Texas

1-5 History

• 1 The student understands the reasons for and the role of key people in the European colonization of North America beginning in 1565, the founding of St. Augustine. The student is expected to:

  • A explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and

    • Jamestown: the early years (5-F.1)
    • Plymouth (5-F.3)
    • Middle colonies: founding and government (5-F.6)
    • Southern colonies: founding and government (5-F.8)
    • The Louisiana Purchase (5-H.1)
    • The Lewis and Clark Expedition (5-H.2)

  • B describe the accomplishments of significant individuals who settled for religious freedom and economic gain during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, and Roger Williams.

    • New England colonies: religion and government (5-F.4)
    • Middle colonies: founding and government (5-F.6)
    • Southern colonies: founding and government (5-F.8)

• 2 The student understands how conflict between the American colonies and Great Britain led to American independence and the formation of the United States. The student is expected to:

  • A analyze the causes and effects of events prior to and during the American Revolution, including the taxation resulting from the French and Indian War and the colonist response to taxation such as the Boston Tea Party;

    • The American Revolution: the Thirteen Colonies under British rule (5-G.1)
    • The American Revolution: New British taxes (5-G.2)
    • The American Revolution: the Boston Tea Party (5-G.3)

  • B identify the Founding Fathers and Patriot heroes, including John Adams, Benjamin Franklin, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and

    • The American Revolution: New British taxes (5-G.2)
    • The American Revolution: the Boston Tea Party (5-G.3)
    • The American Revolution: the rebellion begins (5-G.4)
    • The American Revolution: preparing for war (5-G.5)
    • The American Revolution: struggle for independence (5-G.6)
    • The American Revolution: turning the tide of the war (5-G.7)

  • C summarize the results of the American Revolution, including the establishment of the United States.

    • The American Revolution: struggle for independence (5-G.6)
    • The American Revolution: turning the tide of the war (5-G.7)
    • The American Revolution: conclusion and aftermath (5-G.8)

• 3 The student understands the significant individuals who contributed to the creation of the U.S. Constitution and the government it established. The student is expected to identify the contributions of Founding Fathers James Madison and George Mason who helped create the U.S. Constitution.

  • The American Revolution: conclusion and aftermath (5-G.8)
  • The Constitution (5-K.4)

• 4 The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:

  • A describe the causes and effects of the War of 1812 such as impressment of sailors, territorial conflicts with Great Britain, and the increase in U.S. manufacturing;

    • The War of 1812: causes (5-H.3)
    • The War of 1812: events and effects (5-H.4)

  • B identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States;

    • Antebellum Period: economies of the North and South (5-H.5)

  • C identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;

    • The Louisiana Purchase (5-H.1)
    • The Lewis and Clark Expedition (5-H.2)

  • D explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War;

    • Antebellum Period: economies of the North and South (5-H.5)
    • Antebellum Period: abolitionist and proslavery perspectives (5-H.6)
    • Antebellum Period: slavery and politics part I (5-H.7)
    • Antebellum Period: slavery and politics part II (5-H.8)
    • The Civil War: the beginning of the war (5-I.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (5-I.2)
    • The Civil War: war tactics and the home front (5-I.3)

  • E explain the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution; and

    • The Civil War: the end of the war (5-I.4)
    • Reconstruction (5-I.5)

  • F identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups such as the settlement of the frontier and building of the Transcontinental Railroad.

• 5 The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to:

  • A explain the significance of issues and events of the 20th century such as industrialization, urbanization, the Great Depression, the world wars, the civil rights movement, and military actions;

    • World War I: the road to war (5-J.1)
    • World War I: the war begins (5-J.2)
    • World War I: events of the war (5-J.3)
    • World War I: the road to peace (5-J.4)
    • The Great Depression: part I (5-J.5)
    • The Great Depression: part II (5-J.6)
    • The New Deal (5-J.7)
    • World War II: lead-up to war in Europe, Asia (5-J.8)
    • World War II: global events (5-J.9)

  • B analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election; and

  • C identify the accomplishments and contributions of individuals and groups such as Susan B. Anthony, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, the Tuskegee Airmen, and the 442nd Regimental Combat Team in the areas of civil rights, women's rights, military actions, and politics.

    • Frederick Douglass (3-D.7)
    • Susan B. Anthony (3-D.8)
    • Thurgood Marshall (3-D.15)
    • Rosa Parks (3-D.16)
    • Jackie Robinson (3-D.17)
    • Cesar Chavez (3-D.18)
    • Martin Luther King Jr. (3-D.19)

6-8 Geography

• 6 The student understands places and regions in the United States. The student is expected to:

  • A describe political and economic regions in the United States that result from patterns of human activity;

    • Antebellum Period: economies of the North and South (5-H.5)

  • B describe regions in the United States based on physical characteristics such as landform, climate, and vegetation;

  • C locate on a map important political features such as the five largest cities by population in the United States and the 50 states; and

    • Identify states of the West (5-C.1)
    • Select states of the West (5-C.2)
    • Name states of the West (5-C.3)
    • Identify states of the Midwest (5-C.4)
    • Select states of the Midwest (5-C.5)
    • Name states of the Midwest (5-C.6)
    • Identify states of the Southeast (5-C.7)
    • Select states of the Southeast (5-C.8)
    • Name states of the Southeast (5-C.9)
    • Identify states of the Northeast (5-C.10)
    • Select states of the Northeast (5-C.11)
    • Name states of the Northeast (5-C.12)
    • Identify the 50 states (5-C.13)
    • Select the 50 states (5-C.14)
    • Name the 50 states (5-C.15)
    • Major U.S. cities (5-E.5)

  • D create a map of important physical features such as the Appalachian Mountains, Great Lakes, Mississippi River, Great Plains, and Rocky Mountains.

• 7 The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:

  • A identify and describe the patterns of settlement such as rural, urban, and suburban;

    • Identify urban, suburban, and rural areas (3-A.10)
    • Compare urban, suburban, and rural areas (3-A.11)

  • B explain the geographic factors that influence patterns of settlement and the distribution of population in the United States; and

    • Antebellum Period: economies of the North and South (5-H.5)

  • C analyze the geographic factors that influence the location of the five largest urban areas in the United States and explain their distribution.

• 8 The student understands how people adapt to and modify their environment. The student is expected to:

  • A describe how and why people have adapted to and modified their environment in the United States such as the use of human resources to meet basic needs; and

    • The Golden Gate Bridge (5-L.10)

  • B analyze the positive and negative consequences of human modification of the environment in the United States.

9-12 Economics

• 9 The student understands the basic economic patterns of early societies in the United States. The student is expected to:

  • A explain the economic patterns of early European colonies; and

    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: economy and slavery (5-F.9)

  • B identify major industries of colonial America such as shipbuilding and growing of cash crops.

    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: economy and slavery (5-F.9)

• 10 The student understands the development, characteristics, and benefits of the free enterprise system in the United States. The student is expected to:

  • A identify the development of the free enterprise system in colonial America and the United States;

  • B describe how the free enterprise system works in the United States; and

    • What is economics? (5-N.1)

  • C give examples of the benefits of the free enterprise system in the United States.

• 11 The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to:

  • A explain how supply and demand affects consumers in the United States; and

    • What is economics? (5-N.1)
    • Understand overall supply and demand (5-P.2)

  • B evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States.

• 12 The student understands patterns of work and economic activities in the United States. The student is expected to:

  • A compare how people in different regions of the United States earn a living, past and present;

    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: economy and slavery (5-F.9)
    • Antebellum Period: economies of the North and South (5-H.5)

  • B identify and explain how geographic factors have influenced the location of economic activities in the United States;

    • New England colonies: economy and conflict (5-F.5)
    • Middle colonies: economy and society (5-F.7)
    • Southern colonies: economy and slavery (5-F.9)
    • Antebellum Period: economies of the North and South (5-H.5)

  • C analyze the effects of immigration and migration on the economic development and growth of the United States; and

    • Antebellum Period: economies of the North and South (5-H.5)

  • D describe the impact of mass production, specialization, and division of labor on the economic growth of the United States.

13-15 Government

• 13 The student understands the organization of governments in colonial America. The student is expected to:

  • A compare the systems of government of early European colonists, including representative government and monarchy; and

    • The American Revolution: the Thirteen Colonies under British rule (5-G.1)

  • B identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.

    • New England colonies: religion and government (5-F.4)
    • Middle colonies: founding and government (5-F.6)
    • Southern colonies: founding and government (5-F.8)

• 14 The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to:

  • A explain the purposes, key elements, and the importance of the Declaration of Independence;

    • The American Revolution: struggle for independence (5-G.6)

  • B explain the purposes of the U.S. Constitution as identified in the Preamble; and

    • The Constitution (5-K.4)

  • C explain the reasons for the creation of the Bill of Rights and its importance.

• 15 The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to:

  • A identify and explain the basic functions of the three branches of government;

    • Federal government (5-K.3)
    • Checks and balances (5-K.6)

  • B identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and

    • Checks and balances (5-K.6)

  • C distinguish between national and state governments and compare their responsibilities in the U.S. federal system.

    • State government (5-K.2)
    • Federal government (5-K.3)

16-19 Citizenship

• 16 The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles that contribute to our national identity. The student is expected to:

  • A explain various patriotic symbols, including Uncle Sam; national celebrations such as Labor Day; and political symbols such as the donkey and elephant;

    • Identify American symbols (5-L.1)
    • The American flag (5-L.4)

  • B sing or recite "The Star-Spangled Banner" and explain its history;

    • The War of 1812: events and effects (5-H.4)

  • C recite and explain the meaning of the Pledge of Allegiance to the United States Flag; and

  • D explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore.

    • Identify American landmarks and monuments: part I (5-L.2)
    • Identify American landmarks and monuments: part II (5-L.3)
    • The White House (5-L.5)
    • The Washington Monument (5-L.6)
    • The Lincoln Memorial (5-L.7)
    • The Statue of Liberty (5-L.8)
    • The Empire State Building (5-L.9)
    • The Golden Gate Bridge (5-L.10)
    • Mount Rushmore (5-L.11)

• 17 The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to:

  • A explain why individuals have a duty to participate in civic affairs at the local, state, and national levels; and

    • Local government (5-K.1)
    • State government (5-K.2)
    • Federal government (5-K.3)
    • Presidential elections (5-K.7)

  • B explain how to contact elected and appointed leaders in local, state, and national governments.

• 18 The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

  • A identify past and present leaders in the national government, including the president and various members of Congress, and their political parties; and

    • Thomas Jefferson (3-D.3)
    • Abraham Lincoln (3-D.6)
    • Theodore Roosevelt (3-D.12)

  • B identify leadership qualities of national leaders, past and present.

• 19 The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights. The student is expected to describe the fundamental rights guaranteed in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney.

  • The Bill of Rights (5-K.5)

20-21 Culture

• 20 The student understands the relationship between the arts and the times during which they were created. The student is expected to:

  • A identify significant examples of art, music, and literature from various periods in U.S. history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and

    • The American Revolution: New British taxes (5-G.2)
    • The War of 1812: events and effects (5-H.4)

  • B explain how examples of art, music, and literature reflect the times during which they were created.

    • The American Revolution: turning the tide of the war (5-G.7)
    • The War of 1812: events and effects (5-H.4)

• 21 The student understands the contributions of people of various racial, ethnic, and religious groups to the United States culture. The student is expected to:

  • A describe customs and traditions of various racial, ethnic, and religious groups in the United States; and

    • Día de los Muertos (3-G.1)
    • Hanukkah (3-G.3)
    • Rosh Hashanah (3-G.4)
    • Kwanzaa (3-G.5)
    • Christmas (3-G.6)
    • Easter (3-G.7)
    • Lunar New Year (3-G.8)
    • Ramadan (3-G.9)
    • Holi (3-G.10)

  • B summarize the contributions of people of various racial, ethnic, and religious groups to our national identity.

    • Frederick Douglass (3-D.7)
    • Harriet Tubman (3-D.9)
    • George Washington Carver (3-D.13)
    • Thurgood Marshall (3-D.15)
    • Rosa Parks (3-D.16)
    • Jackie Robinson (3-D.17)
    • Cesar Chavez (3-D.18)
    • Martin Luther King Jr. (3-D.19)

22 Science, technology, and society

• 22 The student understands the impact of science and technology on society in the United States. The student is expected to:

  • A identify the accomplishments of notable individuals in the fields of science and technology such as Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong;

    • Benjamin Franklin (3-D.1)
    • John Deere (3-D.5)
    • Thomas Edison (3-D.11)
    • George Washington Carver (3-D.13)
    • Neil Armstrong (3-D.20)
    • Bill Gates (3-D.21)

  • B identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program; and

    • Neil Armstrong (3-D.20)
    • Bill Gates (3-D.21)

  • C explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States.

    • Thomas Edison (3-D.11)
    • Bill Gates (3-D.21)
    • Antebellum Period: economies of the North and South (5-H.5)

23-26 Social studies skills

• 23 The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

  • A differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;

    • Identify primary and secondary sources (6-JJ.1)

  • B analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

    • The American Revolution: the Thirteen Colonies under British rule (5-G.1)
    • The American Revolution: New British taxes (5-G.2)
    • The American Revolution: the Boston Tea Party (5-G.3)
    • The American Revolution: the rebellion begins (5-G.4)
    • The American Revolution: preparing for war (5-G.5)
    • The American Revolution: struggle for independence (5-G.6)
    • The American Revolution: turning the tide of the war (5-G.7)
    • The American Revolution: conclusion and aftermath (5-G.8)
    • The Louisiana Purchase (5-H.1)
    • The Lewis and Clark Expedition (5-H.2)
    • The War of 1812: causes (5-H.3)
    • The War of 1812: events and effects (5-H.4)
    • Antebellum Period: economies of the North and South (5-H.5)
    • The Civil War: the beginning of the war (5-I.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (5-I.2)
    • The Civil War: war tactics and the home front (5-I.3)
    • The Civil War: the end of the war (5-I.4)
    • World War I: the road to war (5-J.1)
    • World War I: the war begins (5-J.2)
    • World War I: events of the war (5-J.3)
    • World War I: the road to peace (5-J.4)
    • The Great Depression: part I (5-J.5)
    • The Great Depression: part II (5-J.6)
    • The New Deal (5-J.7)
    • World War II: lead-up to war in Europe, Asia (5-J.8)
    • World War II: global events (5-J.9)

  • C organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

    • Read a map: cardinal directions (5-A.1)
    • Identify lines of latitude and longitude (5-A.2)
    • Use lines of latitude and longitude (5-A.3)
    • Checks and balances (5-K.6)
    • Create and use supply and demand curves (5-P.3)
    • Identify shortage and surplus with graphs (5-P.5)
    • Identify shortage and surplus with data (5-P.6)
    • Reading and creating timelines with BCE and CE (5-Q.2)

  • D identify different points of view about an issue, topic, historical event, or current event; and

    • The American Revolution: New British taxes (5-G.2)
    • The American Revolution: the Boston Tea Party (5-G.3)
    • The American Revolution: the rebellion begins (5-G.4)
    • The American Revolution: preparing for war (5-G.5)
    • The American Revolution: struggle for independence (5-G.6)
    • The American Revolution: turning the tide of the war (5-G.7)
    • The American Revolution: conclusion and aftermath (5-G.8)
    • The Civil War: the beginning of the war (5-I.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (5-I.2)
    • The Civil War: war tactics and the home front (5-I.3)
    • The Great Depression: part II (5-J.6)
    • The New Deal (5-J.7)

  • E identify the historical context of an event

• 24 The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

  • A apply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps; and

    • Read a map: cardinal directions (5-A.1)
    • Identify lines of latitude and longitude (5-A.2)
    • Use lines of latitude and longitude (5-A.3)

  • B interpret geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.

• 25 The student communicates in written, oral, and visual forms. The student is expected to:

  • A use social studies terminology correctly;

  • B incorporate main and supporting ideas in verbal and written communication;

  • C express ideas orally based on research and experiences; and

  • D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

    • Reading and creating timelines with BCE and CE (5-Q.2)

• 26 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.