

2 In this speech, Jefferson Davis justifies forming the Confederacy by — (8.8C, 8.29D)

F comparing the Confederate cause to the cause of the American Revolution

G rejecting the main principles of the Declaration of Independence

H creating an alliance between Britain and the Confederacy

J contrasting the rights of Confederate citizens with the rights of Union citizens

3 How did the American Colonization Society work to end slavery in the United States? (8.24A)

A By sending African Americans to live in Africa

B By establishing a territory for freedmen in North America

C By forming small communities of free African Americans all across the country

D By creating an African colony from which new peoples could be enslaved

CHAPTERS

1–9

223 Glossary

English Español

abolition a complete end to slavery (p. 134) abolición el fin absoluto de la esclavitud (p. 134)

Abraham Lincoln (1809–1865) Illinois Republican elected president in 1860 who led the Union through the Civil War (p. 148)

Abraham Lincoln (1809–1865) republicano de Illinois elegido presidente en 1860 que lideró la Unión durante la Guerra Civil (p. 148)

Alexander Hamilton (c. 1755–1804) supporter of the U.S. Constitution and one author of the Federalist Papers (p. 48)

Alexander Hamilton (c. 1755–1804) partidario de la Consitutción de EE.UU. y uno de los autores de los Federalist Papers (p. 48)

amending changing (p. 186) enmendando cambiando (p. 186)

Andrew Jackson (1767–1845) seventh president of the United States, who served from 1829 to 1837 (p. 76)

Andrew Jackson (1767–1845) el séptimo presidente de los Estados Unidos, quien gobernó de 1829 a 1837 (p. 76)

Anglo American culture American culture that reflects the influence of English culture and history (p. 99)

la cultura angloamericana la cultura americana que refleja la influencia de la cultura e historia de Inglaterra (p. 99)

annex to take over territory and incorporate it into another country (p. 100)

anexar tomar control de un territorio e incorporarlo a otro país (p. 100)

Anti-Federalists opponents of the U.S. Constitution (p. 48)

antifederalistas oponentes de la Constitución de EE.UU. (p. 48)

Appomattox Court House Virginia site where Lee surrendered his army to Grant on April 9, 1865 (p. 156)

el Juzgado de Appomattox el lugar de Virginia donde Lee se rindió con su ejército ante Grant el 9 de abril de 1865 (p. 156)

authority of the central government the ability of the federal government to show it could enforce its laws (p. 61)

la autoridad del gobierno central la capacidad del gobierno federal de demostrar que puede hacer cumplir sus leyes (p. 61)

Battle of Antietam costly 1862 Union victory in Maryland that led Lincoln to issue the Emancipation Proclamation (p. 154)

la Batalla de Antietam triunfo costoso de la Unión en 1862 que llevó a Lincoln a promulgar la Proclamación de Emancipación (p. 154)

Battle of Bunker Hill an early battle of the American Revolution that took place near Boston; a British victory, but gave colonial militia confidence (p. 31)

la Batalla de Bunker Hill batalla a principios de la Revolucíon Americana que tuvo lugar cerca de Boston; una victoria británica que no obstante creó confianza en la milicia colonial (p. 31)

Battle of Gettysburg 1863 Union victory in Pennsylvania that came at the end of a three-day battle that ended Lee’s last invasion of the North (p. 155)

la Batalla de Gettysburg victoria de la Unión en 1863, en Pennsylvania, al final de una batalla de tres días y que acabó con la última invasión del Norte por Lee (p. 155)

Battle of Saratoga 1777 New York battle that was an American victory; convinced France and Spain to aid the Americans (p. 33)

la Batalla de Saratoga batalla de 1777 en Nueva York que resultó en una victoria americana y que convenció a Francia y España a ayudar a los Americanos (p. 33)

Battles of Lexington and Concord when the British marched to Concord to seize weapons, they fought with colonial militia at Lexington and Concord (p. 30)

las batallas de Lexington y Concord cuando los británicos marcharon a Concord para confiscar las armas, combatieron la milicia colonial en Lexington y Concord (p. 30)

Glossary

Opens with an Analyzing Visuals activity. . .

Short answer review of key terms and main ideas

and a TEKS critical thinking skills activity.

Mixed review of previous chapters in a random order

Both English and Spanish definitions with page references

Sampler

xi Student Progress Monitoring Chart

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Name Class Date

Student Progress Monitoring ChartUse the Diagnostic Tests to identify Lessons you need to review. Use the steps below,1 Diagnostic Mark a ✓ in the box for each question that you answered correctly. Find the total correct.2 Completed For each unchecked question in 1 , circle the Lesson number. After you study the lesson,

mark a ✓ in the box for Completed.3 Post Test Mark a ✓ in the box for each question that you answered correctly. Find the total correct.

(The Post Test questions are in the exact same TEKS order as the Diagnostic Test.)

Chapter 1 The Colonial EraQuestion 1 2 3 4 5 6 7 8 Total

1 Diagnostic / 8

Lesson 1.1 1.1 1.1 1.2 1.2 1.2 1.3 1.3

2 Completed

3 Post Test / 8TEKS 2A 2B 2B 10B 12A 12D 3B 3B


1 Diagnostic / 7

Lesson 2.1 2.1 2.1 2.2 2.2 2.2 2.2

2 Completed

3 Post Test / 7TEKS 4A 4A 4B 4C 15C 4C 4C


1 Diagnostic / 6

Lesson 3.1 3.1 3.1 3.1 3.2 3.2

2 Completed

3 Post Test / 6TEKS 15A 1C 1A 15D 15A 19B


1 Diagnostic / 7

Lesson 4.1 4.1 4.1 4.1 4.2 4.2 4.2

2 Completed

3 Post Test / 7TEKS 5A 5A 18A 1A 5E 5E 5E


1 Diagnostic / 6

Lesson 5.1 5.1 5.1 5.2 5.2 5.2

2 Completed

3 Post Test / 6TEKS 5F 10B 17B 17B 23C 5G

Sampler

xii Student Progress Monitoring Chart

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Chapter 6 Westward ExpansionQuestion 1 2 3 4 5 6 7 Total

1 Diagnostic / 7

Lesson 6.1 6.1 6.1 6.2 6.2 6.2 6.2

2 Completed

3 Post Test / 7TEKS 6B 10C 23A 6B 6E 6D 11A

Chapter 7 IndustrializationQuestion 1 2 3 4 5 Total

1 Diagnostic / 5

Lesson 7.1 7.1 7.2 7.2 7.2

2 Completed

3 Post Test / 5TEKS 13B 13A 27B 23B 27D

Chapter 8 Reform and CultureQuestion 1 2 3 4 5 6 7 Total

1 Diagnostic / 7

Lesson 8.1 8.1 8.1 8.1 8.2 8.2 8.2

2 Completed

3 Post Test / 7TEKS 1A 24B 24B 26B 24A 23E 23E

Chapter 9 The Civil War EraQuestion 1 2 3 4 5 6 7 Total

1 Diagnostic / 7

Lesson 9.1 9.1 9.1 9.2 9.2 9.2 9.2

2 Completed

3 Post Test / 7TEKS 1A 7C 8B 8B 18A 1C 17B

Chapter 10 ReconstructionQuestion 1 2 3 4 5 6 7 Total

1 Diagnostic / 7

Lesson 10.1 10.1 10.1 10.1 10.2 10.2 10.2

2 Completed

3 Post Test / 7TEKS 9A 16B 9A 9B 9C 9C 1B

Chapter 11 The U.S. Political SystemQuestion 1 2 3 4 5 6 Total

1 Diagnostic / 6

Lesson 11.1 11.1 11.1 11.2 11.2 11.2

2 Completed

3 Post Test / 6TEKS 15D 16A 16B 19A 19B 19D

Included in Sampler

Sampler


The Civil War Era9.1 The Growing Sectional Crisis9.2 The Civil War

The sections, or regions, of the United States developed different social and economic systems in the early 1800s. Many in both the North and South identified more strongly with their section than with the nation as a whole. The issue of slavery became a wedge that helped drive the sections farther apart. Debates over whether to allow slavery in new western territories became heated and led to violence.

Increasing anger between North and South eventually led to war. That long and bloody conflict transformed the United States and resulted in the abolition of slavery nationwide.

Analyzing VisualsFour men ran for president in the election of 1860. In this cartoon, the four tear at a map of the United States.

What do the actions of the men symbolize?

Identifying Cause and Effect 8.8B, 8.29B

Sectional differences, disputes over slavery, and the issue of states’ rights all contributed to growing tension leading up to the 1860 election. For many southerners, the election of Republican Abraham Lincoln as president seemed to confirm that the people of the North wanted to end slavery and were hostile to the South’s interests. That set off a chain of events that resulted in the North and South engaging in the Civil War. As you read the chapter, consider how sectionalism, slavery, and states’ rights contributed to the war’s outbreak.

Sectionalism

Slavery

States’ Rights

Civil War

CHAPTER

9

Sampler


Name Class Date

Diagnostic TestRead each question carefully and choose the best answer.

1 The period from 1820 to 1860 was marked by a growing sense of — (8.1A)

A economic strain C national unity

B international involvement D sectionalism

2 What does this poster suggest about the common view of slavery? (8.7C, 8.29A)

F Slaves were valuable assets passed down from generation to generation.

G Slaves were bought and sold in secret to avoid trouble with the law.

H Slaves were considered a commodity just like rice and textiles were.

J Slaves were sold only in groups in order to keep their families together.

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.

—Tenth Amendment to the U.S. Constitution

3 In the years leading up to the Civil War, this amendment most contributed to political ideas supporting — (8.8B, 8.29A)

A states’ rights C westward expansion

B abolition of slavery D labor reform

CHAPTER

9

Sampler

143 Chapter 9 Diagnostic Test

The power confided to me, will be used to hold, occupy, and possess the property, and places belonging to the government . . . but beyond what may be necessary for these objects, there will be no invasion—no using of force against, or among the people anywhere.

—President Lincoln’s First Inaugural Address, March 4, 1861

4 A month after this speech, war broke out. Considering the statement above, which of the following best justifies Lincoln’s taking military action? (8.8B, 8.29D)

F The Confederates threatened commerce by gaining control of the Mississippi River.

G The attack on Fort Sumter forced the Union to act in defense of its property.

H The events at Bull Run encouraged the Union to emancipate enslaved people.

J The Confederates weakened the Union’s authority by imposing blockades on its ports.

That the writ of habeas corpus is suspended in respect to all persons arrested, or who are now, or hereafter during the rebellion shall be, imprisoned in any fort, camp, arsenal, military prison, or other place of confinement by any military authority, or by the sentence of any court-martial or military commission.

—President Abraham Lincoln, 1862

5 Which of the following best supports Lincoln’s statement? (8.18A, 8.29A)

A The Constitution protects the personal liberties of prisoners.

B Individual branches of government can restrict the actions of other branches.

C Elected representatives in Congress represent the will of the people.

D The president has the constitutional right to exercise broad powers during wartime.

6 Why did the year 1865 mark a turning point in U.S. history? (8.1C)

F Political disputes between the North and South were resolved.

G The U.S. Constitution was amended to abolish slavery.

H Southern states temporarily achieved full independence.

J Lincoln’s assassination ruined the North’s chances of winning the Civil War.

7 The outcome of the U.S. Civil War firmly established that — (8.17B)

A federal law was supreme over state law

B states had the right to secede

C federal law was determined by the will of the states

D the people delegated powers to the federal government

Sampler










8.1A


9.1

Sampler


Slavery in the North Because the North did not develop plantation agriculture, slavery was never as widespread there as it was in the South. Slavery existed during the colonial era, but northern states began abolishing slavery in the early years of the republic. The Northwest Ordinance of 1787 banned slavery in the Northwest Territory. Thus, as settlement pushed westward in the North, the new states that entered the Union were free states.

The North’s economy still benefitted from slavery, however. Most notably, New England’s textile mills depended on the cotton grown and harvested by enslaved workers in the South.

Agriculture in the South Agriculture was the dominant economic activity in the South from colonial times. The South had a warm climate and rich soils. The region depended heavily on the cultivation of cash crops, mainly grown for markets outside the region.

Cash crops were often cultivated on large plantations, rather than on smaller family farms. This type of agriculture created a demand for enslaved labor. Slavery was important to the South’s economy from colonial times until it was abolished at the end of the Civil War.

In the early 1800s, cotton emerged as the region’s most valuable crop. Cotton agriculture became practical with the invention of the cotton gin by Eli Whitney in 1793. This machine could be used to clean seeds from cotton bolls much faster than could be done by hand. The profits to be made growing cotton, which grew well in the warm climate of the Deep South, encouraged the westward spread of settlement as more land was cleared to grow cotton. Those profits also created a demand for more enslaved workers to work the fields.

The enslaved population grew in the decades before the Civil War. It also became more concentrated in the cotton-growing states of the Deep South. The number of enslaved African Americans grew from under one million in 1800 to nearly four million in 1860.

Lack of Southern Industry The South developed little industry. This meant the region depended on manufactured goods produced outside the region. Since many of these goods were imported from other countries, there was widespread opposition in the South to high tariffs on imports, which increased prices.

Slavery in the South Enslaved African Americans had no legal rights. By law, they were the property of their slaveholders. Enslaved persons had to work long hours. If they tried to run away, they were severely beaten, branded, or mutilated. Laws made it illegal to teach enslaved persons to read, and they could not leave their slaveholders’ land without written permission. Families lived with the fear that loved ones could be sold away at any time.

Free Blacks in the South Although most African Americans in the South were enslaved, there was a small free black population. In 1860, about eighty-five percent of free African Americans lived in the Upper South. Free blacks in the South, like those in the North, suffered pervasive racial discrimination. Free blacks did not have the right to vote or to testify in court. Most earned a living farming. Some, however, started small businesses, earning a living in trades such as carpentry. A few were even slaveholders. Most typically, however, their “slaves” were spouses and children who were purchased because they could not be freed under state laws that made it illegal to free enslaved persons.

Sampler


What political conflicts arose from sectional differences? 8.1A, 8.7C, 8.7D, 8.8B, 8.17B, 8.18A, 8.18C, 8.21C

Sectional differences resulted in growing political conflict in the decades before the Civil War. Many of these conflicts played out in Congress. The issue of whether to allow slavery to spread to new western territories was the focus of repeated political clashes and congressional compromises.

Missouri Compromise of 1820 Sectional differences created a crisis when Missouri requested admission as a slave state in 1819. Many of the people who had settled in Missouri were slaveholders from neighboring Kentucky and Tennessee. As a territory, Missouri allowed slavery. Missouri also bordered Illinois, however, where slavery was illegal.

If Missouri entered the Union alone, there would be more slave states than free states. That would give slave states more representation in the U.S. Senate, which many northerners opposed.

Henry Clay of Kentucky worked out a compromise. Clay suggested admitting Maine (which had been part of Massachusetts) as a free state and Missouri as a slave state. He also proposed that slavery not be allowed in the rest of the Louisiana Territory lying north of Missouri’s southern border. This meant that most of the Louisiana Territory would be free. The Missouri Compromise was approved by Congress in 1820. This resolved the controversy over the westward expansion of slavery—at least temporarily.

Missouri Compromise 1820 agreement in which Missouri entered the Union as a slave state, Maine joined as a free state, and slavery was banned from the rest of the Louisiana Territory north of Missouri’s southern border

8.7C, 8.29A

Sampler


A Conflict over Tariffs Disagreement over tariff rates was another source of political tension between northern and southern states. When Congress passed a series of high tariffs in the late 1820s and early 1830s, southerners strongly objected and demanded that tariff rates be lowered.

Claiming he was defending states’ rights, John Calhoun of South Carolina argued that a state could declare a federal law null and void. South Carolina went so far as to threaten to secede, or withdraw, from the Union. Ultimately, a political compromise that included a reduction of tariff rates ended the crisis.

States’ Rights The principle of states’ rights became central to the debate over slavery. Supporters of states’ rights embraced the idea that a state retains powers that the federal government cannot take away. For some, this included the power to nullify federal laws or declare them unconstitutional.

The basis for the principle of states’ rights is reflected in the U.S. Constitution’s Tenth Amendment, which states, “The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.”

Compromise of 1850 The U.S.–Mexican War raised the issue of the spread of slavery once more. In the Treaty of Guadalupe Hidalgo, signed in early 1848, Mexico ceded its northern provinces of California and New Mexico. This vast territory—known as the Mexican Cession—included the land that is now the states of California, Utah, and Nevada, and parts of New Mexico, Arizona, Colorado, and Wyoming.

In the autumn of 1848, news that gold had been discovered in California reached the eastern United States. Thousands of Americans headed west hoping to get rich. People from Latin America and Asia were also drawn by the California gold rush of 1849. With its greatly enlarged population, California applied to enter the Union as a free state in 1850.

Since the admission of California as a free state would disrupt the balance of free states and slave states, Congress again worked out a compromise. The Compromise of 1850 included a series of provisions intended to resolve the political crisis.

The Compromise of 1850California was admitted as a free state.

A new, strict Fugitive Slave Law was passed for the capture of enslaved persons who had escaped to free territory.

The slave trade, but not slavery, was banned in Washington, D.C.

In the rest of the Mexican Cession, the issue of slavery would be decided by popular sovereignty.

Neither northerners nor southerners in Congress were pleased by all the provisions of the compromise. The new Fugitive Slave Act was welcomed by southerners but caused outrage in the North. The law required that northerners participate in the recapture of runaway slaves. Northerners opposed to slavery condemned the law because now they could be legally required to help return runaway slaves to their slaveholders.

states’ rights the idea that a state retains powers that the federal government cannot take away

popular sovereignty allowing the people of a territory to decide whether to allow slavery

Sampler


Crisis in Kansas In 1854, Senator Stephen Douglas proposed a law to organize the territories of Kansas and Nebraska. Douglas’s bill would bring popular sovereignty to those areas. Many in the North objected. Kansas and Nebraska were north of the Missouri Compromise line. That meant slavery had been banned there. The Kansas-Nebraska Act became law but created great controversy.

People for and against slavery began streaming to Kansas. Each side hoped to have more settlers there and thus help determine whether Kansas would be slave or free. Fighting broke out between the two groups, and “Bleeding Kansas” became a small-scale civil war until order was restored.

Dred Scott In 1857, the U.S. Supreme Court ruled on the case of Dred Scott v. Sandford. Dred Scott, an enslaved man, had lived in places where slavery was banned. He argued that since he had lived in these areas, he should be free. The Court rejected his argument.

In ruling against Dred Scott, the Supreme Court made decisions about two key issues. The Court determined that Scott had no legal right to bring a lawsuit, because he was not a citizen. Nor were any blacks—enslaved or free—citizens of the United States. In addition, the time Scott spent in free territory did not make him free. The reason for this, ruled the Court, was that Congress had no power to ban slavery in the territories.

In this decision, the Supreme Court exercised judicial review. The Court limited, or checked, the power of Congress by claiming the U.S. Constitution did not grant Congress the authority to ban slavery in the territories.

Founding of the Republican Party The Kansas-Nebraska Act convinced many northerners that they needed to work hard to prevent the spread of slavery. In 1854, a new political party—the Republican Party—was founded that opposed the westward expansion of slavery.

Supporters of the new party included many former northern Whigs who opposed slavery, antislavery Democrats, and others opposed to the expansion of slavery. The Republicans ran their first presidential candidate in the election of 1856 and won thirty-three percent of the popular vote.

A Bitter Election The Republican candidate for president in 1860 was Abraham Lincoln of Illinois. In his campaign, Lincoln asserted that he did not intend to interfere with slavery where it already was legal. However, he opposed its expansion to new territories in the West. Southerners were unconvinced. They feared that Lincoln, if elected, would try to end slavery in their states.

Meanwhile, the issue of slavery divided the Democratic Party between a northern faction and a southern faction. In the end, the election of 1860 became a campaign between four main candidates, including Lincoln. Lincoln won the election by winning the electoral votes of every state where slavery was illegal and no electoral votes from any state where slavery was legal.

The Confederacy Forms In December 1860, a state convention in South Carolina voted unanimously to secede from the Union. State conventions in six other southern states voted to secede before Lincoln took office in March. These included Mississippi, Florida, Alabama, Georgia, and Texas.

Kansas-Nebraska Act 1854 law that allowed Kansas and Nebraska Territories to be free or slave based on popular sovereignty, which repealed the Missouri Compromise

Dred Scott v. Sandford 1857 Supreme Court decision that said Congress had no power to ban slavery in federal territories

Abraham Lincoln Illinois Republican elected president in 1860 who led the Union through the Civil War

Sampler


Leaders from the seceding states met in February 1861 and declared themselves the Confederate States of America. They wrote a new constitution that was very similar to that of the U.S. Constitution. The constitution of the Confederacy, however, ensured that slavery would be protected.

Secession of the Southern StatesDecember 1860 South Carolina

January 1861 Mississippi, Florida, Alabama, Georgia, Louisiana

February 1861 Texas

April 1861 Virginia

May 1861 Arkansas, North Carolina

June 1861 Tennessee

Jefferson Davis of Mississippi had resigned from the U.S. Senate when his state seceded. He was chosen as the first (and only) president of the Confederacy. In his inaugural address, he compared the South to the American colonists who had declared independence from Britain. He claimed that the people of the South were trying to preserve their freedom and rights.

Lincoln’s First Inauguration In March 1861, Abraham Lincoln took office as president of a fracturing nation. In his inaugural address, he said that the Union was “perpetual.” Secession, then, was illegal.

Lincoln also vowed to hold and defend all property of the federal government. Nevertheless, he said, the Union would not attack the South. Finally, he tried to reach out to the South: “We are not enemies, but friends. We must not be enemies.” Soon the North and South were pitted against each other in the Civil War.

Jefferson Davis Mississippi political leader who served as Confederate president from 1861 to 1865

Civil War 1861–1865 war between the Union (the North) and the Confederacy (the South)

8.8B, 8.29A

Sampler


Name Class Date





North(Free)



Social ? ?


















LESSON

9.1LESSON

9.1

Sampler


Legality of slaverydeterminedby a popular

vote

Congress passesthe Kansas-Nebraska Act

of 1854

?

4 Which of the following best completes the diagram above? (8.7C, 8.29B)

F The first battle of the Civil War occurs in Kansas

G Kansas passes the Fugitive Slave Act

H Congress forces Kansas to officially outlaw slavery

J Territorial settlement in Kansas becomes violent

5 Which of the following would be the best title for a biography of Jefferson Davis? (8.8A, 8.29B)

A The Military Hero Who Led the Republic of Texas

B From U.S. Senator to Confederate President

C A General’s Life: Winning the War for the Union

D The Man Who Was Called the Great Compromiser

6 What impact did the passing of the Fugitive Slave Law in 1850 have on relations between the North and South? (8.7C)

F It enraged the South because it granted freedom to any slaves who managed to escape to states in the North.

G It made the North resent the South more because northerners were now expected to enforce slavery.

H It led to a renewed spirit of cooperation between the North and South, as they were able to find some common ground.

J It displeased the South because it limited slaveholders’ rights, while the North was disappointed it did not abolish slavery altogether.

Sampler


How did the North and South compare when the Civil War began? 8.1A, 8.1C, 8.8A, 8.8B, 8.8C, 8.12A, 8.17B, 8.18A, 8.22A

War Begins President Abraham Lincoln had promised not to invade the Confederacy except to protect federal property. The test of his words came in Charleston, South Carolina. Union troops were stationed in Fort Sumter, located in Charleston Harbor. The Confederates demanded that they surrender the fort and leave. Lincoln refused to give it up and sent ships to take supplies to the troops. On April 12, 1861, before the ships could arrive, the Confederates opened fire on the fort. After more than a day of artillery shelling, the Union commander surrendered.

Lincoln quickly issued a call for states to supply 75,000 troops to put down the rebellion. Soon after, four more southern states—Virginia, Arkansas, North Carolina, and Tennessee—seceded and joined the Confederacy. The Confederates moved their capital from Montgomery, Alabama, to Richmond, Virginia, about a hundred miles south of Washington, D.C.

Comparing the Sides The North had several advantages over the South. It had more people, more factories to make guns and supplies, more railroads to carry troops, and a strong and able leader in Lincoln. The South had strong military leaders and a people willing to fight for what they saw as their freedom. But it lacked weapons, supplies, and factories. The South also had fewer railroad lines. The Confederacy hoped that Britain and France would recognize its independence in order to have access to its cotton, but that goal was never realized.

The Border States Four states where slavery was legal—Delaware, Maryland, Kentucky, and Missouri—stayed in the Union. These states were referred to as border states because they were located on the Union’s border with the Confederacy. Lincoln worried that if the border states left, the Union’s position would be very difficult.

Lincoln ordered the arrest of some leaders from the border states who supported secession. He suspended habeas corpus, a rule that forces the government to produce prisoners and bring them to trial. The chief justice of the United States said this action was unconstitutional. Lincoln would not back down, however. He said he needed this power to preserve the Union.

A Long War Thousands of men in the North and South volunteered to fight. Many expected the war to be short and full of glory. Those hopes were quickly dashed. In the first major battle of the war, the two armies clashed about halfway between Washington, D.C., and Richmond, Virginia, in the First Battle of Bull Run. Thousands were killed or wounded, and Union troops were driven from the field, retreating to Washington, D.C. The war was not going to be decided quickly.

Fort Sumter Union fort in the harbor of Charleston, South Carolina, that was attacked by Confederate artillery in the first battle of the Civil War

habeas corpus rule that requires the government to produce a prisoner in court and allow him or her to stand trial, which prevents the government from holding a person indefinitely

The Civil WarLESSON

9.2

Sampler

153 Lesson 9.2 The Civil War

8.8B, 8.29D

Why did the North win? 8.1A, 8.7B, 8.8A, 8.8B, 8.8C, 8.22A

The South won many victories but struggled to arm, feed, and clothe its troops. The North, however, had the human and material resources to fight a long war. In addition, the war became about not only preserving the Union, but also bringing an end to slavery.

Two Strategies The South had a simple goal: defend its land from northern troops and hope that the North would give up once the cost of the war grew too great. The North had to defeat the Confederate armies and occupy the South to end the rebellion.

Lincoln ordered a naval blockade of the South. By preventing ships from moving to or from southern ports, the Union could prevent the Confederacy from selling cotton or receiving supplies. While some ships got through, the blockade weakened the Confederacy. The North also aimed to seize control of the Mississippi River and thus split Arkansas and Texas from the rest of the Confederacy.

Sampler


To the Summer of 1862 The North gained some early successes in the western part of the Confederacy, near the Mississippi River. By the middle of 1862, Union troops had advanced to Memphis, Tennessee. Union forces had also captured the vital port of New Orleans, Louisiana.

On the eastern front of the war, however, Confederate forces under General Robert E. Lee defeated a Union army that tried to capture Richmond. Lee’s Army of Northern Virginia repeatedly defeated Union efforts to take control of Virginia, the state located just south of Washington, D.C.

Emancipation In September 1862, Lee led his army into Maryland to gain needed food supplies and threaten the North. The Union army defeated his forces at the Battle of Antietam. The Union victory was costly for both sides. With more than 23,000 total casualties, Antietam remains the bloodiest one-day battle in American history.

The costly victory convinced Lincoln that the time had come to end slavery. The labors of enslaved people made it possible for southern white men to leave their farms and serve in the Confederate army. Lincoln believed that ending slavery would weaken the Confederacy’s ability to wage war. It was also the right thing to do and would make meaningful the heavy sacrifices by Union soldiers. Thus Lincoln issued the Emancipation Proclamation.

Robert E. Lee military leader from Virginia who became commander of the Confederate army in the east and won many battles

Battle of Antietam costly 1862 Union victory in Maryland that led Lincoln to issue the Emancipation Proclamation

casualties soldiers injured or killed in combat

8.18A, 8.29A

Sampler


The proclamation gave freedom to those enslaved people who lived in areas the Confederacy controlled. It did not, however, grant freedom to slaves in the Union border states or those in Confederate territory that had come under Union control. The proclamation also declared that African American men would be allowed to serve in the Union military. By 1865, about 200,000 African Americans had joined.

The Emancipation Proclamation added a noble objective to the Union’s war effort. From this point on, the North had two goals: restore the Union and end slavery.

Turning Points In July 1863, the Union achieved two very important victories. Lee had decided to invade the North once more. His army met the Union army near Gettysburg, Pennsylvania. The Battle of Gettysburg lasted for three days, ending on July 3. There were more than 50,000 casualties in the battle. Lee was forced to retreat back to Virginia. Lee’s Army of Northern Virginia fought on the defensive for the rest of the war.

The next day, July 4, 1863, Confederate forces in Vicksburg, Mississippi, surrendered after months of being surrounded by Union troops. Gaining the city gave the Union almost complete control of the Mississippi River.

A few months after the Battle of Gettysburg, President Lincoln went to the battle site to dedicate it as a cemetery for the soldiers who lost their lives there. He delivered a short speech, the Gettysburg Address. Reflecting on the greater cause for which the Union fought, he concluded with the declaration that “government of the people, by the people, for the people, shall not perish from the earth.”

Grant Takes Charge Lincoln named General Ulysses S. Grant—the victor at Vicksburg—as the overall Union commander. Grant came east to lead the campaign against Lee’s Confederate forces. He put General William Tecumseh Sherman in charge of the western Union armies. Grant and Lee clashed in several battles. Both sides suffered heavy casualties. While the Union was unable to win a decisive victory, Lee’s army was being worn down.

8.1C

Emancipation Proclamation order issued by Abraham Lincoln that declared enslaved people in Confederate territory to be free; it encouraged enslaved African Americans to escape to freedom and made the end of slavery one of the North’s war goals

Battle of Gettysburg 1863 Union victory in Pennsylvania that came at the end of a three-day battle that ended Lee’s last invasion of the North

Vicksburg city that the Union captured on July 4, 1863, giving it nearly complete control of the Mississippi River

Ulysses S. Grant Union general who won several victories in the west and was named overall commander of Union forces in 1863

Sampler


Sherman had more immediate success. In September 1864, his forces captured Atlanta, Georgia. Atlanta was an important railroad center in the South. Sherman then began his March to the Sea, cutting a path of destruction—burning homes and crops and destroying railroad lines—before reaching the coastal city of Savannah, Georgia.

War’s End By early 1865, the South was suffering badly. That April, the Confederate government fled Richmond as Union forces approached. A few days later, Lee surrendered to Grant at Appomattox Court House, Virginia. Less than a week later, President Lincoln was assassinated while attending a play at Ford’s Theatre in Washington, D.C. The assassin was actor John Wilkes Booth, a Confederate sympathizer.

By May, all Confederate armies had surrendered and the war was over. It took four years of fighting, but the Union was preserved. The war established that states had no right to secede and federal law takes precedence over state law. More than 260,000 Confederate soldiers had lost their lives. More than 360,000 Union soldiers had died. Many civilians had also died, and many southern cities, farms, and railroads were destroyed.

The institution of slavery was also about to be destroyed. Lincoln had justified the Emancipation Proclamation as a war measure, claiming it was within his constitutional powers as commander-in-chief. The issue of slavery was not settled, however. The Emancipation Proclamation freed only some slaves. Also, not everyone agreed that Lincoln had the authority to liberate the legal “property” of slaveholders without due process or compensation.

To settle these questions, in January 1865, Congress approved the Thirteenth Amendment. It states, “Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.” By December, enough states had ratified it to make it part of the U.S. Constitution.

Appomattox Court House Virginia site where Lee surrendered his army to Grant on April 9, 1865

8.1C

Sampler


Name Class Date

STAAR Practice 8.8A, 8.8B


• Was a Union victory in September 1862• Became the bloodiest day in U.S. history• Set the stage for Lincoln to issue the Emancipation Proclamation

1 Which of the following would be a correct title for the list above? (8.8B, 8.29C)

A Fort Sumter

B Antietam

C Vicksburg

D Appomattox

2 Why was the Battle of Gettysburg a turning point in the Civil War? (8.8B)

F It ended General Lee’s Confederate invasion of the North.

G It caused few Union casualties and destroyed the Confederate army.

H It forced the Union army to retreat from the South.

J It gave the Union control of the port of New Orleans.

3 Which of the following describes one of Ulysses S. Grant’s roles during the Civil War? (8.8A)

A He led Union troops on a successful march from Atlanta, Georgia, to the coast.

B He allowed African Americans to join the Union army.

C He accepted the Confederacy’s surrender at Appomattox Court House.

D He became president of the Confederacy.

LESSON

9.1LESSON

9.2

Sampler


4 In 1863, Abraham Lincoln exercised his presidential war powers and issued the Emancipation Proclamation. This proclamation — (8.8A)

F gave the Confederate army a military advantage over the Union army

G connected the preservation of the Union with ideals of liberty

H granted freedom to all slaves in the United States

J increased the size of the Confederate army

• Commanded the Army of Northern Virginia• Developed battle strategies that are still admired today• Surrendered at Appomattox Court House, which effectively ended the war

5 Whose actions during the Civil War are described in the list above? (8.8A, 8.29B)

A Stephen A. Douglas

B Robert E. Lee

C Ulysses S. Grant

D John C. Calhoun

6 How did the victory at Vicksburg shape the course of the Civil War? (8.8B)

F It weakened the Confederacy by giving General William Tecumseh Sherman access to Atlanta.

G It strengthened the Confederacy by dividing the Union in half.

H It weakened the Confederacy by giving the Union control of the Mississippi River.

J It strengthened the Confederacy by securing British recognition and support.

Sampler

159 Chapter 9 Study Guide and Review

CHAPTER

9Name Class Date

Study Guide and ReviewReviewing Key Terms of the Civil War 8.1A, 8.5C, 8.7D, 8.8B, 8.18C

Enter the appropriate word(s) to complete the statement.

sectionalismDred Scott

habeas corpuspopular sovereignty

states’ rightsEmancipationRepublican

Kansas-Nebraska Act

Missouri CompromiseCompromise of 1850

assassinationFugitive Slave Law

1. According to the principle of , the residents of a territory could decide whether to allow slavery.

2. The settled the issue of whether California would be a free or slave state.

3. Many northerners who wanted to stop the spread of slavery joined the

Party in the 1850s.

4. President Lincoln suspended to silence supporters of secession in the border states.

5. John C. Calhoun and many other southerners supported the idea of

, which included the right to secede from the Union.

6. Under the , Maine entered the Union as a free state and slavery was banned in most of the Louisiana Territory.

7. The of Abraham Lincoln by John Wilkes Booth came less than a week after Lee surrendered.

8. Seeing the interests of the region where a person lives as more important than the

interests of the nation as a whole is called .

9. In the decision, the Supreme Court said that Congress had no power to prohibit slavery in the territories.

10. Lincoln issued the Proclamation to give freedom to enslaved persons who lived in areas under Confederate control.

11. The repealed the Missouri Compromise of 1820, which had prohibited slavery in the northern part of the Louisiana Purchase.

12. The required northerners to help in returning runaway slaves to their slaveholders.

Sampler


Identifying Important People before and during the Civil War 8.8A, 8.29B

Match the letter of the description next to the name of the correct person.

1. John C. Calhoun A Created the Missouri Compromise

2. Henry Clay B Led the Union as president during the Civil War

3. Jefferson Davis C Inventor of the cotton gin, which led to greater cotton production and spread of slavery

4. Ulysses S. Grant D Enslaved man who brought a lawsuit seeking his freedom

5. Robert E. Lee E President of the Confederacy in the Civil War

6. Abraham Lincoln F South Carolina leader who said states could refuse to enforce a federal law

7. Dred Scott G Confederate general who won many victories

8. Eli Whitney H Union general who captured Vicksburg and was then named overall Union commander

Sequencing the Events Leading to the Civil War 8.1B, 8.8B, 8.29B

Write the correct event next to each date listed below.

Dred Scott decisionKansas-Nebraska Act

Lincoln election

Mexican CessionMissouri CompromiseNullification Ordinance

1832 1848 1854 1857

1820 1830 1840 1850 1860

1. 1820:

2. 1832:

3. 1848:

4. 1854:

5. 1857:

6. 1860:

Sampler


Name Class Date

Cumulative ReviewRead each question carefully and choose the best answer.

?The British impose aseries of new taxeson the colonists.

British Economic Policy after 1763

The colonists protest,setting the

stage for theAmerican Revolution.

1 Which of the following best completes the chart above? (8.4A, 8.29B)

A The American colonists create their own representative governments.

B The British economy is crippled by a worldwide shortage of tea.

C The American economy flourishes due to increased trade with France.

D The British run up heavy debts from the French and Indian War.

[Governments] rest on the consent of the governed, and that it is the right of the people to alter or abolish governments . . . whenever they become destructive of the ends for which they were established . . . The right solemnly proclaimed at the birth of the United States . . . recognizes in the people the power to resume the authority delegated for the purposes of government. Thus the sovereign States here represented have proceeded to form this Confederacy . . .

—Jefferson Davis, First Inaugural Address, 1861

2 In this speech, Jefferson Davis justifies forming the Confederacy by — (8.8C, 8.29D)

F comparing the Confederate cause to the cause of the American Revolution

G rejecting the main principles of the Declaration of Independence

H creating an alliance between Britain and the Confederacy

J contrasting the rights of Confederate citizens with the rights of Union citizens

3 How did the American Colonization Society work to end slavery in the United States? (8.24A)

A By sending African Americans to live in Africa

B By establishing a territory for freedmen in North America

C By forming small communities of free African Americans all across the country

D By creating an African colony from which new peoples could be enslaved

CHAPTERS

1–9

Sampler


The Wolf River, Kansas, c. 1859

4 How did paintings like this one contribute to social trends in the United States during the nineteenth century? (8.26C, 8.29A)

F They slowed the process of industrialization by emphasizing the virtues of rural life.

G They gained support for the abolitionist cause by focusing on the concept of freedom.

H They encouraged westward expansion by romanticizing American landscapes.

J They encouraged people to leave the South by illustrating the majestic qualities of the North.

5 How did the Emancipation Proclamation affect the course of the Civil War? (8.8B)

A It directly freed many people and reduced the pressure for a Union victory.

B It effectively ended the Civil War by settling the constitutionality of slavery.

C It abolished slavery nationwide and weakened the foundation of the Confederacy.

D It added a moral component to the Union’s cause and strengthened its military.

6 Which of the following events most significantly contributed to the trend of westward migration in the mid-1800s? (8.27D)

F Development and expansion of railroads

G Invention of the cotton gin

H Federal policies toward American Indians

J The Union victory in the Civil War

Sampler

© Sirius Education Solutions T8Using This Teacher’s Edition

Using This Teacher’s EditionThe workbook provides systematic and comprehensive coverage of the 36 Readiness TEKS. Two key instructional features are Chapter Overviews and STAAR Practice.

Chapter OverviewsEach chapter begins with a quick overview of the chapter, an Analyzing Visuals activity, and a graphic organizer activity that reviews critical thinking skills as they are applied in STAAR test items.


Reconstruction is the period of American history from the end of the Civil War in 1865 to 1877. During Reconstruction, the U.S. government established the conditions that the South would have to meet in order to be allowed to rejoin the Union. There were many challenges facing the postwar South. These challenges included rebuilding the South’s economy, providing for African Americans freed by the end of slavery, and setting up new state governments that would be loyal to the United States. When Reconstruction ended, these goals had been only partly achieved.

Analyzing VisualsThis image from Harper’s Weekly, November 16, 1867, shows newly freed African Americans exercising their right to vote during the Reconstruction era.

Describe the people voting in this image. Who do these men represent?

Comparing and Contrasting 8.9C, 8.29B, 8.29C

The decades after the Civil War were a time of great change for African Americans in the South. After overcoming slavery to gain freedom, equality, rights, and political power, they saw many of those gains disappear as Reconstruction ended and white southern Democrats returned to power. Study the chart below to compare and contrast the lives of African Americans in the South before, during, and after Reconstruction.

Hopes and Disappointments

Before Reconstruction During Reconstruction After Reconstruction

• Held in slavery • Obtain freedom and citizenship • Jim Crow laws restrict rights and freedoms

• Forced labor • Free to work for wages • Sharecropping creates poverty and debt

• No freedom of movement • Can move and live anywhere • Sharecropping ties workers to land

• No political power • Gain right to vote and hold office • Right to vote is restricted

• No representation in government

• Vote and hold elective office • White southern leaders regain political control

Reconstruction10.1 The Politics of Reconstruction10.2 The Effects of Reconstruction

CHAPTER

10


Analyzing VisualsThis image, created by A.R. Waud, was published in Harper’s Weekly magazine on November 16, 1867 and was titled “The First Vote.” It was recording the first vote of African American men in Virginia, three years before the passage of the Fifteenth Amendment gave African American men the right to vote everywhere in the United States.

Continue the discussion about the symbolism of each type of man pictured and why the artist chose them. Ask students to consider how the image of these men might have affected popular perceptions of whether African Americans should be given the right to vote. (All of the men look dignified. They look like they deserve the right to vote. The different types of men would show Harper’s readers that there were many types of African Americans, including men who had fought in the Civil War for their own freedom.)

Answer to Analyzing Visuals The first is an old man in patched clothes who might represent a formerly enslaved person. The second is a well-dressed man who might represent someone who was free before slavery ended. The third is a Union soldier. The illustrator probably chose to show that there were many different types of African Americans.

Social Studies SkillsComparing and ContrastingRemind students that comparing and contrasting involves seeing the similarities and differences between at least two things. Help students analyze the information in this chart by pointing out that students should look for the information across each row and determine the similarities and differences between the three time periods of the column headings.

163C

hap

ter 10 O

verview

Chapter 10

STAAR PracticeTogether the 23 Lessons, 5 Cumulative Reviews, 11 Diagnostic Tests, and 11 Post Tests provide over 300 authentic STAAR Practice questions. About 50% of the questions contain stimuli such as a quote, table, image, and graphic organizer. Full answer choice explanations are provided to facilitate remediation.

177 Lesson 10.2 The Effects of Reconstruction

Name Class Date

STAAR Practice 8.1A, 8.9C, 8.9D, 8.16B


• Black codes• Jim Crow laws• Use of violence

1 Which of the following is the best title for the list above? (8.9C, 8.29B)

A Political Conflicts between Republicans and Democrats

B Federal Laws that Discriminated against African Americans

C Ways White Supremacy Was Maintained in the South

D Policies Forever Abolished by Reconstruction

2 Which law helped some freedmen leave the South after the Civil War? (8.9D)

F The Civil Rights Act of 1866

G The Morrill Act

H The Homestead Act

J The Dawes Act

All remaining federaltroops leave the

southern states thatare still under

military control.

Disputed electoralvotes leave outcome

of presidentialelection up to

Congress.

Democrats agree notto block Republicancandidate’s election.

The Compromise of 1877

3 Why is the event depicted in the diagram above such a significant moment in U.S. history? (8.1A, 8.29B)

A It was the first time that a presidential election had to be decided by members of Congress.

B It marked the South’s return as an agricultural leader and industrial powerhouse.

C It created a constitutional crisis because a candidate lost the popular vote and was still elected president.

D It ended Reconstruction and began an era in which African Americans were disenfranchised.

Test-Taking TipWhen reading a list, make sure to consider all the points listed. In this question, if you read only the first two points, you might choose the wrong answer.

LESSON

10.2


STAAR Practice Answer Choice Explanations

1 A is incorrect. Many Republicans and Democrats disagreed about Reconstruction policies and African American civil rights. However, this list does not describe those specific conflicts.

B is incorrect. Although the list describes some forms of discrimination that were used against African Americans, it does not describe federal laws.

C is correct. After the Civil War, southern states established laws such as the black codes and Jim Crow laws to maintain white supremacy. Groups like the Ku Klux Klan used violence and intimidation to keep African Americans from exercising their rights.

D is incorrect. Although Reconstruction did end the black codes, it did not abolish forever the use of violence. Also, Jim Crow laws were passed after the end of Reconstruction.

2 F is incorrect. This law made the freedmen citizens and protected them by giving them equal protection of the law. It did nothing to help them leave the South.

G is incorrect. This law helped states to establish public colleges. H is correct. This law gave free land to farmers who settled in the

West. The opportunity to have their own farms caused some freedmen to move west to take advantage of this law.

J is incorrect. This law attempted to end the reservation system for American Indians in the 1880s. It did not affect the freedmen of the South.

3 A is incorrect. The 1824 election had resulted in no candidate winning a majority in the Electoral College; thus, as required by the Constitution, the House of Representatives decided the election.

B is incorrect. The South never became an industrial powerhouse and would remain a primarily agricultural economy for many years to come.

C is incorrect. The U.S. Constitution permits the loser of the popular vote to win the presidency through the Electoral College process.

D is correct. The Compromise of 1877 effectively ended Reconstruction and paved the way for the disenfranchisement of African Americans.

Ch

apter 10

Reco

nstru

ction

177

Teaching tips for helping students make sense of graphic organizers

Detailed answer to Analyzing Visuals

Background information deepens students’ analysis and builds visual literacy.

Analyzing Visuals activity promotes critical thinking.

Activity on interpreting graphic organizers

Answer choice explanations for ALL answer choices help identify student mistakes and patterns such as: missing key details, misreading, and misunderstanding or confusing key content.

Test-Taking Tips help students understand and think through questions.

Question stimuli mirror type, style, format, and proportion of released STAAR test items.

Red boxes on reduced student page show correct answers.

Teacher’s Edition Sampler

141

C

hap

ter

9 O

verv

iew

The

Civ

il W

ar E

ra9.

1 T

he G

row

ing

Sect

ion

al C

risi

s9.

2 T

he C

ivil

War

The

sect

ion

s, o

r re

gion

s, o

f th

e U

nit

ed S

tate

s d

evel

oped

diff

eren

t soc

ial a

nd

ec

onom

ic s

yste

ms

in th

e ea

rly

1800

s. M

any

in b

oth

the

Nor

th a

nd

Sou

th id

enti

fied

m

ore

stro

ngl

y w

ith

thei

r se

ctio

n th

an w

ith

the

nat

ion

as

a w

hol

e. Th

e is

sue

of

slav

ery

bec

ame

a w

edge

that

hel

ped

dri

ve th

e se

ctio

ns

fart

her

ap

art.

Deb

ates

ov

er w

het

her

to a

llow

sla

very

in n

ew w

este

rn te

rrit

orie

s b

ecam

e h

eate

d a

nd

led

to

viol

ence

.

Incr

easi

ng

ange

r b

etw

een

Nor

th a

nd

So

uth

eve

ntu

ally

led

to

war

. That

lon

g an

d b

lood

y co

nfl

ict t

ran

sfor

med

th

e U

nit

ed S

tate

s an

d

resu

lted

in th

e ab

olit

ion

of

sla

very

nat

ion

wid

e.

Ana

lyzi

ng V

isua

lsFo

ur

men

ran

for

pre

sid

ent i

n th

e el

ecti

on

of 1

860.

In

this

car

toon

, th

e fo

ur

tear

at a

map

of

the

Un

ited

Sta

tes.

Wh

at d

o th

e ac

tion

s of

the

men

sym

boli

ze?

Iden

tify

ing

Caus

e an

d Ef

fect

8.

8B, 8

.29B

Sect

ion

al d

iffer

ence

s, d

isp

ute

s ov

er s

lave

ry, a

nd

the

issu

e of

sta

tes’

rig

hts

all

co

ntr

ibu

ted

to g

row

ing

ten

sion

lead

ing

up

to th

e 18

60 e

lect

ion

. For

man

y so

uth

ern

ers,

the

elec

tion

of R

epu

blic

an A

brah

am L

inco

ln a

s p

resi

den

t see

med

to

con

firm

that

the

peo

ple

of t

he

Nor

th w

ante

d to

en

d s

lave

ry a

nd

wer

e h

osti

le to

the

Sou

th’s

inte

rest

s. Th

at s

et o

ff a

ch

ain

of e

ven

ts th

at r

esu

lted

in th

e N

orth

an

d S

outh

en

gagi

ng

in th

e C

ivil

War

. As

you

rea

d th

e ch

apte

r, c

onsi

der

how

sec

tion

alis

m,

slav

ery,

an

d s

tate

s’ r

igh

ts c

ontr

ibu

ted

to th

e w

ar’s

ou

tbre

ak.

Sect

ion

alis

m

Slav

ery

Stat

es’ R

igh

ts

Civ

il W

ar

CHAP

TER

9


An

alyz

ing

Vis

ual

sTh

is c

arto

on d

epic

ts th

e fo

ur

maj

or p

resi

den

tial

can

did

ates

in th

e el

ecti

on

of 1

860

tear

ing

at a

map

. On

the

far

left

is A

brah

am L

inco

ln, t

he

can

did

ate

of th

e R

epu

blic

an P

arty

. To

his

imm

edia

te r

igh

t is

Step

hen

Dou

glas

, th

e ca

nd

idat

e of

the

Nor

ther

n D

emoc

rats

. They

are

tear

ing

apar

t th

e W

est.

In

th

e ce

nte

r, Jo

hn

Bre

ckin

rid

ge—

the

can

did

ate

of th

e So

uth

ern

Dem

ocra

ts—

is r

ipp

ing

apar

t th

e So

uth

. On

the

righ

t, Jo

hn

Bel

l, th

e ca

nd

idat

e of

the

Con

stit

uti

onal

Un

ion

Par

ty, i

s at

tem

pti

ng

to g

lue

the

Nor

thea

st to

geth

er.

To b

egin

dis

cuss

ing

the

cart

oon

, exp

lain

wh

y th

e el

ecti

on o

f 186

0 b

ecam

e a

con

test

bet

wee

n fo

ur

can

did

ates

. Ask

: Wh

y ar

e L

inco

ln a

nd

Dou

glas

tear

ing

apar

t th

e W

est?

(The

issu

e of

wh

eth

er s

lave

ry s

hou

ld b

e al

low

ed in

wes

tern

te

rrit

orie

s w

as

a m

ajor

issu

e in

the

elec

tion

.) A

sk: W

hy

is B

reck

inri

dge

te

arin

g at

the

Sou

th?

(Sou

ther

n D

emoc

rats

bro

ke w

ith

Nor

ther

n D

emoc

rats

ov

er th

e is

sue

of s

lave

ry.)

Ask

: Wh

y is

Bel

l sh

own

tryi

ng

to r

epai

r th

e m

ap?

(The

Con

stit

uti

onal

Un

ion

Par

ty to

ok a

neu

tral

pos

itio

n o

n s

lave

ry.)

Answ

er to

Ana

lyzin

g Vi

sual

s Th

e ac

tions

of t

he fo

ur ca

ndida

tes

sym

boliz

e th

e se

ctio

nalis

m o

f the

elec

tion.

Eac

h ca

ndida

te is

figh

ting

for

a pa

rticu

lar p

art o

f the

coun

try ra

ther

than

the

coun

try a

s a w

hole.

As a

re

sult,

they

are

“te

arin

g th

e Un

ited

Stat

es a

part.

”

Soci

al S

tudi

es S

kills

Iden

tify

ing

Cau

se a

nd

Eff

ect

Qu

esti

ons

on th

e ST

AA

R te

sts

ofte

n in

volv

e id

enti

fyin

g ca

use

-an

d-eff

ect

rela

tion

ship

s. E

xpla

in to

stu

den

ts th

at id

enti

fyin

g ca

use

an

d e

ffec

t in

volv

es

con

sid

erin

g w

hy

an e

ven

t occ

urr

ed. A

cau

se is

the

even

t or

con

dit

ion

that

m

akes

som

eth

ing

else

hap

pen

, wh

ich

is th

e eff

ect.

Oft

en s

uch

qu

esti

ons

invo

lve

a si

mp

le d

iagr

am, s

uch

as

the

one

show

n h

ere.

The

thre

e m

ain

ca

use

s of

the

Civ

il W

ar w

ere

sect

ion

alis

m, s

tate

s’ r

igh

ts a

nd

sla

very

.

Chapter 9 The Civil War Era141

Ch

apte

r 9


143

C

hap

ter

9 D

iag

no

stic

Tes

t

The

pow

er c

onfid

ed t

o m

e, w

ill b

e us

ed t

o ho

ld,

occu

py,

and

poss

ess

the

prop

erty

, an

d pl

aces

bel

ongi

ng t

o th

e go

vern

men

t .

. .

but

beyo

nd w

hat

may

be

nece

ssar

y fo

r th

ese

obje

cts,

the

re w

ill b

e no

inva

sion

—no

usi

ng o

f fo

rce

agai

nst,

or

amon

g th

e pe

ople

any

whe

re.

—Pr

esid

ent

Linc

oln’

s Fi

rst

Inau

gura

l Add

ress

, M

arch

4,

1861

4

A m

onth

aft

er t

his

spee

ch,

war

bro

ke o

ut.

Con

side

ring

the

sta

tem

ent

abov

e, w

hich

of

the

fol

low

ing

best

jus

tifie

s Li

ncol

n’s

taki

ng m

ilita

ry a

ctio

n?

(8.8

B, 8

.29D

)

F Th

e C

onfe

dera

tes

thre

aten

ed c

omm

erce

by

gain

ing

cont

rol o

f th

e M

issi

ssip

pi R

iver

.

G

The

atta

ck o

n Fo

rt S

umte

r fo

rced

the

Uni

on t

o ac

t in

def

ense

of its

prop

erty

.

H

The

even

ts a

t Bul

l Run

enc

oura

ged

the

Uni

on t

o em

anci

pate

ens

lave

d pe

ople

.

J Th

e C

onfe

dera

tes

wea

kene

d th

e U

nion

’s a

utho

rity

by

impo

sing

blo

ckad

es o

n its

port

s.

That

the

wri

t of

hab

eas

corp

us is

sus

pend

ed in

res

pect

to

all p

erso

ns a

rres

ted,

or

who

are

now

, or

her

eaft

er d

urin

g th

e re

belli

on s

hall

be,

impr

ison

ed in

any

fo

rt,

cam

p, a

rsen

al,

mili

tary

pri

son,

or

othe

r pl

ace

of c

onfin

emen

t by

any

mili

tary

au

thor

ity,

or

by t

he s

ente

nce

of a

ny c

ourt

-mar

tial o

r m

ilita

ry c

omm

issi

on.

—Pr

esid

ent

Abr

aham

Lin

coln

, 18

62

5

Whi

ch o

f th

e fo

llow

ing

best

sup

port

s Li

ncol

n’s

stat

emen

t?

(8.1

8A, 8

.29A

)

A

The

Con

stitu

tion

prot

ects

the

per

sona

l lib

ertie

s of

pri

sone

rs.

B

Indi

vidu

al b

ranc

hes

of g

over

nmen

t ca

n re

stri

ct t

he a

ctio

ns o

f ot

her

bran

ches

.

C

Elec

ted

repr

esen

tativ

es in

Con

gres

s re

pres

ent

the

will

of th

e pe

ople

.

D

The

pres

iden

t ha

s th

e co

nstit

utio

nal r

ight

to

exer

cise

bro

ad p

ower

s du

ring

war

time.

6

Why

did

the

yea

r 18

65 m

ark

a tu

rnin

g po

int

in U

.S.

hist

ory?

(8

.1C

)

F Po

litic

al d

ispu

tes

betw

een

the

Nor

th a

nd S

outh

wer

e re

solv

ed.

G

The

U.S

. C

onst

itutio

n w

as a

men

ded

to a

bolis

h sl

aver

y.

H

Sou

ther

n st

ates

tem

pora

rily

ach

ieve

d fu

ll in

depe

nden

ce.

J Li

ncol

n’s

assa

ssin

atio

n ru

ined

the

Nor

th’s

cha

nces

of w

inni

ng t

he C

ivil

War

.

7

The

outc

ome

of t

he U

.S.

Civ

il W

ar fi

rmly

est

ablis

hed

that

—

(8.1

7B)

A

fede

ral l

aw w

as s

upre

me

over

sta

te la

w

B

stat

es h

ad t

he r

ight

to

sece

de

C

fede

ral l

aw w

as d

eter

min

ed b

y th

e w

ill o

f th

e st

ates

D

the

peop

le d

eleg

ated

pow

ers

to t

he f

eder

al g

over

nmen

t

(See

9.2

, p. 1

53.)

(See

9.2

, p. 1

54.)

(See

9.2

, p. 1

55.)

(See

9.2

, p. 1

56.)

142

Ch

apte

r 9

The

Civ

il W

ar E

ra

Nam

e C

lass

D

ate

Dia

gnos

tic

Tes

tR

ead

eac

h q

ues

tion

car

efu

lly a

nd

ch

oose

th

e b

est

answ

er.

1

The

peri

od f

rom

182

0 to

186

0 w

as m

arke

d by

a g

row

ing

sens

e of

—

(8.1

A)

A

econ

omic

str

ain

C

natio

nal u

nity

B

inte

rnat

iona

l inv

olve

men

t

D

sect

iona

lism

2

Wha

t do

es t

his

post

er s

ugge

st a

bout

the

com

mon

vie

w o

f sl

aver

y?

(8.7

C, 8

.29A

)

F Sla

ves

wer

e va

luab

le a

sset

s pa

ssed

dow

n fr

om g

ener

atio

n to

gen

erat

ion.

G

Sla

ves

wer

e bo

ught

and

sol

d in

sec

ret

to a

void

tro

uble

with

the

law

.

H

Sla

ves

wer

e co

nsid

ered

a c

omm

odity

just

like

ric

e an

d te

xtile

s w

ere.

J Sla

ves

wer

e so

ld o

nly

in g

roup

s in

ord

er t

o ke

ep t

heir f

amili

es t

oget

her.

The

pow

ers

not

dele

gate

d to

the

Uni

ted

Sta

tes

by t

he C

onst

itutio

n, n

or p

rohi

bite

d by

it t

o th

e st

ates

, ar

e re

serv

ed t

o th

e st

ates

res

pect

ivel

y, o

r to

the

peo

ple.

—Te

nth

Am

endm

ent

to t

he U

.S.

Con

stitu

tion

3

In t

he y

ears

lead

ing

up t

o th

e Civ

il W

ar,

this

am

endm

ent

mos

t co

ntri

bute

d to

pol

itica

l id

eas

supp

ortin

g —

(8

.8B

, 8.2

9A)

A

stat

es’ r

ight

s C

w

estw

ard

expa

nsio

n

B

abol

ition

of sl

aver

y D

la

bor

refo

rm

CHAP

TER

98.

1C, 8

.7C

, 8.8

B,

8.17

B, 8

.18A

(See

9.1

, p. 1

44.)

(See

9.1

, p. 1

46.)

(See

9.1

, p. 1

49.)

© Sirius Education Solutions Chapter 9 Diagnostic Test 142–143


150

Ch

apte

r 9

The

Civ

il W

ar E

ra

Nam

e C

lass

D

ate

STA

AR

Pra

ctic

e 8.

7B, 8

.7C,

8.8

A, 8

.8B,

8.1

8A, 8

.21C

Rea

d e

ach

qu

esti

on c

aref

ully

an

d c

ho

ose

th

e b

est

answ

er.

Ensl

aved

and

Fre

e Bla

cks

befo

re t

he C

ivil

War

Issu

esSou

th(E

nsla

ved)

Nor

th(F

ree)

Econ

omic

Wer

e co

nsid

ered

pro

pert

yC

ould

ow

n pr

oper

ty

Lega

lH

ad n

o le

gal r

ight

sH

ad s

ome

lega

l rig

hts

Soc

ial

??

1

Whi

ch o

f th

e fo

llow

ing

best

com

plet

es b

oth

mis

sing

fiel

ds in

the

cha

rt a

bove

? (8

.7B

, 8.2

9C)

A

Expe

rien

ced

raci

sm in

the

ir d

aily

live

s

B

Wer

e no

t co

unte

d as

par

t of

the

ove

rall

popu

latio

n

C

Wer

e of

ficia

lly b

anne

d fr

om p

ursu

ing

an e

duca

tion

D

Free

ly m

arri

ed a

nd r

aise

d fa

mili

es w

ith t

heir s

pous

es

2

How

did

the

wes

twar

d ex

pans

ion

of t

he U

nite

d Sta

tes

cont

ribu

te t

o th

e Civ

il W

ar?

(8.8

B)

F It

cau

sed

cont

rove

rsy

over

ter

rito

rial

war

s ag

ains

t Am

eric

an I

ndia

ns.

G

It le

d to

dis

pute

s ab

out

whe

ther

to

allo

w s

lave

ry in

wes

tern

ter

rito

ries

.

H

It s

igni

fican

tly in

crea

sed

the

popu

latio

n of

the

Uni

ted

Sta

tes.

J It

cha

nged

the

ess

entia

l fou

ndat

ions

of

the

U.S

. ec

onom

y.

• Allo

wed

Cal

iforn

ia t

o jo

in t

he U

nion

as

a fr

ee s

tate

• En

ded

the

slav

e tr

ade

in W

ashi

ngto

n, D

.C.

• In

clud

ed a

str

ict

Fugi

tive

Sla

ve L

aw

3

Whi

ch c

ongr

essi

onal

con

flict

or

com

prom

ise

is d

escr

ibed

by

the

list

abov

e?

(8.2

1C, 8

.29B

)

A

Mis

sour

i Com

prom

ise

B

Nul

lifica

tion

Cri

sis

C

Com

prom

ise

of 1

850

D

Kan

sas-

Neb

rask

a Act

Test

-Tak

ing

Tip

Whe

n re

adin

g a

ques

tion

that

as

ks y

ou t

o co

mpl

ete

a ta

ble

or d

iagr

am, c

aref

ully

rea

d th

e qu

estio

n an

d di

agra

m t

o de

term

ine

wha

t yo

u ar

e be

ing

aske

d to

pro

vide

. In

this

que

stio

n,

a ve

ry im

port

ant

wor

d is

bot

h.

LESS

ON

9.1

LESS

ON

9.1


STA

AR

Pra

ctic

e A

nsw

er C

hoic

e Ex

plan

atio

ns

1

A is

cor

rect

. Tho

ugh

thei

r re

spec

tive

lega

l sta

tuse

s m

ay h

ave

diff

ered

co

nsid

erab

ly, A

fric

an A

mer

ican

s in

bot

h th

e N

orth

and

Sou

th

typi

cally

wer

e su

bjec

t to

rac

ism

and

dis

crim

inat

ion

in t

heir

daily

liv

es.

B

is

inco

rrec

t. A

fric

an A

mer

ican

s w

ere

coun

ted

tow

ard

the

over

all

popu

latio

n in

bot

h th

e N

orth

and

Sou

th.

C

is

inco

rrec

t. T

houg

h th

eir

optio

ns w

ere

ofte

n lim

ited,

fre

e bl

acks

in

the

Nor

th d

id h

ave

som

e ac

cess

to

educ

atio

n, w

here

as s

lave

s in

the

So

uth

had

virt

ually

non

e.

D i

s in

corr

ect.

Sou

ther

n la

ws

and

cultu

re g

ener

ally

pro

hibi

ted

ensl

aved

Afr

ican

Am

eric

ans

from

lega

lly m

arry

ing.

Man

y en

slav

ed

peop

le w

ere

not

able

to

live

with

the

ir sp

ouse

s an

d ch

ildre

n.

2

F is

inco

rrec

t. A

mer

ican

s ge

nera

lly s

uppo

rted

fed

eral

eff

orts

to

take

co

ntro

l of

terr

itory

occ

upie

d by

Am

eric

an In

dian

s.

G i

s co

rrec

t. T

he is

sues

of

slav

ery

caus

ed s

erio

us r

egio

nal d

ivis

ions

in

the

Uni

ted

Stat

es. A

s th

e na

tion

expa

nded

, bitt

er d

ispu

tes

deve

lope

d ab

out

whe

ther

new

ter

ritor

ies

shou

ld a

llow

sla

very

.

H i

s in

corr

ect.

The

U.S

. pop

ulat

ion

did

incr

ease

dur

ing

the

time

of

wes

twar

d ex

pans

ion.

How

ever

, pop

ulat

ion

incr

ease

did

not

dire

ctly

co

ntrib

ute

to t

he C

ivil

War

.

J is

inco

rrec

t. T

he U

nite

d St

ates

did

exp

erie

nce

econ

omic

de

velo

pmen

ts a

nd in

dust

rializ

atio

n as

it e

xpan

ded

to t

he W

est.

Thi

s di

d no

t di

rect

ly c

ontr

ibut

e to

the

Civ

il W

ar, h

owev

er.

3

A i

s in

corr

ect.

The

Mis

sour

i Com

prom

ise

deal

t w

ith t

he a

dmis

sion

of

the

stat

es o

f M

isso

uri a

nd M

aine

to

the

Uni

on.

B

is

inco

rrec

t. T

he N

ullifi

catio

n C

risis

aro

se o

ver

econ

omic

rat

her

than

te

rrito

rial d

ispu

tes.

C

is

corr

ect.

The

Com

prom

ise

of 1

850

was

a r

espo

nse

to t

he

appl

icat

ion

of C

alifo

rnia

to

join

the

Uni

on a

s a

free

sta

te.

D

is

inco

rrec

t. T

he K

ansa

s-N

ebra

ska

Act

add

ress

ed t

he is

sue

of s

lave

ry

in t

hose

ter

ritor

ies,

not

in C

alifo

rnia

.

Lesson 9.1 The Growing Sectional Crisis 150


151

Le

sso

n 9

.1

The

Gro

win

g S

ecti

on

al C

risi

s

Lega

lity

of s

lave

ryde

term

ined

by a

pop

ular

vote

Con

gres

s pa

sses

the

Kans

as-

Neb

rask

a Act

of 1

854

?

4

Whi

ch o

f th

e fo

llow

ing

best

com

plet

es t

he d

iagr

am a

bove

? (8

.7C

, 8.2

9B)

F Th

e fir

st b

attle

of

the

Civ

il W

ar o

ccur

s in

Kan

sas

G

Kan

sas

pass

es t

he F

ugiti

ve S

lave

Act

H

Con

gres

s fo

rces

Kan

sas

to o

ffici

ally

out

law

sla

very

J Te

rrito

rial

set

tlem

ent

in K

ansa

s be

com

es v

iole

nt

5

Whi

ch o

f th

e fo

llow

ing

wou

ld b

e th

e be

st t

itle

for

a bi

ogra

phy

of J

effe

rson

Dav

is?

(8.8

A, 8

.29B

)

A

The

Mili

tary

Her

o W

ho L

ed t

he R

epub

lic o

f Te

xas

B

From

U.S

. Sen

ator

to

Con

fede

rate

Pre

side

nt

C

A G

ener

al’s

Life

: W

inni

ng t

he W

ar f

or t

he U

nion

D

The

Man

Who

Was

Cal

led

the

Gre

at C

ompr

omis

er

6

Wha

t im

pact

did

the

pas

sing

of

the

Fugi

tive

Sla

ve L

aw in

185

0 ha

ve o

n re

latio

ns b

etw

een

the

Nor

th a

nd S

outh

? (8

.7C

)

F It

enr

aged

the

Sou

th b

ecau

se it

gra

nted

fre

edom

to

any

slav

es w

ho m

anag

ed t

o es

cape

to

sta

tes

in t

he N

orth

.

G

It m

ade

the

Nor

th r

esen

t th

e Sou

th m

ore

beca

use

nort

hern

ers

wer

e no

w e

xpec

ted

to

enfo

rce

slav

ery.

H

It le

d to

a r

enew

ed s

piri

t of

coo

pera

tion

betw

een

the

Nor

th a

nd S

outh

, as

the

y w

ere

able

to

find

som

e co

mm

on g

roun

d.

J It

dis

plea

sed

the

Sou

th b

ecau

se it

lim

ited

slav

ehol

ders

’ rig

hts,

whi

le t

he N

orth

was

di

sapp

oint

ed it

did

not

abo

lish

slav

ery

alto

geth

er.


STA

AR

Pra

ctic

e A

nsw

er C

hoic

e Ex

plan

atio

ns

4

F is

inco

rrec

t. A

lthou

gh t

he e

vent

s th

at o

ccur

red

in K

ansa

s he

ight

ened

the

con

flict

tha

t ev

entu

ally

led

to t

he C

ivil

War

, the

firs

t ba

ttle

did

not

occ

ur in

Kan

sas.

G

is

inco

rrec

t. C

ongr

ess,

not

Kan

sas,

pas

sed

the

Fugi

tive

Slav

e A

ct

as p

art

of a

diff

eren

t bi

ll.

H

is in

corr

ect.

Con

gres

s di

d no

t de

term

ine

the

lega

lity

of s

lave

ry in

Kan

sas.

J

is c

orre

ct. A

fter

Con

gres

s pa

ssed

the

Kan

sas-

Neb

rask

a A

ct o

f 18

54,

polit

ical

ten

sion

s in

crea

sed

rega

rdin

g th

e is

sue

of s

lave

ry. M

any

peop

le r

ushe

d to

Kan

sas

hopi

ng t

o in

fluen

ce t

he p

oliti

cs t

here

, and

vi

olen

t co

nflic

ts e

rupt

ed t

hrou

ghou

t th

e te

rrito

ry.

5

A i

s in

corr

ect.

Dav

is w

as a

lead

er, b

ut n

ot in

the

Rep

ublic

of

Texa

s.

B i

s co

rrec

t. J

effe

rson

Dav

is w

as a

U.S

. sen

ator

fro

m M

issi

ssip

pi w

ho

beca

me

the

pres

iden

t of

the

Con

fede

rate

Sta

tes

of A

mer

ica

afte

r se

cess

ion.

C

is

inco

rrec

t. D

avis

was

invo

lved

in t

he C

ivil

War

, but

not

on

the

side

of

the

Uni

on.

D

is

inco

rrec

t. T

he G

reat

Com

prom

iser

is a

nam

e co

mm

only

use

d fo

r U

.S. p

oliti

cal l

eade

r H

enry

Cla

y of

Ken

tuck

y.

6

F is

inco

rrec

t. T

he F

ugiti

ve S

lave

Law

did

not

gra

nt f

reed

om t

o sl

aves

w

ho e

scap

ed t

o th

e N

orth

. On

the

cont

rary

, it

mad

e au

thor

ities

in

the

Nor

th m

ore

resp

onsi

ble

for

capt

urin

g an

d re

turn

ing

slav

es t

o th

eir

slav

ehol

ders

.

G i

s co

rrec

t. T

he F

ugiti

ve S

lave

Law

wor

sene

d re

latio

ns b

etw

een

Nor

th a

nd S

outh

, as

nort

hern

ers

rese

nted

hav

ing

to e

nfor

ce a

n in

stitu

tion

that

man

y of

the

m d

id n

ot s

uppo

rt.

H

is

inco

rrec

t. T

he F

ugiti

ve S

lave

Law

em

phas

ized

the

diff

eren

ces

betw

een

nort

hern

and

sou

ther

n so

ciet

y.

J is

inco

rrec

t. T

he F

ugiti

ve S

lave

Law

did

not

lim

it sl

aveh

olde

rs’ r

ight

s bu

t ra

ther

mad

e au

thor

ities

in t

he N

orth

res

pons

ible

for

cap

turin

g an

d re

turn

ing

slav

es t

o th

eir

slav

ehol

ders

.



157

Le

sso

n 9

.2

The

Civ

il W

ar

Nam

e C

lass

D

ate

STA

AR

Pra

ctic

e 8.

8A, 8

.8B

Rea

d e

ach

qu

esti

on c

aref

ully

an

d c

ho

ose

th

e b

est

answ

er.

• W

as a

Uni

on v

icto

ry in

Sep

tem

ber

1862

• Bec

ame

the

bloo

dies

t da

y in

U.S

. hi

stor

y•

Set

the

sta

ge f

or L

inco

ln t

o is

sue

the

Eman

cipa

tion

Proc

lam

atio

n

1

Whi

ch o

f th

e fo

llow

ing

wou

ld b

e a

corr

ect

title

for

the

list

abo

ve?

(8.8

B, 8

.29C

)

A

Fort

Sum

ter

B

Ant

ieta

m

C

Vic

ksbu

rg

D

App

omat

tox

2

Why

was

the

Bat

tle o

f G

etty

sbur

g a

turn

ing

poin

t in

the

Civ

il W

ar?

(8.8

B)

F It

end

ed G

ener

al L

ee’s

Con

fede

rate

inva

sion

of th

e N

orth

.

G

It c

ause

d fe

w U

nion

cas

ualti

es a

nd d

estr

oyed

the

Con

fede

rate

arm

y.

H

It f

orce

d th

e U

nion

arm

y to

ret

reat

fro

m t

he S

outh

.

J It

gav

e th

e U

nion

con

trol

of

the

port

of

New

Orl

eans

.

3

Whi

ch o

f th

e fo

llow

ing

desc

ribe

s on

e of

Uly

sses

S.

Gra

nt’s

rol

es d

urin

g th

e Civ

il W

ar?

(8.8

A)

A

He

led

Uni

on t

roop

s on

a s

ucce

ssfu

l mar

ch f

rom

Atla

nta,

Geo

rgia

, to

the

coa

st.

B

He

allo

wed

Afr

ican

Am

eric

ans

to joi

n th

e U

nion

arm

y.

C

He

acce

pted

the

Con

fede

racy

’s s

urre

nder

at

App

omat

tox

Cou

rt H

ouse

.

D

He

beca

me

pres

iden

t of

the

Con

fede

racy

.

LESS

ON

9.1

LESS

ON

9.2


STA

AR

Pra

ctic

e A

nsw

er C

hoic

e Ex

plan

atio

ns

1

A i

s in

corr

ect.

The

figh

ting

at F

ort

Sum

ter

mar

ked

the

begi

nnin

g of

th

e w

ar in

186

1.

B i

s co

rrec

t. P

resi

dent

Lin

coln

had

bee

n w

aitin

g to

issu

e th

e Em

anci

patio

n Pr

ocla

mat

ion,

and

the

Uni

on v

icto

ry a

t A

ntie

tam

of

fere

d hi

m t

he o

ppor

tuni

ty t

o do

so

from

a p

ositi

on o

f st

reng

th.

Alth

ough

the

Bat

tle o

f A

ntie

tam

last

ed f

or o

nly

a si

ngle

day

, it

was

th

e bl

oodi

est

day

in U

.S. h

isto

ry.

C

is

inco

rrec

t. A

lthou

gh t

he B

attle

of

Vic

ksbu

rg w

as a

n im

port

ant

vict

ory

for

the

Uni

on, i

t di

d no

t se

t th

e st

age

for

Linc

oln

to is

sue

the

Eman

cipa

tion

Proc

lam

atio

n.

D i

s in

corr

ect.

A d

iffer

ent

even

t oc

curr

ed a

t A

ppom

atto

x to

war

d th

e en

d of

the

war

.

2

F is

cor

rect

. The

Bat

tle o

f G

etty

sbur

g oc

curr

ed w

hen

Gen

eral

Lee

led

the

Arm

y of

Nor

ther

n V

irgin

ia in

to U

nion

ter

ritor

y. T

he U

nion

won

th

e ba

ttle

and

end

ed L

ee’s

inva

sion

, for

cing

his

tro

ops

to r

etre

at

back

to

the

Sout

h. T

he C

onfe

dera

cy d

id n

ot a

gain

mou

nt a

maj

or

offe

nsiv

e in

to t

he U

nion

.

G i

s in

corr

ect.

Bot

h th

e U

nion

and

the

Con

fede

racy

suf

fere

d m

any

casu

altie

s du

ring

the

Batt

le o

f G

etty

sbur

g.

H i

s in

corr

ect.

Alth

ough

the

Bat

tle o

f G

etty

sbur

g di

d fo

rce

a re

trea

t, it

di

d no

t fo

rce

the

Uni

on a

rmy

to r

etre

at o

ut o

f th

e So

uth.

J

is in

corr

ect.

The

Uni

on g

aine

d co

ntro

l of

New

Orle

ans

muc

h ea

rlier

in

the

war

tha

n th

e Ba

ttle

of

Get

tysb

urg.

3

A i

s in

corr

ect.

Alth

ough

Uly

sses

S. G

rant

was

invo

lved

in d

evis

ing

this

st

rate

gy, i

t w

as G

ener

al W

illia

m T

ecum

seh

Sher

man

who

led

troo

ps

on t

he m

arch

fro

m A

tlant

a, G

eorg

ia, t

o th

e co

ast.

B

is

inco

rrec

t. P

resi

dent

Lin

coln

allo

wed

Afr

ican

Am

eric

ans

to jo

in t

he

Uni

on a

rmy

as p

art

of t

he E

man

cipa

tion

Proc

lam

atio

n.

C i

s co

rrec

t. A

s co

mm

ande

r of

the

Uni

on a

rmy,

Uly

sses

S. G

rant

ac

cept

ed G

ener

al L

ee’s

sur

rend

er a

t A

ppom

atto

x C

ourt

Hou

se in

18

65.

D

is

inco

rrec

t. U

lyss

es S

. Gra

nt f

ough

t fo

r th

e U

nion

cau

se; h

e w

as

neve

r pr

esid

ent

of t

he C

onfe

dera

cy.



158

Ch

apte

r 9

The

Civ

il W

ar E

ra

4

In 1

863,

Abr

aham

Lin

coln

exe

rcis

ed h

is p

resi

dent

ial w

ar p

ower

s an

d is

sued

the

Em

anci

patio

n Pr

ocla

mat

ion.

Thi

s pr

ocla

mat

ion

—

(8.8

A)

F ga

ve t

he C

onfe

dera

te a

rmy

a m

ilita

ry a

dvan

tage

ove

r th

e U

nion

arm

y

G

conn

ecte

d th

e pr

eser

vatio

n of

the

Uni

on w

ith id

eals

of

liber

ty

H

gran

ted

free

dom

to

all s

lave

s in

the

Uni

ted

Sta

tes

J in

crea

sed

the

size

of

the

Con

fede

rate

arm

y

• C

omm

ande

d th

e Arm

y of

Nor

ther

n Vir

gini

a•

Dev

elop

ed b

attle

str

ateg

ies

that

are

stil

l adm

ired

tod

ay•

Sur

rend

ered

at

App

omat

tox

Cou

rt H

ouse

, w

hich

eff

ectiv

ely

ende

d th

e w

ar

5

Who

se a

ctio

ns d

urin

g th

e Civ

il W

ar a

re d

escr

ibed

in t

he li

st a

bove

? (8

.8A

, 8.2

9B)

A

Ste

phen

A.

Dou

glas

B

Rob

ert

E. L

ee

C

Uly

sses

S.

Gra

nt

D

John

C.

Cal

houn

6

How

did

the

vic

tory

at

Vic

ksbu

rg s

hape

the

cou

rse

of t

he C

ivil

War

? (8

.8B)

F It

wea

kene

d th

e C

onfe

dera

cy b

y gi

ving

Gen

eral

Will

iam

Tec

umse

h She

rman

acc

ess

to

Atla

nta.

G

It s

tren

gthe

ned

the

Con

fede

racy

by

divi

ding

the

Uni

on in

hal

f.

H

It w

eake

ned

the

Con

fede

racy

by

givi

ng t

he U

nion

con

trol

of

the

Mis

siss

ippi

Riv

er.

J It

str

engt

hene

d th

e C

onfe

dera

cy b

y se

curi

ng B

ritish

rec

ogni

tion

and

supp

ort.


STA

AR

Pra

ctic

e A

nsw

er C

hoic

e Ex

plan

atio

ns

4

F is

inco

rrec

t. T

he E

man

cipa

tion

Proc

lam

atio

n di

d sh

ape

mili

tary

st

rate

gies

, but

it d

id n

ot a

id t

he C

onfe

dera

cy.

G

is

corr

ect.

The

Em

anci

patio

n Pr

ocla

mat

ion

chan

ged

the

focu

s of

the

C

ivil

War

fro

m s

impl

y pr

eser

ving

the

Uni

on t

o fr

eein

g sl

aves

and

sp

read

ing

liber

ty.

H

is

inco

rrec

t. T

he E

man

cipa

tion

Proc

lam

atio

n le

gally

fre

ed s

lave

s in

st

ates

stil

l in

rebe

llion

, but

it d

id n

ot f

ree

slav

es h

eld

in t

he b

orde

r st

ates

tha

t w

ere

part

of

the

Uni

on o

r ar

eas

of t

he C

onfe

dera

cy t

hat

wer

e un

der

Uni

on c

ontr

ol.

J

is in

corr

ect.

The

Em

anci

patio

n Pr

ocla

mat

ion

deal

t w

ith t

he le

gal

stat

us o

f en

slav

ed A

fric

an A

mer

ican

s in

the

Con

fede

racy

, not

with

th

e C

onfe

dera

te m

ilita

ry.

5

A i

s in

corr

ect.

Ste

phen

Dou

glas

was

the

pre

side

ntia

l can

dida

te o

f th

e N

orth

ern

Dem

ocra

ts in

186

0.

B i

s co

rrec

t. R

ober

t E.

Lee

was

a le

adin

g C

onfe

dera

te g

ener

al a

nd

stra

tegi

st.

C

is

inco

rrec

t. U

lyss

es S

. Gra

nt s

erve

d as

com

man

der

of t

he U

nion

ar

my,

not

the

Arm

y of

Nor

ther

n V

irgin

ia.

D

is

inco

rrec

t. J

ohn

Cal

houn

was

a U

.S. s

enat

or f

rom

Sou

th C

arol

ina.

H

e di

ed b

efor

e th

e C

ivil

War

.

6

F is

inco

rrec

t. W

hile

the

Uni

on v

icto

ry a

t V

icks

burg

did

wea

ken

the

Con

fede

racy

, it

did

not

give

Gen

eral

She

rman

acc

ess

to A

tlant

a,

whi

ch is

in a

diff

eren

t pa

rt o

f th

e So

uth.

G

is

inco

rrec

t. A

lthou

gh t

he S

iege

of

Vic

ksbu

rg d

id c

reat

e so

me

geog

raph

ical

div

isio

ns, i

t di

d no

t st

reng

then

the

Con

fede

racy

by

divi

ding

the

Uni

on in

hal

f.

H i

s co

rrec

t. T

he s

iege

of

Vic

ksbu

rg w

as a

n im

port

ant

turn

ing

poin

t in

the

Civ

il W

ar b

ecau

se it

gav

e th

e U

nion

con

trol

of

the

Mis

siss

ippi

Ri

ver.

J

is in

corr

ect.

The

Con

fede

racy

hop

ed t

hat

Gre

at B

ritai

n an

d Fr

ance

w

ould

for

mal

ly r

ecog

nize

it a

s an

inde

pend

ent

natio

n, b

ut t

his

neve

r ha

ppen

ed.

Lesson 9.2 The Civil War 158


160

Ch

apte

r 9

The

Civ

il W

ar E

ra

Iden

tify

ing

Impo

rtan

t P

eopl

e be

fore

an

d du

ring

the

Civ

il W

ar

8.8A

, 8.2

9B

Mat

ch t

he

lett

er o

f th

e d

escr

ipti

on

nex

t to

th

e n

ame

of

the

corr

ect

per

son

.

1.

Joh

n C

. Cal

hou

nA

Cre

ated

the

Mis

sou

ri C

omp

rom

ise

2.

Hen

ry C

lay

B L

ed th

e U

nio

n a

s p

resi

den

t du

rin

g th

e C

ivil

War

3.

Jeff

erso

n D

avis

C I

nve

nto

r of

the

cott

on g

in, w

hic

h le

d to

gre

ater

co

tton

pro

du

ctio

n a

nd

sp

read

of s

lave

ry

4.

Uly

sses

S. G

ran

tD

En

slav

ed m

an w

ho

brou

ght a

law

suit

see

kin

g h

is

free

dom

5.

Rob

ert E

. Lee

E P

resi

den

t of t

he

Con

fed

erac

y in

the

Civ

il W

ar

6.

Abr

aham

Lin

coln

F So

uth

Car

olin

a le

ader

wh

o sa

id s

tate

s co

uld

ref

use

to

en

forc

e a

fed

eral

law

7.

Dre

d S

cott

G C

onfe

der

ate

gen

eral

wh

o w

on m

any

vict

orie

s

8.

Eli

Wh

itn

eyH

Un

ion

gen

eral

wh

o ca

ptu

red

Vic

ksbu

rg a

nd

was

th

en n

amed

ove

rall

Un

ion

com

man

der

Sequ

enci

ng t

he E

vent

s Le

adin

g

to t

he C

ivil

War

8.

1B, 8

.8B,

8.2

9B

Wri

te t

he

corr

ect

even

t n

ext

to e

ach

dat

e lis

ted

bel

ow

.

Dre

d Sc

ott

deci

sion

Kan

sas-

Neb

rask

a A

ctLi

ncol

n el

ectio

n

Mex

ican

Ces

sion

Mis

sour

i Com

prom

ise

Nul

lifica

tion

Ord

inan

ce

1832

1848

1854

1857

1820

1830

1840

1850

1860

1.

1820

:

2.

1832

:

3.

1848

:

4.

1854

:

5.

1857

:

6.

1860

:

F A E H G B D C

Mis

sour

i Com

prom

ise

Nul

lifica

tion

Ord

inan

ce

Mex

ican

Ces

sion

Kan

sas-

Neb

rask

a A

ct

Dre

d Sc

ott

deci

sion

Linc

oln

elec

tion

159

C

hap

ter

9 St

ud

y G

uid

e an

d R

evie

w

CHAP

TER

9N

ame

Cla

ss

Dat

e

Stud

y G

uide

and

Rev

iew

Rev

iew

ing

Key

Ter

ms

of

the

Civ

il W

ar

8.1A

, 8.5

C, 8

.7D

, 8.8

B, 8

.18C

Ente

r th

e ap

pro

pri

ate

wo

rd(s

) to

co

mp

lete

th

e st

atem

ent.

sect

iona

lism

Dre

d Sc

ott

habe

as c

orpu

spo

pula

r so

vere

ignt

y

stat

es’ r

ight

sEm

anci

patio

nRe

publ

ican

Kan

sas-

Neb

rask

a A

ct

Mis

sour

i Com

prom

ise

Com

prom

ise

of 1

850

assa

ssin

atio

nFu

gitiv

e Sl

ave

Law

1.

Acc

ord

ing

to th

e p

rin

cip

le o

f ,

the

resi

den

ts o

f a

terr

itor

y co

uld

dec

ide

wh

eth

er to

all

ow s

lave

ry.

2.

The

set

tled

the

issu

e of

wh

eth

er C

alif

orn

ia w

ould

be

a fr

ee o

r sl

ave

stat

e.

3.

Man

y n

orth

ern

ers

wh

o w

ante

d to

sto

p th

e sp

read

of s

lave

ry jo

ined

the

Par

ty in

the

1850

s.

4.

Pre

sid

ent L

inco

ln s

usp

end

ed

to s

ilen

ce s

up

por

ters

of

sece

ssio

n in

the

bor

der

sta

tes.

5.

Joh

n C

. Cal

hou

n a

nd

man

y ot

her

sou

ther

ner

s su

pp

orte

d th

e id

ea o

f

, w

hic

h in

clu

ded

the

righ

t to

sece

de

from

the

Un

ion

.

6.

Un

der

the

, M

ain

e en

tere

d th

e U

nio

n a

s a

free

sta

te

and

sla

very

was

ban

ned

in m

ost o

f th

e L

ouis

ian

a Te

rrit

ory.

7.

The

of A

brah

am L

inco

ln b

y Jo

hn

Wil

kes

Boo

th c

ame

less

than

a

wee

k af

ter

Lee

su

rren

der

ed.

8.

Seei

ng

the

inte

rest

s of

the

regi

on w

her

e a

per

son

live

s as

mor

e im

por

tan

t th

an th

e

inte

rest

s of

the

nat

ion

as

a w

hol

e is

cal

led

.

9.

In th

e d

ecis

ion

, th

e Su

pre

me

Cou

rt s

aid

that

Con

gres

s h

ad n

o p

ower

to p

roh

ibit

sla

very

in th

e te

rrit

orie

s.

10.

Lin

coln

issu

ed th

e P

rocl

amat

ion

to g

ive

free

dom

to e

nsl

aved

p

erso

ns

wh

o li

ved

in a

reas

un

der

Con

fed

erat

e co

ntr

ol.

11.

The

rep

eale

d th

e M

isso

uri

Com

pro

mis

e of

182

0,

wh

ich

had

pro

hib

ited

sla

very

in th

e n

orth

ern

par

t of t

he

Lou

isia

na

Pu

rch

ase.

12.

The

req

uir

ed n

orth

ern

ers

to h

elp

in r

etu

rnin

g ru

naw

ay

slav

es to

thei

r sl

aveh

old

ers.

popu

lar

sove

reig

nty

Com

prom

ise

of 1

850

Repu

blic

an

habe

as c

orpu

s

stat

es’ r

ight

s

Mis

sour

i Com

prom

ise

Kan

sas

Neb

rask

a A

ct

Fugi

tive

Slav

e La

w

assa

ssin

atio

n

sect

iona

lism

Dre

d Sc

ott

Eman

cipa

tion

© Sirius Education SolutionsChapter 9 The Civil War Era159–160


161

C

hap

ters

1–9

C

um

ula

tive

Rev

iew

Nam

e C

lass

D

ate

Cum

ulat

ive

Rev

iew

Rea

d e

ach

qu

esti

on c

aref

ully

an

d c

hoo

se t

he

bes

t an

swer

.

?Th

e Britis

h im

pose

ase

ries

of

new

tax

eson

the

col

onis

ts.

Britis

h Ec

onom

ic P

olic

y af

ter

1763

The

colo

nist

s pr

otes

t,se

ttin

g th

est

age

for

the

Am

eric

an R

evol

utio

n.

1

Whi

ch o

f th

e fo

llow

ing

best

com

plet

es t

he c

hart

abo

ve?

(8.4

A, 8

.29B

)

A

The

Am

eric

an c

olon

ists

cre

ate

thei

r ow

n re

pres

enta

tive

gove

rnm

ents

.

B

The

Bri

tish

eco

nom

y is

cri

pple

d by

a w

orld

wid

e sh

orta

ge o

f te

a.

C

The

Am

eric

an e

cono

my

flour

ishe

s du

e to

incr

ease

d tr

ade

with

Fra

nce.

D

The

Bri

tish

run

up

heav

y de

bts

from

the

Fre

nch

and

Indi

an W

ar.

[Gov

ernm

ents

] re

st o

n th

e co

nsen

t of

the

gov

erne

d, a

nd t

hat

it is

the

rig

ht o

f th

e pe

ople

to

alte

r or

abo

lish

gove

rnm

ents

. .

. w

hene

ver

they

bec

ome

dest

ruct

ive

of

the

ends

for

whi

ch t

hey

wer

e es

tabl

ishe

d .

. .

The

righ

t so

lem

nly

proc

laim

ed a

t th

e bi

rth

of t

he U

nite

d Sta

tes

. .

. re

cogn

izes

in t

he p

eopl

e th

e po

wer

to

resu

me

the

auth

ority

dele

gate

d fo

r th

e pu

rpos

es o

f go

vern

men

t. T

hus

the

sove

reig

n Sta

tes

here

rep

rese

nted

hav

e pr

ocee

ded

to f

orm

thi

s C

onfe

dera

cy .

. .

—Je

ffer

son

Dav

is,

Firs

t In

augu

ral A

ddre

ss,

1861

2

In t

his

spee

ch,

Jeff

erso

n D

avis

jus

tifies

for

min

g th

e C

onfe

dera

cy b

y —

(8

.8C

, 8.2

9D)

F co

mpa

ring

the

Con

fede

rate

cau

se t

o th

e ca

use

of t

he A

mer

ican

Rev

olut

ion

G

reje

ctin

g th

e m

ain

prin

cipl

es o

f th

e D

ecla

ratio

n of

Ind

epen

denc

e

H

crea

ting

an a

llian

ce b

etw

een

Bri

tain

and

the

Con

fede

racy

J co

ntra

stin

g th

e ri

ghts

of

Con

fede

rate

citi

zens

with

the

rig

hts

of U

nion

citi

zens

3

How

did

the

Am

eric

an C

olon

izat

ion

Soc

iety

wor

k to

end

sla

very

in t

he U

nite

d Sta

tes?

(8.2

4A)

A

By

send

ing

Afr

ican

Am

eric

ans

to li

ve in

Afr

ica

B

By

esta

blis

hing

a t

erri

tory

for

fre

edm

en in

Nor

th A

mer

ica

C

By

form

ing

smal

l com

mun

ities

of

free

Afr

ican

Am

eric

ans

all a

cros

s th

e co

untr

y

D

By

crea

ting

an A

fric

an c

olon

y fr

om w

hich

new

peo

ples

cou

ld b

e en

slav

ed

CHAP

TERS

1–9

8.4A

, 8.8

B, 8

.8C

, 8.

24A

, 8.2

6C, 8

.27D


Cum

ulat

ive

Rev

iew

Ans

wer

Cho

ice

Expl

anat

ions

1

A i

s in

corr

ect.

The

Am

eric

an c

olon

ies

had

alre

ady

had

thei

r ow

n co

loni

al le

gisl

atur

es f

or m

any

year

s by

176

3, s

o th

is w

as n

ot a

dire

ct

caus

e of

the

new

tax

es t

he B

ritis

h im

pose

d on

the

col

onie

s.

B i

s in

corr

ect.

The

Tea

Act

was

act

ually

the

res

ult

of a

sur

plus

of

tea

held

by

the

Briti

sh E

ast

Indi

a C

ompa

ny.

C

is

inco

rrec

t. T

houg

h th

e A

mer

ican

col

onie

s di

d en

gage

in il

lega

l tr

ade

with

the

Fre

nch

over

the

yea

rs, i

t is

not

acc

urat

e to

say

tha

t th

e A

mer

ican

eco

nom

y flo

uris

hed

as a

res

ult

of in

crea

sed

trad

e w

ith F

ranc

e.

D i

s co

rrec

t. A

fter

the

Fre

nch

and

Indi

an W

ar, G

reat

Brit

ain

was

de

eply

in d

ebt.

The

Brit

ish

need

ed m

oney

and

fel

t it

was

fai

r fo

r th

e co

loni

sts

to h

elp

pay

for

thei

r de

fens

e.

2

F is

cor

rect

. In

this

tex

t, D

avis

cla

ims

that

the

Con

fede

racy

has

the

rig

ht t

o es

tabl

ish

its o

wn

sepa

rate

gov

ernm

ent

just

as

the

Uni

ted

Stat

es d

id d

urin

g th

e re

volu

tion.

G

is

inco

rrec

t. D

avis

ref

eren

ces

the

mai

n pr

inci

ples

of

the

Dec

lara

tion

of In

depe

nden

ce t

o su

ppor

t hi

s po

int

in t

his

text

.

H i

s in

corr

ect.

Dav

is d

oes

not

disc

uss

crea

ting

an a

llian

ce b

etw

een

Brita

in a

nd t

he C

onfe

dera

cy.

J

is in

corr

ect.

In t

his

text

, Dav

is s

ugge

sts

that

Con

fede

rate

s ar

e ex

erci

sing

the

rig

hts

put

forw

ard

in t

he D

ecla

ratio

n of

In

depe

nden

ce t

hat

appl

y to

all

peop

le.

3

A is

cor

rect

. The

Am

eric

an C

olon

izat

ion

Soci

ety

belie

ved

it w

ould

be

bett

er t

o se

nd A

fric

an A

mer

ican

s to

live

in A

fric

a ra

ther

tha

n tr

ying

to

libe

rate

the

m in

the

Uni

ted

Stat

es. I

t fo

unde

d a

colo

ny in

Wes

t A

fric

a th

at e

vent

ually

bec

ame

the

coun

try

of L

iber

ia.

B

is

inco

rrec

t. T

he A

mer

ican

Col

oniz

atio

n So

ciet

y di

d w

ish

to c

reat

e a

hom

elan

d fo

r A

fric

an A

mer

ican

s, b

ut n

ot in

Nor

th A

mer

ica.

C

is

inco

rrec

t. A

lthou

gh t

he A

mer

ican

Col

oniz

atio

n So

ciet

y di

d w

ish

to f

orm

col

onie

s of

Afr

ican

Am

eric

ans,

it d

id n

ot in

tend

for

the

m t

o re

side

in t

he U

nite

d St

ates

.

D i

s in

corr

ect.

The

Am

eric

an C

olon

izat

ion

Soci

ety

did

esta

blis

h a

colo

ny in

Wes

t A

fric

a th

at b

ecam

e th

e co

untr

y of

Lib

eria

, but

it d

id

not

supp

ort

the

ensl

avem

ent

of n

ew g

roup

s.

Chapters 1–9 Cumulative Review 161


162

Ch

apte

rs 1

–9

Cu

mu

lati

ve R

evie

w

The

Wol

f R

iver

, Kan

sas,

c.

1859

4

How

did

pai

ntin

gs li

ke t

his

one

cont

ribu

te t

o so

cial

tre

nds

in t

he U

nite

d Sta

tes

duri

ng t

he

nine

teen

th c

entu

ry?

(8.2

6C, 8

.29A

)

F Th

ey s

low

ed t

he p

roce

ss o

f in

dust

rial

izat

ion

by e

mph

asiz

ing

the

virt

ues

of r

ural

life

.

G

They

gai

ned

supp

ort

for

the

abol

ition

ist

caus

e by

foc

usin

g on

the

con

cept

of

free

dom

.

H

They

enc

oura

ged

wes

twar

d ex

pans

ion

by r

oman

ticiz

ing

Am

eric

an la

ndsc

apes

.

J Th

ey e

ncou

rage

d pe

ople

to

leav

e th

e Sou

th b

y ill

ustr

atin

g th

e m

ajes

tic q

ualit

ies

of

the

Nor

th.

5

How

did

the

Em

anci

patio

n Pr

ocla

mat

ion

affe

ct t

he c

ours

e of

the

Civ

il W

ar?

(8.8

B)

A

It d

irec

tly f

reed

man

y pe

ople

and

red

uced

the

pre

ssur

e fo

r a

Uni

on v

icto

ry.

B

It e

ffec

tivel

y en

ded

the

Civ

il W

ar b

y se

ttlin

g th

e co

nstit

utio

nalit

y of

sla

very

.

C

It a

bolis

hed

slav

ery

natio

nwid

e an

d w

eake

ned

the

foun

datio

n of

the

Con

fede

racy

.

D

It a

dded

a m

oral

com

pone

nt t

o th

e U

nion

’s c

ause

and

str

engt

hene

d its

mili

tary

.

6

Whi

ch o

f th

e fo

llow

ing

even

ts m

ost

sign

ifica

ntly

con

trib

uted

to

the

tren

d of

wes

twar

d m

igra

tion

in t

he m

id-1

800s

? (8

.27D

)

F D

evel

opm

ent

and

expa

nsio

n of

rai

lroa

ds

G

Inve

ntio

n of

the

cot

ton

gin

H

Fede

ral p

olic

ies

tow

ard

Am

eric

an I

ndia

ns

J Th

e U

nion

vic

tory

in t

he C

ivil

War


Cum

ulat

ive

Rev

iew

Ans

wer

Cho

ice

Expl

anat

ions

4

F is

inco

rrec

t. A

lthou

gh s

ome

land

scap

e pa

intin

gs m

ay h

ave

emph

asiz

ed t

he v

irtue

s of

rur

al li

fe, t

hey

did

not

slow

the

pro

cess

of

indu

stria

lizat

ion

in t

he U

nite

d St

ates

.

G i

s in

corr

ect.

Alth

ough

som

e ar

tists

may

hav

e ad

dres

sed

the

rela

tions

hip

betw

een

conc

epts

suc

h as

fre

edom

and

the

Am

eric

an

land

scap

e in

the

ir pa

intin

gs, t

hey

did

not

spec

ifica

lly g

ain

supp

ort

for

the

abol

ition

ist

caus

e.

H i

s co

rrec

t. T

his

pain

ting

pres

ents

a r

oman

tic p

ortr

ait

of a

wes

tern

A

mer

ican

land

scap

e. B

y ill

ustr

atin

g th

e be

auty

and

rug

gedn

ess

of t

he c

ount

ry, p

aint

ings

like

thi

s on

e en

cour

aged

the

wes

twar

d m

igra

tion

of A

mer

ican

s an

d th

e ex

pans

ion

of t

he U

nite

d St

ates

.

J is

inco

rrec

t. L

ands

cape

pai

ntin

gs li

ke t

his

one

did

affe

ct A

mer

ican

m

igra

tion

patt

erns

. How

ever

, the

y di

d no

t en

cour

age

peop

le t

o le

ave

the

Sout

h fo

r th

e N

orth

.

5

A i

s in

corr

ect.

The

Em

anci

patio

n Pr

ocla

mat

ion

did

free

som

e sl

aves

, bu

t it

did

not

redu

ce t

he p

ress

ure

for

a U

nion

vic

tory

.

B i

s in

corr

ect.

The

con

stitu

tiona

lity

of s

lave

ry w

as n

ot s

ettle

d un

til t

he

ratifi

catio

n of

the

Thi

rtee

nth

Am

endm

ent

in 1

865.

C

is

inco

rrec

t. A

lthou

gh t

he E

man

cipa

tion

Proc

lam

atio

n fr

eed

ensl

aved

peo

ple

in r

egio

ns t

hat

wer

e re

belli

ng a

gain

st t

he f

eder

al

gove

rnm

ent,

it d

id n

ot a

bolis

h sl

aver

y th

roug

hout

the

nat

ion.

D

is

corr

ect.

The

Em

anci

patio

n Pr

ocla

mat

ion

decl

ared

tha

t th

e U

nion

w

as fi

ghtin

g fo

r m

oral

idea

ls s

uch

as f

reed

om a

nd e

qual

ity. I

t al

so

stre

ngth

ened

the

Uni

on m

ilita

ry b

y pe

rmitt

ing

Afr

ican

Am

eric

an

men

to

enlis

t.

6

F is

cor

rect

. The

dev

elop

men

t of

rai

lroad

s bo

th e

ased

and

en

cour

aged

wes

twar

d m

igra

tion

in t

he U

nite

d St

ates

.

G i

s in

corr

ect.

Alth

ough

the

inve

ntio

n of

the

cot

ton

gin

cont

ribut

ed

to h

uge

deve

lopm

ents

dur

ing

indu

stria

lizat

ion,

it d

id n

ot d

irect

ly

cont

ribut

e to

wes

twar

d m

igra

tion

in t

he m

id-1

800s

.

H i

s in

corr

ect.

Alth

ough

the

gov

ernm

ent’

s po

licie

s to

war

d A

mer

ican

In

dian

s di

d in

fluen

ce m

igra

tion

patt

erns

in t

he U

nite

d St

ates

, the

y m

ostly

res

ulte

d fr

om w

estw

ard

mig

ratio

n ra

ther

tha

n ca

usin

g it.

J

is in

corr

ect.

Alth

ough

wes

twar

d m

igra

tion

cont

inue

d af

ter

the

Civ

il W

ar, i

t di

d no

t oc

cur

as a

res

ult

of t

he U

nion

’s v

icto

ry.

Chapters 1–9 Cumulative Review162


9 781943 008209Printed in Texas on recycled paper.

1 The Colonial Era

2 The Revolutionary Era

3 The Constitutional Era

1–3 Cumulative Review

4 The Early Republic

5 The Age of Jackson


6 Westward Expansion

7 Industrialization


8 Reform and Culture

9 The Civil War Era


10 Reconstruction

11 The U.S. Government


GRADE 8 SOCIAL STUDIES CONTENTS

Visit SiriusEducationSolutions.com for additional Grades 6–8 STAAR resources.

Use with your class for free!

© S

irius

Edu

catio

n So

lutio

ns

1 A DB C

2 F JG H

3 A DB C

4 F JG H

5 A DB C

6 F JG H

7 A DB C

8 F JG H

9 A DB C

10 F JG H

11 A DB C

12 F JG H

13 A DB C

14 F JG H

15 A DB C

16 F JG H

17 A DB C

18 F JG H

19 A DB C

20 F JG H

21 A DB C

22 F JG H

23 A DB C

24 F JG H

25 A DB C

26 F JG H

Name Class Date

STAAR Grade 8 Social Studies Practice Test Student Answer Sheet

27 A DB C

28 F JG H

29 A DB C

30 F JG H

31 A DB C

32 F JG H

33 A DB C

34 F JG H

35 A DB C

36 F JG H

37 A DB C

38 F JG H

39 A DB C

40 F JG H

41 A DB C

42 F JG H

43 A DB C

44 F JG H

45 A DB C

46 F JG H

47 A DB C

48 F JG H

49 A DB C

50 F JG H

51 A DB C

52 F JG H

© S

irius

Edu

catio

n So

lutio

ns

1 A DB C

2 F JG H

3 A DB C

4 F JG H

5 A DB C

6 F JG H

7 A DB C

8 F JG H

9 A DB C

10 F JG H

11 A DB C

12 F JG H

13 A DB C

14 F JG H

15 A DB C

16 F JG H

17 A DB C

18 F JG H

19 A DB C

20 F JG H

21 A DB C

22 F JG H

23 A DB C

24 F JG H

25 A DB C

26 F JG H

Name Class Date

STAAR Grade 8 Social Studies Practice Test Student Answer Sheet

27 A DB C

28 F JG H

29 A DB C

30 F JG H

31 A DB C

32 F JG H

33 A DB C

34 F JG H

35 A DB C

36 F JG H

37 A DB C

38 F JG H

39 A DB C

40 F JG H

41 A DB C

42 F JG H

43 A DB C

44 F JG H

45 A DB C

46 F JG H

47 A DB C

48 F JG H

49 A DB C

50 F JG H

51 A DB C

52 F JG H


GRADE 8 SOCIAL STUDIESSTAAR® Practice Test—Form B


GRADE 8 SOCIAL STUDIESSTAAR® Practice Test—Form A


GRADE 8 SOCIAL STUDIESSTAAR® Practice Test—Forms A & BTeacher’s Edition

Table of Contents

Form A Answer Key 1 Form A Explanations 2

Form B Answer Key 11 Form B Explanations 12

Form A Answer Sheet 20

Form B Answer Sheet 21

Copyright © by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.

STAAR® is a registered trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions LLC is not affiliated with the Texas Education Agency or the State of Texas.

Printed in Texas.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Thank you for respecting the copyright and the hard work involved in creating this product.

STAAR Grade 8 Social Studies Practice Test – Form A Answer Key

© Sirius Education Solutions 1

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Process Student Expectation

Correct Answer

1 3 Readiness 8.17B A 2 1 Readiness 8.3A F 3 2 Readiness 8.23A 8.29B C 4 1 Readiness 8.4C H 5 2 Supporting 8.24A 8.29B B 6 2 Supporting 8.25A 8.29B H 7 4 Readiness 8.12B 8.29C B 8 3 Readiness 8.17A J 9 1 Supporting 8.5D 8.29A D 10 1 Readiness 8.5E 8.29A F 11 2 Supporting 8.23B 8.29B A 12 1 Readiness 8.5C 8.29C H 13 2 Readiness 8.11A 8.29A A 14 3 Readiness 8.16B 8.29A F 15 1 Readiness 8.8B 8.29D A 16 1 Readiness 8.6D H 17 2 Readiness 8.10C 8.29B B 18 1 Readiness 8.6B H 19 1 Readiness 8.5A 8.29A D 20 2 Readiness 8.24B H 21 3 Supporting 8.20C 8.29B B 22 1 Readiness 8.9C 8.29B H 23 2 Supporting 8.10A 8.29C A 24 1 Supporting 8.1C 8.29C G 25 3 Readiness 8.16A 8.29B D 26 1 Supporting 8.6C G 27 4 Readiness 8.27A B 28 4 Readiness 8.13B 8.29C H 29 1 Supporting 8.3B A 30 3 Readiness 8.15A J 31 3 Supporting 8.21B 8.29C C 32 1 Readiness 8.4A G 33 2 Supporting 8.11B 8.29A A 34 1 Readiness 8.1A 8.29A J 35 2 Readiness 8.25C C 36 3 Readiness 8.15C 8.29A J 37 3 Readiness 8.18A 8.30A B 38 3 Readiness 8.19A H 39 4 Supporting 8.28B C 40 1 Supporting 8.8C 8.29B H 41 1 Readiness 8.6A A 42 3 Readiness 8.19B 8.29B F 43 1 Readiness 8.7C A 44 4 Readiness 8.12D 8.29B G 45 2 Supporting 8.23D A 46 1 Readiness 8.4E 8.29B F 47 4 Readiness 8.27B C 48 4 Supporting 8.27C 8.29B G 49 2 Supporting 8.23E 8.29B D 50 3 Readiness 8.15D 8.29B H 51 4 Supporting 8.14A 8.29B B 1 Readiness 8.2A H

STAAR Grade 8 Social Studies Practice Test – Form A Explanations

2 © Sirius Education Solutions

1 B is correct. The text shows Hamilton believed in an interpretation of the necessary and proper clause in the Constitution that allowed for broad federal powers rather than narrowly defined powers. A is incorrect. The text does not suggest that Hamilton supported the addition of the Bill of Rights. The Bill of Rights was created to protect individual rights from federal power, which Alexander Hamilton tried to increase. C is incorrect. The text does not indicate that Hamilton criticizes the limits of the Constitution for its limits. Rather, he saw its vague language as an opening for the federal government to assume more power. D is incorrect. Nothing in the text addresses how Hamilton felt about the authority of the president.

2 H is correct. By connecting the Great Lakes to the Atlantic Ocean, the Erie Canal enabled Midwestern agricultural products to be transported cheaply to international ports. F is incorrect. The Erie Canal did increase communication and the spread of ideas. However, steam power was already being used at the time the Erie Canal was constructed. G is incorrect. Although the Erie Canal had a significant effect on commerce within the United States, it did not make the United States independent of foreign goods and markets. J is incorrect. The Erie Canal did not support the development of the Transcontinental Railroad, which was constructed decades after the Erie Canal.

3 A is correct. The Treaty of Paris of 1783 established the borders of the United States in addition to securing U.S. independence from Britain. B is incorrect. The Treaty of Paris of 1783 did not establish a U.S. legislature. The

Articles of Confederation had established the first U.S. Congress several years earlier. C is incorrect. Although the Treaty of Paris of 1783 established independence from Britain and paved the way for U.S. democracy, it did not actually outline the principles of U.S. democracy. D is incorrect. The Treaty of Paris of 1783 did not appoint a U.S. president. Its purpose was to settle the terms of the war, not to determine how the country would be led.

4 G is correct. Federalists believed that the establishment of a national bank would stabilize the U.S. economy. F is incorrect. One of the original purposes of the national bank was to limit the money supply rather than increase it, since having too much money in circulation led to excessive credit and inflation. H is incorrect. Although the establishment of a national bank did demonstrate the power of the federal government, this was not the primary reason for its creation. J is incorrect. The original purpose of the national bank was to control and protect the national economy, not to promote trade with foreign nations.

5 D is correct. After winning its independence from Mexico in 1836, Texas was an independent republic until it was annexed by the United States in 1845 A is incorrect. Though it was once Mexican territory, Arizona was never an independent republic before becoming part of the United States. B is incorrect. California did not maintain itself as an independent republic for a long period of time before becoming U.S. territory. C is incorrect. Though Mississippi was once claimed by Spain, it was never part of Mexico.

Includes student Answer Sheets

Full explanations

Student booklets

Teacher’s Edition

STAAR GRADE 8 SOCIAL STUDIES

Practice Tests Forms A & BTwo full-length authentic practice tests that match the STAAR blueprint and released test items.

Practice Tests are sold in 10-packs: 10 Form A & 10 Form B student booklets with bubble sheets, and 1 Teacher’s Edition

Documents

Students! GRADE 8 SOCIAL STUDIES - Sirius Education …siriuseducationsolutions.com/wp-content/uploads/Sirius_STAAR_G8SS... · Chapter Post Tests ... 1 The Colonial Era 1.1 Exploration