- standard
Global or Cross-Temporal Expectations
- 9th - 12th Grade
- Michigan Social Studies Standards
- WHG ERA 4: EXPANDING AND INTENSIFIED HEMISPHERIC INTERACTIONS, 300 to 1500 CE
Intensifying Trade Networks and Contacts – compare and contrast the development, interdependence, specialization, and importance of interregional land-based an…
- standard
Global or Cross-Temporal Expectations
- 9th - 12th Grade
- Michigan Social Studies Standards
- WHG ERA 4: EXPANDING AND INTENSIFIED HEMISPHERIC INTERACTIONS, 300 to 1500 CE
Growth and Interactions of World Religions – analyze the significance of the growth of and interactions between world religions.
- standard
Civic Participation
- 8th Grade
- Michigan Social Studies Standards
- PUBLIC DISCOURSE, DECISION MAKING, AND CIVIC PARTICIPATION (P3, P4)
Participate in projects to help or inform others.
- standard
Civic Participation
- 8th Grade
- Michigan Social Studies Standards
- PUBLIC DISCOURSE, DECISION MAKING, AND CIVIC PARTICIPATION (P3, P4)
Engage in activities intended to contribute to solving a national or international problem studied.
- standard
Civic Participation
- 8th Grade
- Michigan Social Studies Standards
- PUBLIC DISCOURSE, DECISION MAKING, AND CIVIC PARTICIPATION (P3, P4)
Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the r…
- standard
Investigation Topics and Issue Analysis (P2)
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 6 - THE DEVELOPMENT OF AN INDUSTRIAL, URBAN, AND GLOBAL UNITED STATES (1870-1930)
U.S. History Investigation Topic and Issue Analysis, Past and Present - use historical perspectives to analyze issues in the United States from the past and th…
- standard
American in the Last Half of the 19th Century
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 6 - THE DEVELOPMENT OF AN INDUSTRIAL, URBAN, AND GLOBAL UNITED STATES (1870-1930)
America at Century’s End – compare and contrast the United States in 1800 with the United States in 1898, focusing on similarities and differences in: • terri…
- standard
Reconstruction
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 5 - CIVIL WAR AND RECONSTRUCTION (1850-1877)
Explain the decision to remove Union troops from the South in 1877 and investigate its impact on Americans.
- standard
Reconstruction
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 5 - CIVIL WAR AND RECONSTRUCTION (1850-1877)
Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.
- standard
Reconstruction
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 5 - CIVIL WAR AND RECONSTRUCTION (1850-1877)
Describe the new role of African-Americans in local, state, and federal government in the years after the Civil War and the national and regional resistance to…
- standard
Reconstruction
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 5 - CIVIL WAR AND RECONSTRUCTION (1850-1877)
Describe the early responses to the end of the Civil War by describing: • the policies of the Freedmen’s Bureau. • the restrictions placed on the rights and …
- standard
Reconstruction
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 5 - CIVIL WAR AND RECONSTRUCTION (1850-1877)
Compare the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, Preside…
- standard
Civil War
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 5 - CIVIL WAR AND RECONSTRUCTION (1850-1877)
Construct generalizations about how the war affected combatants, civilians (including the role of women and Indigenous Peoples), the physical environment, and …
- standard
Civil War
- 8th Grade
- Michigan Social Studies Standards
- USHG ERA 5 - CIVIL WAR AND RECONSTRUCTION (1850-1877)
Describe the role of African-Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved people.