grade 11 u.s. history since 1877 curriculum alignment...
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Grade 11 U.S. History Since 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
1
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
1(a): Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1: Understand traditional historical points of reference in U.S. history from 1877 to the present.
1(c): Explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 6
2(a): Analyze political issues such as Indian policies, the growth of political machines, and civil service reform.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 3-6
2(b): Analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
2: Understand the political, economic, and social changes in the United States from 1877 to 1898.
2(c): Analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 3-6
History
7: Understands the impact of the American civil rights movement.
7(a): Trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th, amendments.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
8(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
8: Use geographic tools to collect analyze and interpret data.
8(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
9: Understand the impact of geographic factors on major issues.
9(b): Identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
10(a): Analyze the effects of changing demographic patterns resulting from migration within the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Geography
10: Understand the effects of migration and immigration on American society.
10(b): Analyze the effects of changing demographic patterns resulting from immigration to the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
2
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
11: Understand the relationship between population growth and modernization on the physical environment.
11(a): Identify the effects of population growth and distribution and predict future effects on the physical environment.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Economics 12: Understand domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.
12(a): Analyze the relationship between private property rights and the settlement of the Great Plains.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 5
18(a): Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. Constitution.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18: Understand efforts to expand the democratic process.
18(c): Explain how participation in the democratic process reflects our national identity.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Citizenship
19: Understand the importance of effective leadership in a democratic society.
19(a): Describe qualities of effective leadership.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 5-6
20(c): Identify examples of American art, music, and literature that transcend American culture and convey universal themes.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
20: Understand the relationship between the arts and the times during which they were created.
20(e): Identify the impact of popular American culture on the rest of the world.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(a): Explain actions taken by people form racial, ethnic, and religious groups to expand economic opportunities and political rights in American society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(b): Explain efforts of the Americanization movement to assimilate immigrants into American culture.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(c): Analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Culture
21: Understand how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity.
21(d): Identify the political, social, and economic contributions of women to American Society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
3
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
24(a): Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information aobut the United States.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: TS will use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(c): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(d): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(e): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(f): Identify bias in written, oral, and visual material.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(g): Support a point of view on a social studies issue or event.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Social Studies Skills
24: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
24(h): Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
4
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
26(a): Use social studies terminology correctly.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(b): Use standard grammar, spelling, sentence structure, and punctuation.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26: Communicate in written, oral, and visual formats.
26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effeteness of the solution.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings.
27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
5
Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive! - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.
* Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) – http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce
* Parents and community leaders- survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-Texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education [email protected] Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/NationalHistoryDay/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
6
TEKS STRAND
TEKS KNOWLEDGE AND
SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
1(a): Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1: Understand traditional historical points of reference in U.S. history from 1877 to the present.
1(c): Explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 4-6
2(a): Analyze political issues such as Indian policies, the growth of political machines, and civil service reform.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 1-3 2: Understand the political, economic, and social changes in the United States from 1877 to 1898.
2(b): Analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 1-3
3: Understands the emergence of the United States as a world power between 1898 and 1920.
3(a): Explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United states into the position of a world power.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 4-6
4(b): Evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. duBois, and Robert LaFollette on American society.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-3 4: Understand the effects of reform and third party movements on American society.
4(C): Evaluate the impact of third parties and their candidates such as Eugene Debs, H. Ross Perot, and George Wallace.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week1
History
7: Understands the impact of the American civil rights movement.
7(a): Trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th, amendments.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
8(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Geography 8: Use geographic tools to collect analyze and interpret data.
8(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
7
TEKS STRAND
TEKS KNOWLEDGE AND
SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
9: Understand the impact of geographic factors on major issues.
9(b): Identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
10(a): Analyze the effects of changing demographic patterns resulting from migration within the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
10: Understand the effects of migration and immigration on American society.
10(b): Analyze the effects of changing demographic patterns resulting from immigration to the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
11(a): Identify the effects of population growth and distribution and predict future effects on the physical environment.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
11: Understand the relationship between population growth and modernization on the physical environment. 11(b): Trace the development of the
conservation of natural resources, including the establishment of the National Park System and efforts of private nonprofit organizations.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
12(c): Describe the impact of the Sherman Antitrust Act on businesses.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1
12(d): Analyze the effects of economic policies including the Open Door Policy and Dollar Diplomacy on U.S. diplomacy.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 3-6
Economics 12: Understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.
12(e): Describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 3-6
18(a): Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. Constitution.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18: Understand efforts to expand the democratic process.
18(c): Explain how participation in the democratic process reflects our national identity.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Citizenship
19: Understands the importance of effective leadership in a democratic society.
19(b): Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Week 1-3
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
8
TEKS STRAND
TEKS KNOWLEDGE AND
SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
20(c): Identify examples of American art, music, and literature that transcend American culture and convey universal themes.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
20(d): Analyze the relationship between culture and the economy and identify examples such as the impact of the entertainment industry on the U.S. economy.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20: Understand the relationship between the arts and the times during which they were created.
20(e): Identify the impact of popular American culture on the rest of the world.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(a): Explain actions taken by people form racial, ethnic, and religious groups to expand economic opportunities and political rights in American society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(b): Explain efforts of the Americanization movement to assimilate immigrants into American culture.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(c): Analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Culture
21: Understand how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity.
21(d): Identify the political, social, and economic contributions of women to American Society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22(a): Explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-3
22(b): Explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22: Understands the impact of science and technology on the economic development of the United States.
22(c): Analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Science, Technology, and Society
23: Understands the influence of scientific discoveries and technological innovations on daily life in the United States.
23(a): Analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
9
TEKS STRAND
TEKS KNOWLEDGE AND
SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
24(a): Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information aobut the United States.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: TS will use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(c): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(d): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(e): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(f): Identify bias in written, oral, and visual material.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(g): Support a point of view on a social studies issue or event.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
24(h): Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Social Studies Skills
26: Communicate in written, oral, and visual formats.
26(a): Use social studies terminology correctly.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
10
TEKS STRAND
TEKS KNOWLEDGE AND
SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
26(b): Use standard grammar, spelling, sentence structure, and punctuation.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effeteness of the solution.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings.
27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
11
Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive! - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.
* Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) – http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce
* Parents and community leaders- survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-Texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education [email protected] Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/NationalHistoryDay/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
12
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
1(a): Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1: Understand traditional historical points of reference in U.S. history from 1877 to the present.
1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
3(b): Identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 5-6
3(c): Anlayze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 5-6
3: Understands the emergence of the United States as a world power between 1898 and 1920.
3(d): Analyze major issues raised by U.S. involvement in World War I, Wilson’s Fourteen Points, and the Treaty of Versailles.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 5-6
4: Understands the effects of reform and third party movements on American society.
4(a): Evaluate the impact of Progressive Era reforms including initiative, referendum, recall, and the passage of the 16th and 17th amendments.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 3
History
7: Understands the impact of the American civil rights movement.
7(a): Trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th, amendments.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
8(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
8: Use geographic tools to collect analyze and interpret data.
8(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
9(a): Analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Geography
9: Understand the impact of geographic factors on major issues.
9(b): Identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
13
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
10: Understand the effects of migration and immigration on American society.
10(b): Analyze the effects of changing demographic patterns resulting from immigration to the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
11: Understand the relationship between population growth and modernization on the physical environment.
11(a): Identify the effects of population growth and distribution and predict future effects on the physical environment.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
12(b): Compare the purpose of the Interstate Commerce Commission with its performance over time.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
12(b): Compare the purpose of the Interstate Commerce Commission with its performance over time.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1
12(d): Analyze the effects of economic policies including the Open Door Policy and Dollar Diplomacy on U.S. diplomacy.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1-3
Economics 12: Understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.
12(e): Describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1-6
18(a): Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. Constitution.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Citizenship 18: Understand efforts to expand the democratic process.
18(c): Explain how participation in the democratic process reflects our national identity.
(SS) OBJ 5: Political influences on the historical
development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20(a): Describe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music, and literature such as the paintings of Georgia O’Keeffe, rock and roll, and John Steinbeck’s The Grapes of Wrath.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20(c): Identify examples of American art, music, and literature that transcend American culture and convey universal themes.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Culture 20: Understand the relationship between the arts and the times during which they were created.
20(e): Identify the impact of popular American culture on the rest of the world.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
14
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
21(a): Explain actions taken by people form racial, ethnic, and religious groups to expand economic opportunities and political rights in American society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(b): Explain efforts of the Americanization movement to assimilate immigrants into American culture.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(c): Analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21: Understand how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity.
21(d): Identify the political, social, and economic contributions of women to American Society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22(a): Explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-2
22(b): Explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22: Understands the impact of science and technology on the economic development of the United States.
22(c): Analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Science, Technology, and Society
23: Understands the influence of scientific discoveries and technological innovations on daily life in the United States.
23(a): Analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Social Studies Skills
24: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
24(a): Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
15
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
24(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: TS will use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(c): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(d): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(e): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(f): Identify bias in written, oral, and visual material.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(g): Support a point of view on a social studies issue or event.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(h): Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(a): Use social studies terminology correctly.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26: Communicate in written, oral, and visual formats.
26(b): Use standard grammar, spelling, sentence structure, and punctuation.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
16
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effeteness of the solution.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings.
27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
17
Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive! - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.
* Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) – http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce
* Parents and community leaders- survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-Texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education [email protected] Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/NationalHistoryDay/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
18
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
1(a): Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1: Understand traditional historical points of reference in U.S. history from 1877 to the present.
1(c): Explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
5(a): Analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-2 5: Understands significant individuals, events, and issues of the 1920’s.
5(b): Analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-2
6: Understands the impact of significant national and international decisions and conflicts from World War II and the cold War to the present on the United States.
6(a): Identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 6
History
7: Understands the impact of the American civil rights movement.
7(a): Trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th, amendments.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-2
12(d): Analyze the effects of economic policies including the Open Door Policy and Dollar Diplomacy on U.S. diplomacy.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1 12: Understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.
12(e): Describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1
13(a): Analyze causes of economic growth and prosperity in the 1920’s.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
13(b): Analyze the causes of the Great Depression, including the decline in worldwide trade, the stock market crash, and bank failures.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Geography
13: Understands significant economic developments between World War I and World War II.
13(c): Analyze the effects of the Great Depression on the U.S. economy and government.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
13(d): Evaluate the effectiveness of New Deal measures in ending the Great Depression.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
13(e): Analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Economics 14: Understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society.
14(d): Identify actions of government and the private sector to expand economic opportunities to all citizens.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
15: Understands changes in the role of government over time.
15(a): Evaluate the impact of New Deal legislation on the historical roles of state and federal governments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 3-6
16: Understands the changing relationships among the three branches of the federal government.
16(b): Evaluate the impact of events, including Franklin Roosevelt’s attempt to increase the number of U.S. Supreme Court justices, on the relationships among the legislative, executive, and judicial branches of government.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 2-6
17(a): Analyze the effects of 20th century landmark U.S. Supreme Court decisions such as Brown v. Board of Education, Regents of the University of California v. Bakke and Reynolds v. Sims.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Government
17: Understands the impact of constitutional issues on American society in the 20th century.
17(b): Analyze reasons for the adoption of 20th century constitutional amendments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18(a): Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. Constitution.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18(b): Evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Citizenship 18: Understands efforts to expand the democratic process.
18(c): Explain how participation in the democratic process reflects our national identity.
(SS) OBJ 5: Political influences on the
historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
19: Understands the importance of effective leadership in a democratic society.
19(b): Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20(a): Decribe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music, and literature such as the paintings of Georgia O’Keeffe, rock and roll, and John Steinbeck’s The Grapes of Wrath.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-2
20(b): Describe the impact of significant examples of cultural movements in art, music, and literature on American society, including the Harlem Renaissance.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20(c): Identify examples of American art, music, and literature that transcend American culture and convey universal themes.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
20(d): Analyze the relationship between culture and the economy and identify examples such as the impact of the entertainment industry on the U.S. economy.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20: Understand the relationship between the arts and the times during which they were created.
20(e): Identify the impact of popular American culture on the rest of the world.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(a): Explain actions taken by people form racial, ethnic, and religious groups to expand economic opportunities and political rights in American society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(b): Explain efforts of the Americanization movement to assimilate immigrants into American culture.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(c): Analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Culture
21: Understand how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity.
21(d): Identify the political, social, and economic contributions of women to American Society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
22(a): Explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 3-6
22(b): Explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22: Understands the impact of science and technology on the economic development of the United States.
22(c): Analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
23(a): Analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Science, Technology, and Society
23: Understands the influence of scientific discoveries and technological innovations on daily life in the United States.
23(b): Explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
24(a): Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information aobut the United States.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: TS will use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(c): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Social Studies Skills
24: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
24(d): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
24(e): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(f): Identify bias in written, oral, and visual material.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(g): Support a point of view on a social studies issue or event.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(h): Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(a): Use social studies terminology correctly.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(b): Use standard grammar, spelling, sentence structure, and punctuation.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26: Communicate in written, oral, and visual formats.
26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effeteness of the solution.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings.
27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fourth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
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Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.
* Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) – http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce
* Parents and community leaders- survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-Texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education [email protected] Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/NationalHistoryDay/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
1(a): Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1: Understand traditional historical points of reference in U.S. history from 1877 to the present.
1(c): Explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 1
6(b): Analyze major issues and events of World War II such as fighting the war on multiple fronts, the interment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman’s decision to use the atomic bomb.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-4
6(c): Explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-4
6(d): Describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, and the Berlin airlift.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 3-6
6(e): Analyze the conflicts in Korea and Vietnam and describe their domestic and international effects.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 5-6
6: Understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States.
6(f): Describe the impact of the GI Bill, the election of 1948, McCarthyism and Sputnik I
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Week 6
7(a): Trace the historical development of the civil rights movement in the 18th, 19th and 20th centuries, including the 13th, 14th , 15th, amendments.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
History
7: Understands the impact of the American civil rights movement.
7(d): Identify changes in the United States that have resulted from the civil rights movement such as increased participation of minorities in the political process.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
Geography 8: Use geographic tools to collect analyze and interpret data.
8(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
8(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
9: Understand the impact of geographic factors on major issues.
9(b): Identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
10: Understand the effects of migration and immigration on American society.
10(b): Analyze the effects of changing demographic patterns resulting from immigration to the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
11: Understand the relationship between population growth and modernization on the physical environment.
11(a): Identify the effects of population growth and distribution and predict future effects on the physical environment.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
12(d): Analyze the effects of economic policies including the Open Door Policy and Dollar Diplomacy on U.S. diplomacy.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1
12: Understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.
12(e): Describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1
14(a): Describe the economic effects of World War Ii on the home front, including rationing, female employment, and the end of the Great Depression.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-3
14(b): Identify the causes and effects of property in the 1950s.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 4-6
Economics 14: Understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society.
14(c): Describe the impact of the Cold War on the business cycle and defense spending.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
15(b): Explain the impact of significant international events such as World War I and World War II on changes in the role of the federal government.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Week 6 Government 15: Understands changes in the role of government over time.
15(c): Evaluate the effects of political incidents such as Teapot dome and Watergate on the views of U.S. citizens concerning the role of the federal government.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
17(a): Analyze the effects of 20th century landmark U.S. Supreme Court decisions such as Brown v. Board of Education, Regents of the University of California v. Bakke and Reynolds v. Sims.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
17: Understands the impact of constitutional issues on American society in the 20th century.
17(b): Analyze reasons for the adoption of 20th century constitutional amendments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18(a): Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. Constitution.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18(b): Evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18: Understands efforts to expand the democratic process.
18(c): Explain how participation in the democratic process reflects our national identity.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
19(b): Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Citizenship
19: Understands the importance of effective leadership in a democratic society.
19(c): Identify the contributions of Texans who have been President of the United States.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 2-6
20(a): Describe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music, and literature such as the paintings of Georgia O’Keeffe, rock and roll, and John Steinbeck’s The Grapes of Wrath.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20(b): Describe the impact of significant examples of cultural movements in art, music, and literature on American society, including the Harlem Renaissance.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Culture 20: Understand the relationship between the arts and the times during which they were created.
20(c): Identify examples of American art, music, and literature that transcend American culture and convey universal themes.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
20(d): Analyze the relationship between culture and the economy and identify examples such as the impact of the entertainment industry on the U.S. economy.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20(e): Identify the impact of popular American culture on the rest of the world.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(a): Explain actions taken by people form racial, ethnic, and religious groups to expand economic opportunities and political rights in American society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(b): Explain efforts of the Americanization movement to assimilate immigrants into American culture.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(c): Analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21: Understand how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity.
21(d): Identify the political, social, and economic contributions of women to American Society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22(a): Explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22(b): Explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22: Understands the impact of science and technology on the economic development of the United States.
22(c): Analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
23(a): Analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Science, Technology, and Society
23: Understands the influence of scientific discoveries and
technological innovations on daily life in the United States.
23(b): Explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 2
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
24(a): Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information aobut the United States.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: TS will use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(c): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(d): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(e): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(f): Identify bias in written, oral, and visual material.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(g): Support a point of view on a social studies issue or event.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Social Studies Skills
24: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
24(h): Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
26(a): Use social studies terminology correctly.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(b): Use standard grammar, spelling, sentence structure, and punctuation.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26: Communicate in written, oral, and visual formats.
26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effeteness of the solution.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings.
27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive! - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.
* Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) – http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce
* Parents and community leaders- survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-Texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education [email protected] Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/NationalHistoryDay/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Sixth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS
STRAND TEKS
KNOWLEDGE AND SKILLS TEKS
STUDENT EXPECTATIONS End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
1(a): Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
1: Understand traditional historical points of reference in U.S. history from 1877 to the present.
1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
2: Understands the effects of reform and third party movements on American society.
2(c): Evaluate the impact of third parties and their candidates such as Eugene Debs, H. Ross Perot, and George Wallace.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 4-6
6(g): Analyze reasons for the Western victory in the Cold War and the challenges of changing relationships among nations.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
6: Understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States.
6(h): Identify the orgins of major domestic and foreign policy issues currently facing the United States.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
7(a): Trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th, amendments.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
7(b): Identify significant leaders of the civil rights movement, including Martin Luther King, Jr.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
7(c): Evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality in the United States.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
History
7: Understands the impact of the American civil rights movement.
7(d): Identify changes in the United States that have resulted from the civil rights movement such as increased participation of minorities in the political process.
(SS) OBJ 1: Impact of domestic and foreign affairs on the historical development of the U.S.
(SS) OBJ 1: Issues and events in U.S. history.
Weeks 1-6 On-going
8(a): Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
Geography 8: Use geographic tools to collect analyze and interpret data.
8(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
9: Understand the impact of geographic factors on major issues.
9(b): Identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
10: Understand the effects of migration and immigration on American society.
10(b): Analyze the effects of changing demographic patterns resulting from immigration to the United States.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
11: Understand the relationship between population growth and modernization on the physical environment.
11(a): Identify the effects of population growth and distribution and predict future effects on the physical environment.
(SS) OBJ 2: Geographic influences on the historical development of the U. S.
(SS) OBJ 2: Geographic influences on historical issues and events.
Weeks 1-6 On-going
12(d): Analyze the effects of economic policies including the Open Door Policy and Dollar Diplomacy on U.S. diplomacy.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1
12: Understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920.
12(e): Describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Week 1
14(d): Identify actions of government and the private sector to expand economic opportunities to all citizens.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
14(a): Describe the economic effects of World War Ii on the home front, including rationing, female employment, and the end of the Great Depression.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-3
14(b): Identify the causes and effects of property in the 1950s.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 4-6
14(c): Describe the impact of the Cold War on the business cycle and defense spending.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Economics 14: Understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society.
14(e): Describe the dynamic relationship between U.S. international trade policies and the U.s. free enterprise system.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Sixth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
15(a): Evaluate the impact of New Deal legislation on the historical roles of state and federal governments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
15(b): Explain the impact of significant international events such as World War I and World War II on changes in the role of the federal government.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
15(c): Evaluate the effects of political incidents such as Teapot dome and Watergate on the views of U.S. citizens concerning the role of the federal government.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
15: Understands changes in the role of government over time.
15(d): Predict the effects of selected contemporary legislation on the roles of state and federal governments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
16: Understands the changing relationships among the three branches of the federal government.
16(a): Evaluate the impact of events, including the Gulf of Tonkin Resolution and the War Powers Act, on the relationship between the legislative and executive branches of government.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
17(a): Analyze the effects of 20th century landmark U.S. Supreme Court decisions such as Brown v. Board of Education, Regents of the University of California v. Bakke and Reynolds v. Sims.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Government
17: Understands the impact of constitutional issues on American society in the 20th century.
17(b): Analyze reasons for the adoption of 20th century constitutional amendments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18(b): Evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
18: Understands efforts to expand the democratic process.
18(c): Explain how participation in the democratic process reflects our national identity.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Citizenship
19: Understands the importance of effective leadership in a democratic society.
19(c): Identify the contributions of Texans who have been President of the United States.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Sixth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
20(a): Describe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music, and literature such as the paintings of Georgia O’Keeffe, rock and roll, and John Steinbeck’s The Grapes of Wrath.
(SS) OBJ 5: Political influences on the historical development of the U.S.
(SS) OBJ 4: Political influences on historical issues and events.
Weeks 1-6 On-going
20(b): Describe the impact of significant examples of cultural movements in art, music, and literature on American society, including the Harlem Renaissance.
(SS) OBJ 5: Political influences on the
historical development of the U.S.
(SS) OBJ 4: Political influences on historical
issues and events.
Weeks 1-6 On-going
20(c): Identify examples of American art, music, and literature that transcend American culture and convey universal themes.
(SS) OBJ 4: Social and cultural influences on the historical development of
the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and
events.
Weeks 1-6 On-going
20: Understand the relationship between the arts and the times during which they were created.
20(d): Analyze the relationship between culture and the economy and identify examples such as the impact of the entertainment industry on the U.S. economy.
(SS) OBJ 5: Political influences on the
historical development of the U.S.
(SS) OBJ 4: Political influences on historical
issues and events.
Weeks 1-6 On-going
21(a): Explain actions taken by people form racial, ethnic, and religious groups to expand economic opportunities and political rights in American society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(b): Explain efforts of the Americanization movement to assimilate immigrants into American culture.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
21(c): Analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Culture
21: Understand how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity.
21(d): Identify the political, social, and economic contributions of women to American Society.
(SS) OBJ 4: Social and cultural influences on the historical development of the U.S.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22(a): Explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
22(b): Explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Science, Technology, and Society
22: Understands the impact of science and technology on the economic development of the United States.
22(c): Analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Sixth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
23(a): Analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
23: Understands the influence of scientific discoveries and technological innovations on daily life in the United States.
23(b): Explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living.
(SS) OBJ 3: Economic and social influences on historical issues and events.
(SS) OBJ 3: Economic and social influences on historical issues and events.
Weeks 1-6 On-going
24(a): Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information aobut the United States.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(b): Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and predictions, and drawing inferences an conclusions.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: TS will use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(c): Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(d): Use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(e): Evaluate the validity of a source based on language, corroboration with other sources, and information about the author.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Social Studies Skills
24: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
24(f): Identify bias in written, oral, and visual material.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Sixth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
Page Austin ISD Social Studies Department TAKS Assessment
37
TEKS STRAND
TEKS KNOWLEDGE AND SKILLS
TEKS STUDENT EXPECTATIONS
End-Of-Course* Objectives 2002
TAKS Objectives 2003
TIME
24(g): Support a point of view on a social studies issue or event.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
24(h): Use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(a): Use social studies terminology correctly.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(b): Use standard grammar, spelling, sentence structure, and punctuation.
(SS) OBJ 8: Demonstrate the ability to use critical –thinking skills to organize and interpret social studies information.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26(c): Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
26: Communicate in written, oral, and visual formats.
26(d): Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27(a): Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effeteness of the solution.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
27: Use problem-solving and decision-making skills, working independently and with others, in a variety of settings.
27(b): Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
(SS) OBJ 7: Demonstrate the ability to apply problem-solving and decision-making skills in a social studies context.
(SS) OBJ 5: Use critical thinking skills to analyze social studies information.
Weeks 1-6 On-going
Grade 11 U.S. History Since 1877 Curriculum Alignment Guide Sixth Six Weeks Working Draft 2001-2002 (with overview of early American and U.S. to 1877)
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Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides * Texas Curriculum Institute. History Alive? - United States to 1900. * Economics America. Focus: High School Economics. ). New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.
* Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) – http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce
* Parents and community leaders- survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-Texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library.
Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education [email protected] Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/NationalHistoryDay/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/