Spring 2021 STAAR Alternate 2 Curriculum Framework for U.S ... STAARAlt2 USH... · TEKS Curriculum Framework for STAAR Alternate 2 | U.S. History. STAAR Reporting Category 1 – History:

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TEKS Curriculum Framework for STAAR Alternate 2

United States History

Social Studies

October 2020 1

TEKS Curriculum Framework for STAAR Alternate 2 | U.S. History

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectations

United States History (1) History. The student understands the principles included in the Celebrate Freedom Week program. The student is expected to

(A) analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; Supporting Standard(B) analyze and evaluate the application of these founding principles to historical events in U.S. history; Supporting Standard(C)explainthemeaningandhistoricalsignificanceofthemottos“E Pluribus Unum” and “In God We Trust.” Supporting Standard

Recognizes the importance of the Declaration of Independence and the U.S. Constitution.

US.1 Prerequisite Skills/Links to TEKS Vertical Alignment

Historical Significance of Patriotic Celebrations and National Landmarks• explainthesignificanceofvariouscommunity,state,andnationalcelebrationssuchasVeteransDay,MemorialDay,Independence

Day, and Thanksgiving (2)• describe the origins of customs, holidays, and celebrations of the community, state, and nation such as San Jacinto Day, IndependenceDay,andVeterans’Day(1)

• identifynationalpatrioticholidayssuchasConstitutionDay,Presidents’Day,VeteransDay,andIndependenceDay(K)Application of Critical Thinking Skills

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (7-8)

• organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (6-8)• analyzeinformationbysequencing,categorizing,identifyingcause-and-effectrelationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferencesandconclusions(6)

• identify the historical context of an event (5)Continued

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• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (4–5)

• organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (4–5)• interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps (3)• interpretoral,visual,andprintmaterialbysequencing,categorizing,identifyingthemainidea,distinguishingbetweenfactand

opinion, identifying cause and effect, comparing, and contrasting (3)• apply the terms year, decade, and century to describe historical times (3)• create and interpret timelines (3)• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2) • create and interpret timelines for events in the past and present (2)• apply vocabulary related to chronology, including past, present, and future (2)• describe the order of events by using designations of time periods such as historical and present times (2)• use social studies terminology correctly (1-8; US)• useacalendartodescribeandmeasuretimeindays,weeks,months,andyears(1)• use a simple timeline to distinguish among past, present, and future (1)• sequenceandcategorizeinformation(K–1)• usesocialstudiesterminologyrelatedtotimeandchronologycorrectly,includingbefore,after,next,first,last,yesterday,today,andtomorrow(K)

• placeeventsinchronologicalorder(K)

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United States History (2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to

(A) identify the major eras in U.S. history from 1877 to the presentanddescribetheirdefiningcharacteristics;ReadinessStandard(B)explainthesignificanceofthefollowingyearsasturningpoints: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968 (MartinLutherKingJr.assassination),1969(U.S.landsonthemoon), 1991 (Cold War ends), 2001 (terrorist attacks on World TradeCenterandthePentagon),and2008(electionoffirstblackpresident, Barack Obama). Supporting Standard

Recognizes important dates and time periods in U.S. history from 1877 to the present.


Historical Significance of Patriotic Celebrations and National Landmarks• explainthesignificanceofvariouscommunity,state,andnationalcelebrationssuchasVeteransDay,MemorialDay,Independence

Day, and Thanksgiving (2)• describe the origins of customs, holidays, and celebrations of the community, state, and nation such as Constitution Day, IndependenceDay,andVeteransDay(1)

• identifynationalpatrioticholidayssuchasConstitutionDay,Presidents’Day,VeteransDay,andIndependenceDay(K)Historical Points of Reference

• identifythemajorerasinTexashistory,describetheirdefiningcharacteristics,andexplainthepurposeofdividingthepastintoeras,includingNaturalTexasanditsPeople;AgeofContact;SpanishColonial;MexicanNational;RevolutionandRepublic;EarlyStatehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas (7)

• explainthesignificanceofthefollowingdates:1519,mappingoftheTexascoastandfirstmainlandSpanishsettlement;1718,founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop (7)

Continued

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Application of Critical Thinking Skills• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (7-8)


• identify the historical context of an event (5)• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (4–5)



contrasting (2) • create and interpret timelines for events in the past and present (2)• apply vocabulary related to chronology, including past, present, and future (2)• describe the order of events by using designations of time periods such as historical and present times (2)• use social studies terminology correctly (1-8; US)• useacalendartodescribeandmeasuretimeindays,weeks,months,andyears(1)• use a simple timeline to distinguish among past, present, and future (1)• sequenceandcategorizeinformation(K–1)• usesocialstudiesterminologyrelatedtotimeandchronologycorrectly,includingbefore,after,next,first,last,yesterday,today,andtomorrow(K)

• placeeventsinchronologicalorder(K)People, past and present skills

• connecttheirlifetoevents,time,androutines(Pre-K)

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United States History (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to

(A)analyzepoliticalissuessuchasIndianpolicies,thegrowthof political machines, civil service reform; Readiness Standard(B) analyze economic issues such as industrialization, the growthofrailroads,thegrowthoflaborunions,farmissues,thecattleindustryboom,thegrowthofentrepreneurship,andthepros and cons of big business; Readiness Standard(C)analyzesocialissuesaffectingwomen,minorities,children,immigrants, and urbanization. Readiness Standard

Recognizes important political, economic, and social issues in the United States from 1877 to 1898.


Individuals and Groups Shaping History• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present (6)• describehowindividuals,events,andideashavechangedcommunities,pastandpresent(3)• describehowpeopleandeventshaveinfluencedlocalcommunityhistory(2)

Issues and Events Shaping History• explaintheimpactofvariouseventsonlifeinTexassuchastheGreatDepression,theDustBowl,andWorldWarIIandnotableindividualssuchasAudieMurphy,CletoRodríguez,andBessieColemanandotherlocalindividuals(4)

Historical Points of Reference• identifythemajorerasinTexashistory,describetheirdefiningcharacteristics,andexplainthepurposeofdividingthepastintoeras,includingNaturalTexasanditsPeople;AgeofContact;SpanishColonial;MexicanNational;RevolutionandRepublic;EarlyStatehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas (7)

Economic Influences• identifyandexplainhowchangesresultingfromtheIndustrialRevolutionledtoconflictamongsectionsoftheUnitedStates(5)• explain the effects of the railroad industry on life in Texas, including changes to cities and major industries (4)• explainthegrowth,development,andimpactofthecattleindustrysuchascontributionsmadebyCharlesGoodnight,RichardKing,andLizzieJohnson(4)

Continued

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Social Influences• 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)• explain the effects on American Indian life brought about by the Red River War, building of U.S. forts and railroads, and loss of

buffalo (4)Application of Critical Thinking Skills


• identifybiasandpointsofviewfromthehistoricalcontextsurroundinganeventthatinfluencedtheparticipants(7)• analyzeinformationbysequencing,categorizing,identifyingcause-and-effectrelationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferencesandconclusions(6)

• identifydifferentpointsofviewaboutanissueorcurrenttopic(6)• identify the historical context of an event (5)• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (4–5)

• identifydifferentpointsofviewaboutanissue,topic,historicalevent,orcurrentevent(4-5)• interpretoral,visual,andprintmaterialbysequencing,categorizing,identifyingthemainidea,distinguishingbetweenfactand


contrasting (2) • apply vocabulary related to chronology, including past, present, and future (2)• describe the order of events by using designations of time periods such as historical and present times (2)• create and interpret timelines for events in the past and present (2)• use social studies terminology correctly (1-8; US)• useacalendartodescribeandmeasuretimeindays,weeks,months,andyears(1)• use a simple timeline to distinguish among past, present, and future (1)• sequenceandcategorizeinformation(K–1)

Continued

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• usesocialstudiesterminologyrelatedtotimeandchronologycorrectly,includingbefore,after,next,first,last,yesterday,today,andtomorrow(K)


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United States History (4) History. The student understands the emergenceoftheUnitedStatesasaworldpowerbetween1898and1920. The student is expected to

(A)explainwhysignificantevents,policies,andindividuals,including the Spanish-American War, U.S. expansionism, Alfred ThayerMahan,TheodoreRoosevelt,StanfordB.DoylemovedtheUnitedStatesintothepositionofaworldpower;ReadinessStandard(B) evaluate American expansionism, including acquisitions such aGuam,Hawaii,thePhilippines,andPuertoRico;SupportingStandard(C) identify the causes of World War I and reasons for U.S. entry; Readiness Standard(D) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing, including the Battle of Argonne Forest; Supporting Standard(E) analyze the impact of machine guns, airplanes, tanks, poison gas,andtrenchwarfareassignificanttechnologicalinnovationsin World War I on the Western Front; Supporting Standard(F) analyze major issues raised by U.S. involvement in World WarI,includingisolationismneutrality,WoodrowWilson’sFourteenPoints,andtheTreatyofVersailles.ReadinessStandard

Recognizes important factors that contributed to the United States becomingaworldpower.


Individuals and Groups Shaping History• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present (6)• identifyanddescribethehistoricalinfluenceofindividualsorgroupsonvariouscontemporarysocieties(6)• describehowindividuals,events,andideashavechangedcommunities,pastandpresent(3)• describehowpeopleandeventshaveinfluencedlocalcommunityhistory(2)

Continued

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• identifycontributionsofhistoricalfigures,includingThurgoodMarshall,IrmaRangel,andTheodoreRoosevelt,whohaveinfluencedthestateandnation(2)

• identifycontributionsofhistoricalfigures,includingSamHouston,GeorgeWashington,AbrahamLincoln,andMartinLutherKingJr.,whohaveinfluencedthestateandnation(1)

• identifycontributionsofhistoricalfigures,includingStephenF.Austin,GeorgeWashington,ChristopherColumbus,andJoséAntonioNavarro,whohelpedtoshapethestateandnation(K)

Issues and Events Shaping History• analyzethepolitical,economic,andsocialimpactofWorldWarI,theGreatDepression,WorldWarII,andsignificantissuesin

the latter half of the 20th and early 21st centuries such as political and economic controversies, immigration, and migration on the history of Texas (7)






contrasting (2) • create and interpret timelines for events in the past and present (2)• apply vocabulary related to chronology, including past, present, and future (2)

Continued

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• describe the order of events by using designations of time periods such as historical and present times (2)• use social studies terminology correctly (1-8; US)• useacalendartodescribeandmeasuretimeindays,weeks,months,andyears(1)• use a simple timeline to distinguish among past, present, and future (1)• sequenceandcategorizeinformation(K–1)• usesocialstudiesterminologyrelatedtotimeandchronologycorrectly,includingbefore,after,next,first,last,yesterday,today,andtomorrow(K)


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United States History (5) History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to

(A) analyze the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments; Readiness Standard(B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Jane Addams, Ida B. Wells, and W.E.B. DuBois, on American society; Supporting Standard(C) analyze the impact of third parties, including the Populist and Progressive parties. Supporting Standard

Recognizes the impact of reform and third-party movements in the United States.


Individuals and Groups Shaping History• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present (6)• identifyanddescribethehistoricalinfluenceofindividualsorgroupsonvariouscontemporarysocieties(6)• identifytheaccomplishmentsandcontributionsofindividualsandgroupssuchasSusanB.Anthony,MartinLutherKingJr.,Rosa

Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, the Tuskegee Airmen, and the 442nd Regimental Combat Team in the areasofcivilrights,women’srights,militaryactions,andpolitics(5)

• identifyindividuals,includingPierre-CharlesL’Enfant,BenjaminBanneker,andBenjaminFranklin,whohavehelpedtoshapecommunities (3)

• describehowindividuals,events,andideashavechangedcommunities,pastandpresent(3)• describehowpeopleandeventshaveinfluencedlocalcommunityhistory(2)• identifycontributionsofhistoricalfigures,includingThurgoodMarshall,IrmaRangel,andTheodoreRoosevelt,whohaveinfluencedthestateandnation(2)

• comparethelivesofhistoricalfigureswhohaveinfluencedthestateandnation(1)• identifycontributionsofhistoricalfigures,includingSamHouston,GeorgeWashington,AbrahamLincoln,andMartinLutherKingJr.,whohaveinfluencedthestateandnation(1)


Continued

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Issues and Events Shaping History• describe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women’ssuffrage,agrarianism,laborreform,andtheconservativemovementofthelate20thcentury(7)

• explainthesignificanceofissuesandeventsofthe20thcenturysuchasindustrialization,urbanization,theGreatDepression,theworldwars,thecivilrightsmovement,andmilitaryactions(5)


• identifybiasandpointsofviewfromthehistoricalcontextsurroundinganeventthatinfluencedtheparticipants(7)• identifydifferentpointsofviewaboutanissueorcurrenttopic(6)• analyzeinformationbysequencing,categorizing,identifyingcause-and-effectrelationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferencesandconclusions(6)

• identify the historical context of an event (5)• identifydifferentpointsofviewaboutanissue,topic,historicalevent,orcurrentevent(4-5)• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (4–5)

• interpretoral,visual,andprintmaterialbysequencing,categorizing,identifyingthemainidea,distinguishingbetweenfactandopinion, identifying cause and effect, comparing, and contrasting (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and contrasting (2)

• sequenceandcategorizeinformation(K–1)

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United States History (6) History.Thestudentunderstandssignificant,events, social issues, and individuals of the 1920s. The student is expected to

(A) analyze causes and effects of events and social issues such as immigration,SocialDarwinism,theScopesTrial,eugenics,racerelations, nativism, the Red Scare, Prohibition, and the changing roleofwomen;ReadinessStandard(B)analyzetheimpactofsignificantindividualssuchasHenryFord,GlennCurtiss,MarcusGarvey,andCharlesA.Lindbergh.Supporting Standard

Recognizes important events, issues and people related to the 1920s.






• comparethelivesofhistoricalfigureswhohaveinfluencedthestateandnation(1)• identifycontributionsofhistoricalfigures,includingSamHouston,GeorgeWashington,AbrahamLincoln,andMartinLutherKingJr.,whohaveinfluencedthestateandnation(1)


Continued

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• describe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women’ssuffrage,agrarianism,laborreform,andtheconservativemovementofthelate20thcentury(7)


• explaintheimpactofvariouseventsonlifeinTexassuchastheGreatDepression,theDustBowl,andWorldWarIIandnotableindividualssuchasAudieMurphy,CletoRodríguez,andBessieColemanandotherlocalindividuals(4)

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United States History (7) History. The student understands the domestic and international impact of U.S. participation in World War II.The student is expected to

(A) identify reasons for U.S. involvement in World War II, including the aggression of Italian, German, and Japanese dictatorships, especially the attack on Pearl Harbor; Readiness Standard(B) evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, includingtheU.S.relationshipwithitsallies;SupportingStandard(C) analyze major issues of World War II, including the Holocaust; the internment of Japanese Americans as a result of ExecutiveOrder9066,andthedevelopmentofatomicweapons;Readiness Standard(D) analyze major military events of World War II, including fightingthewaronmultiplefronts,theBattanDeathMarch,theU.S.militaryadvancementthroughthePacificIslands,theBattleofMidway,theinvasionofNormandy,andtheliberationofconcentration camps; Readiness Standard(E) describe military contributions of leaders during World WarII,includingDwightEisenhower,DouglasMacArthur,andChester W. Nimitz; Supporting Standard(F) explain issues affecting the home front including volunteerism;thepurchaseofwarbonds,andVictoryGardensandopportunitiesandobstaclesforwomenandethnicminorities;Supporting Standard;(G)explainhowAmericanpatriotisminspiredhighlevelsofmilitary enlistment and the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers. Supporting Standard

Recognizes the impact of U.S. participation in World War II.

Continued

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opinion, identifying cause and effect, comparing, and contrasting (3)• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2) • sequenceandcategorizeinformation(K–1)

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United States History (8) History. The student understands the impact ofsignificantnationalandinternationaldecisionsandconflictsintheCold War on the United States. The student is expected to

(A) describe U.S. responses to Soviet aggression after World WarII,includingtheTrumanDoctrine,theMarshallPlan,theBerlin airlift, the North Atlantic Treaty Organization, and John F. Kennedy’sroleintheCubanMissileCrisis;ReadinessStandard(B)describehowColdWartensionswereintensifiedbythe House Un-American Activities Committee (HUAC), McCarthyism,thearmsrace,andthespacerace;SupportingStandard(C) explain reasons and outcomes for U.S. involvement in the KoreanWaranditsrelationshiptothecontainmentpolicy;Readiness Standard(D) explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, includingtheVietnamWar;ReadinessStandard(E) analyzethemajoreventsoftheVietnamWar,includingtheescalationofforces,theTetOffensive,Vietnamization,andthefall of Saigon; Supporting Standard(F) describetheresponsestotheVietnamWarsuchasthedraft,the 26th Amendment, the role of the media, the credibility gap,thesilentmajority,andtheanti-warmovement.ReadinessStandard

Recognizes the impact of national and international decisions and conflictsduringtheColdWarontheUnitedStates.


Individuals and Groups Shaping History• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present (6)• identifyanddescribethehistoricalinfluenceofindividualsorgroupsonvariouscontemporarysocieties(6)

Continued

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• describehowindividuals,events,andideashavechangedcommunities,pastandpresent(3)• describehowpeopleandeventshaveinfluencedlocalcommunityhistory(2)









contrasting (2)• apply vocabulary related to chronology, including past, present, and future (2)• describe the order of events by using designations of time periods such as historical and present times (2)• use social studies terminology correctly (1–8; US)

Continued

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• useacalendartodescribeandmeasuretimeindays,weeks,months,andyears(1)• use a simple timeline to distinguish among past, present, and future (1)• sequenceandcategorizeinformation(K–1)• usesocialstudiesterminologyrelatedtotimeandchronologycorrectly,includingbefore,after,next,first,last,yesterday,today,andtomorrow(K)


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United States History (9) History. The student understands the impact of the American civil rights movement. The student is expected to

(A) trace the historical development of the civil rights movement from the late 1800s through the 21st century including the 13th, 14th, 15th, and 19th amendments; Readiness Standard(B)explainhowJimCrowlawsandtheKuKluxKlancreatedobstacles to civil rights for minorities such as the suppression of voting; Readiness Standard(C) describe the roles of political organizations that promoted AfricanAmerican,Chicano,AmericanIndian,andwomen’scivilrights; Supporting Standard(D)identifytherolesofsignificantleaderswhosupportedvariousrightsmovements,includingMartinLutherKingJr.,Cesar Chavez, Dolores Huerta, Rosa Parks, and Betty Friedan; Supporting Standard(E) compare and contrast the approach taken by the Black PantherswiththenonviolentapproachofMartinLutherKingJr.;Supporting Standard(F) discusstheimpactofthewritingsofMartinLutherKingJr.suchashis“IHaveaDream”speechand“LetterfromBirmingham Jail” on the civil rights movement; Supporting Standard(G) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights Act of 1964, andtheVotingRightsActof1965;ReadinessStandard(H)explainhowGeorgeWallace,OrvalFaubus,andtheCongressional bloc of southern Democrats sought to maintain the status quo; Supporting Standard

(Continued on next page)

Recognizes the impact of the American civil rights movement.

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(Continued)

United States History (9) History. The student understands the impact of the American civil rights movement. The student is expected to

(I) evaluate changes in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; Readiness Standard(J) describehowSweatt v Painter and Brown v. Board of Education played a role in protecting the rights of the minority during the civil rights movement. Supporting Standard


Individuals and Groups Shaping History• describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leadersinthesemovementssuchasJamesL.FarmerJr.,HectorP.Garcia,OvetaCulpHobby,LyndonB.Johnson,theLeagueofUnitedLatinAmericanCitizens(LULAC),JaneMcCallum,andLuluBelleMadisonWhite(7)

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present (6)

• identifyanddescribethehistoricalinfluenceofindividualsorgroupsonvariouscontemporarysocieties(6)• identifytheaccomplishmentsandcontributionsofindividualsandgroupssuchasSusanB.Anthony,MartinLutherKingJr.,Rosa




• comparethelivesofhistoricalfigureswhohaveinfluencedthestateandnation(1)Continued

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Issues and Events Shaping History• describe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women’ssuffrage,agrarianism,laborreform,andtheconservativemovementofthelate20thcentury(7)




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United States History (10) History. The student understands the impact of political, economic, and social factors in the U.S. from the 1970s through 1990. The student is expected to

(A)describeRichardM.Nixon’sleadershipinthenormalizationofrelationswithChinaandthepolicyofdétente;SupportingStandard(B)describeRonaldReagan’sleadershipindomesticandinternationalpolicies,includingReagan’seconomicpoliciesandPeace Through Strength; Supporting Standard(C)describeU.S.involvementintheMiddleEastsuchassupportfor Israel, the Camp David Accords, the Iran Hostage Crisis, MarinesinLebanon,andtheIran-ContraAffair;ReadinessStandard(D) describe the causes and key organizations of the conservative resurgence of the 1980s such as the Heritage Foundation and the MoralMajority;SupportingStandard(E) describesignificantsocietalissuesofthistimeperiodsuchasthe War on Drugs and the AIDS epidemic. Supporting Standard

Recognizes the impact of political, economic, and social factors in the U.S. from the 1970s through 1990.


Individuals and Groups Shaping History• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

(6)• identifyanddescribethehistoricalinfluenceofindividualsorgroupsonvariouscontemporarysocieties(6)• identifytheaccomplishmentsandcontributionsofindividualsandgroupssuchasSusanB.Anthony,MartinLutherKingJr.,Rosa



• describehowindividuals,events,andideashavechangedcommunities,pastandpresent(3)Continued

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• describehowpeopleandeventshaveinfluencedlocalcommunityhistory(2)• identifycontributionsofhistoricalfigures,includingThurgoodMarshall,IrmaRangel,andTheodoreRoosevelt,whohaveinfluencedthestateandnation(2)







• explain the development and impact of the oil and gas industry on industrialization and urbanization in Texas, including Spindletop and important people such as Pattillo Higgins (4)



• analyzeinformationbysequencing,categorizing,identifyingcause-and-effectrelationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferencesandconclusions(6)



Continued

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United States History (11) History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to

(A)describeU.S.involvementinworldaffairs,includingtheendof the Cold War, the Persian Gulf War, the events surrounding September 11, 2001, and the global War on Terror; Readiness Standard(B)identifysignificantsocialandpoliticalissuessuchashealthcare,immigration,andeducationfromdifferentviewpointsacross the political spectrum; Supporting Standard(C) analyze the impact of third parties on the 1992 and 2000 presidential elections; Supporting Standard(D) identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy. Supporting Standard

Recognizes the political, economic, and social issues of the United States from the 1990s into the 21st century.


Individuals and Groups Shaping History• describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leadersinthesemovementssuchasJamesL.FarmerJr.,HectorP.Garcia,OvetaCulpHobby,LyndonB.Johnson,theLeagueofUnitedLatinAmericanCitizens(LULAC),JaneMcCallum,andLuluBelleMadisonWhite(7)

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present (6)

• identifyanddescribethehistoricalinfluenceofindividualsorgroupsonvariouscontemporarysocieties(6)• identifytheaccomplishmentsandcontributionsofindividualsandgroupssuchasSusanB.Anthony,MartinLutherKingJr.,Rosa


• describehowindividuals,events,andideashavechangedcommunities,pastandpresent(3)• describehowpeopleandeventshaveinfluencedlocalcommunityhistory(2)

Continued

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• analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election (5)• explainthesignificanceofissuesandeventsofthe20thcenturysuchasindustrialization,urbanization,theGreatDepression,theworldwars,thecivilrightsmovement,andmilitaryactions(5)







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STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and cultural influences on U.S. history.



United States History (12) Geography. The student understands the impact of geographic factors on major events. The student is expected to

(A) analyze the impact of physical and human geographic factors ontheKlondikeGoldRush,thePanamaCanal,theDustBowl,andtheleveefailureinNewOrleansafterHurricaneKatrina.Readiness Standard

Recognizes the impact of geographic factors on major events.


Relationship between People and Physical Environment• describethepositiveandnegativeconsequencesofhumanmodificationofthephysicalenvironmentoftheUnitedStates(8)• analyzehowphysicalcharacteristicsoftheenvironmentinfluencedpopulationdistribution,settlementpatterns,andeconomic

activities in the United States (8)• explainwaysinwhichgeographicfactorssuchastheGalvestonHurricaneof1900,theDustBowl,limitedwaterresources,and

alternative energy sources have affected the political, economic, and social development of Texas (7)• identifywaysinwhichTexanshaveadaptedtoandmodifiedtheenvironmentandexplainthepositiveandnegativeconsequencesofthemodifications(7)

• identifyandanalyzewayspeoplehaveadaptedtothephysicalenvironmentinvariousplacesandregions(6)• describewayspeoplehavebeenimpactedbyphysicalprocessessuchasearthquakesandclimate(6)• analyzethepositiveandnegativeconsequencesofhumanmodificationoftheenvironmentintheUnitedStates(5)• describehowandwhypeoplehaveadaptedtoandmodifiedtheirenvironmentintheUnitedStatessuchastheuseofhuman

resources to meet basic needs (5)• comparethepositiveandnegativeconsequencesofhumanmodificationoftheenvironmentinTexas,pastandpresent(4)• explainreasonswhypeoplehaveadaptedtoandmodifiedtheirenvironmentinTexas,pastandpresent,suchastheuseofnatural

resources to meet basic needs, facilitate transportation, and enhance recreational activities (4)• describewayspeoplehaveadaptedtoandmodifiedtheirenvironmentinTexas,pastandpresent,suchastimberclearing,agriculturalproduction,wetlandsdrainage,energyproduction,andconstructionofdams(4)

• describetheeffectsofhumanprocessessuchasbuildingnewhomes,conservation,andpollutioninshapingthelandscape(3)Continued

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• identifyandcomparehowpeopleindifferentcommunitiesadapttoormodifythephysicalenvironmentinwhichtheylivesuchasdeserts,mountains,wetlands,andplains(3)

• identifyconsequencesofhumanmodificationofthephysicalenvironment(2)Geographic Influence on History

• explain the geographic factors responsible for the location of economic activities in places and regions (6)Population and Settlement Patterns

• analyzethegeographicfactorsthatinfluencethelocationofthefivelargesturbanareasintheUnitedStatesandexplaintheirdistribution (5)

• explainthegeographicfactorsthatinfluencepatternsofsettlementandthedistributionofpopulationintheUnitedStates(5)• explainthegeographicfactorssuchaslandformsandclimatethatinfluencepatternsofsettlementandthedistributionofpopulation

in Texas, past and present (4)Characteristics of Places and Regions

• analyzetheeffectsofphysicalandhumanfactorssuchasclimate,weather,landforms,irrigation,transportation,andcommunicationon major events in Texas (7)

• describe regions in the United States based on physical characteristics such as landform, climate, and vegetation (5)• describe political and economic regions in the United States that result from patterns of human activity (5)• identifyanddescribehowgeographiclocationinfluencesthehumancharacteristicsofplacesuchasshelter,clothing,food,and

activities (1)• identifyhowgeographiclocationinfluenceshumancharacteristicsofplacesuchasshelter,clothing,food,andactivities(K)

Application of Critical Thinking Skills• poseandanswerquestionsaboutgeographicdistributionsandpatternsshownonmaps,graphs,andcharts(8)• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (7-8)



• organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (4–5)Continued

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• interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps (3)• interpretoral,visual,andprintmaterialbysequencing,categorizing,identifyingthemainidea,distinguishingbetweenfactand



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United States History (13) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to

(A) analyze the causes and effects of changing demographic patternsresultingfrommigrationwithintheUnitedStates,includingwesternexpansion,ruraltourban,theGreatMigration,and the Rust Belt to the Sun Belt; Readiness Standard(B) analyze the causes and effects of changing demographic patterns resulting from immigration to the United States. Readiness Standard

Recognizes the causes and effects of migration and immigration on American society.


Relationship between People and Physical Environment• describethepositiveandnegativeconsequencesofhumanmodificationofthephysicalenvironmentoftheUnitedStates(8)• analyzehowphysicalcharacteristicsoftheenvironmentinfluencedpopulationdistribution,settlementpatterns,andeconomic

activities in the United States (8)• explainwaysinwhichgeographicfactorssuchastheGalvestonHurricaneof1900,theDustBowl,limitedwaterresources,and

alternative energy sources have affected the political, economic, and social development of Texas (7)• identifywaysinwhichTexanshaveadaptedtoandmodifiedtheenvironmentandexplainthepositiveandnegativeconsequencesofthemodifications(7)

• identifyandanalyzewayspeoplehavemodifiedthephysicalenvironmentsuchasmining,irrigation,andtransportationinfrastructure (6)

• identifyandanalyzewayspeoplehaveadaptedtothephysicalenvironmentinvariousplacesandregions(6)• describewayspeoplehavebeenimpactedbyphysicalprocessessuchasearthquakesandclimate(6)• analyzethepositiveandnegativeconsequencesofhumanmodificationoftheenvironmentintheUnitedStates(5)• comparethepositiveandnegativeconsequencesofhumanmodificationoftheenvironmentinTexas,pastandpresent(4)• explainreasonswhypeoplehaveadaptedtoandmodifiedtheirenvironmentinTexas,pastandpresent,suchastheuseofnatural

resources to meet basic needs, facilitate transportation, and enhance recreational activities (4)Continued

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• describewayspeoplehaveadaptedtoandmodifiedtheirenvironmentinTexas,pastandpresent,suchastimberclearing,agriculturalproduction,wetlandsdrainage,energyproduction,andconstructionofdams(4)

• identifyandcomparehowpeopleindifferentcommunitiesadapttoormodifythephysicalenvironmentinwhichtheylivesuchasdeserts,mountains,wetlands,andplains(3)

• identifyconsequencesofhumanmodificationofthephysicalenvironment(2)• identifywaysinwhichpeoplehavemodifiedthephysicalenvironmentsuchasclearingland,buildingroads,usinglandfor

agriculture, and drilling for oil (2)Geographic Influence on History

• explain the geographic factors responsible for the location of economic activities in places and regions (6)Population and Settlement Patterns

• describehowimmigrationandmigrationtoTexashaveinfluencedTexas(7)• identifywhyimmigrantgroupscametoTexasandwheretheysettled(7)• analyzethegeographicfactorsthatinfluencethelocationofthefivelargesturbanareasintheUnitedStatesandexplaintheir

distribution (5)• explainthegeographicfactorsthatinfluencepatternsofsettlementandthedistributionofpopulationintheUnitedStates(5)• explainthegeographicfactorssuchaslandformsandclimatethatinfluencepatternsofsettlementandthedistributionofpopulation

in Texas, past and present (4)• identifyandexplainpatternsofsettlementsuchasthelocationoftownsandcitiesinTexasatdifferenttimeperiods(4)

Characteristics of Places and Regions• analyzetheeffectsofphysicalandhumanfactorssuchasclimate,weather,landforms,irrigation,transportation,andcommunication

on major events in Texas (7)Application of Critical Thinking Skills




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United States History (14) Geography. The student understands the relationshipbetweenpopulationgrowthandthephysicalenvironment.The student is expected to

(A)identifytheeffectsofpopulationgrowthanddistributiononthe physical environment; Readiness Standard(B) identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act. Supporting Standard

Recognizestheeffectsofpopulationgrowthonthephysicalenvironment.


Relationship between People and Physical Environment• identifywaysinwhichTexanshaveadaptedtoandmodifiedtheenvironmentandexplainthepositiveandnegativeconsequencesofthemodifications(7)

• identifyandanalyzewayspeoplehavemodifiedthephysicalenvironmentsuchasmining,irrigation,andtransportationinfrastructure (6)

• identifyandanalyzewayspeoplehaveadaptedtothephysicalenvironmentinvariousplacesandregions(6)• analyzethepositiveandnegativeconsequencesofhumanmodificationoftheenvironmentintheUnitedStates(5)• describehowandwhypeoplehaveadaptedtoandmodifiedtheirenvironmentintheUnitedStatessuchastheuseofhuman

resources to meet basic needs (5)• comparethepositiveandnegativeconsequencesofhumanmodificationoftheenvironmentinTexas,pastandpresent(4)• explainreasonswhypeoplehaveadaptedtoandmodifiedtheirenvironmentinTexas,pastandpresent,suchastheuseofnatural

resources to meet basic needs, facilitate transportation, and enhance recreational activities (4)• describewayspeoplehaveadaptedtoandmodifiedtheirenvironmentinTexas,pastandpresent,suchastimberclearing,agriculturalproduction,wetlandsdrainage,energyproduction,andconstructionofdams(4)

• describetheeffectsofhumanprocessessuchasbuildingnewhomes,conservation,andpollutioninshapingthelandscape(3)• identifyandcomparehowpeopleindifferentcommunitiesadapttoormodifythephysicalenvironmentinwhichtheylivesuchasdeserts,mountains,wetlands,andplains(3)

Continued

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• identifywayspeoplecanconserveandreplenishEarth’sresources(2)• identifyconsequencesofhumanmodificationofthephysicalenvironment(2)• identifywaysinwhichpeoplehavemodifiedthephysicalenvironmentsuchasclearingland,buildingroads,usinglandfor

agriculture, and drilling for oil (2)Population and Settlement Patterns

• analyzetheeffectsofthechangingpopulationdistributionandgrowthinTexasandtheadditionalneedforeducation,healthcare,and transportation (7)

• describehowimmigrationandmigrationtoTexashaveinfluencedTexas(7)• analyzethegeographicfactorsthatinfluencethelocationofthefivelargesturbanareasintheUnitedStatesandexplaintheir

distribution (5)• identify and describe the patterns of settlement such as rural, urban, and suburban (5)







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United States History (24) Culture. The student understands the relationshipbetweentheartsandthetimesduringwhichtheywerecreated. The student is expected to

(A)describehowthecharacteristicsandissuesinU.S.historyhavebeenreflectedinvariousgenresofart,music,film,andliterature; Supporting Standard(B) describe the impacts of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the BeatGeneration,rockandroll,theChicanoMuralMovement,andcountryandwesternmusiconAmericansociety;ReadinessStandard(C) identify and analyze the global diffusion of American culture through various media. Supporting Standard

Recognizestherelationshipbetweentheartsandthetimesduringwhichtheywerecreated.


Impact of Diversity• identify contributions to the arts by Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin, Elisabet

Ney, Amado Peña Jr., Walter Prescott Webb, and Horton Foote (7)• identifyexamplesofSpanishinfluenceandtheinfluenceofotherculturesonTexassuchasplacenames,vocabulary,religion,

architecture, food, and the arts (7)• explainthewayfolktalesandlegendsreflectbeliefs,language,andtraditionsofcommunities(1)• identifysimilaritiesanddifferencesamongpeoplesuchaskinship,laws,andreligion(K)

Cultural Diffusion• identifytheimpactofculturaldiffusiononindividualsandworldsocieties(6)• analyze the impact of improved communication technology among cultures (6)• identifyanddescribefactorsthatinfluenceculturalchangesuchasimprovementsincommunication,transportation,andeconomic

development (6)• identifyanddescribemeansofculturaldiffusionsuchastrade,travel,andwar(6)

Continued

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Individuals and Groups Who Have Affected Culture• identifyvariousindividualwritersandartistssuchasKadirNelson,TomiedePaola,andPhillisWheatleyandtheirstories,poems,

statues, and paintings and other examples of cultural heritage from various communities (3)The Arts in Society

• identify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time (6)• describewaysinwhichcontemporaryissuesinfluencecreativeexpressions(6)• explaintherelationshipsthatexistbetweensocietiesandtheirarchitecture,art,music,andliterature(6)• explainhowexamplesofart,music,andliteraturereflectthetimesduringwhichtheywerecreated(5)• identifysignificantexamplesofart,music,andliteraturefromvariousperiodsinU.S.historysuchasthepaintingAmerican

Progress,“YankeeDoodle,”and“PaulRevere’sRide”(5)Application of Critical Thinking Skills







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United States History (25) Culture.Thestudentunderstandshowpeople from various groups contribute to our national identity. The student is expected to

(A) explain actions taken by people to expand economic opportunities and political rights for racial, ethnic, gender, and religious groups in American society; Readiness Standard(B) describe the Americanization movement to assimilate immigrants and American Indians into American culture; Supporting Standard(C)explainhowthecontributionsofpeopleofvariousracial,ethnic, gender, and religious groups shape American culture; Readiness Standard(D)identifythecontributionsofwomen,suchasRosaParks,Eleanor Roosevelt, and Sonia Sotomayor to American society. Supporting Standard

RecognizeshowdiversegroupsofpeoplecontributetoAmericanidentity.


Impact of Diversity• identify contributions to the arts by Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin, Elisabet

Ney, Amado Peña Jr., Walter Prescott Webb, and Horton Foote (7)• describehowpeoplefromvariousracial,ethnic,andreligiousgroupsattempttomaintaintheirculturalheritagewhileadaptingto

the larger Texas culture (7)• identifyandexplainexamplesofconflictandcooperationbetweenandamongcultures(6)• analyze the experiences and contributions of diverse groups to multicultural societies (6)• summarize the contributions of people of various racial, ethnic, and religious groups to our national identity (5)• summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas culture such as LydiaMendoza,CheloSilva,andJuliusLorenzoCobbBledsoe(4)

Continued

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Cultural Diffusion• identifywaysconflictsbetweenpeoplefromvariousracial,ethnic,andreligiousgroupswereaddressed(8)• analyze the contributions of people of various racial, ethnic, and religious groups to our national identity (8)

Cultural Effects on Institutions• analyze the efforts and activities institutions use to sustain themselves over time (6)

Individuals and Groups Who Have Affected Culture• describe and evaluate the historical development of the abolitionist movement (8)







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STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of government and the civic process in U.S. history.



United States History (18) Government. The student understands changes over time in the role of government. The student is expected to

(A)evaluatetheimpactofNewDeallegislationonthehistoricalroles of state and federal government; Readiness Standard(B) explain constitutional issues raised by federal government policychangesduringtimesofsignificantevents,includingWorld War I, the Great Depression, World War II, the 1960s, and September 11, 2001; Readiness Standard(C) describe the effects of political scandals, including Teapot Dome,Watergate,andBillClinton’simpeachment,ontheviewsof U.S. citizens concerning trust in the federal government and its leaders; Supporting Standard(D) describe the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, the USA PATRIOT Act 2001, and the American Recovery and Reinvestment Act of 2009. Supporting Standard

Recognizes the impact of changes over time in the role of government.


Structure and Functions of Government• describe the structure and functions of government at municipal, county, and state levels (7)• identify services commonly provided by local, state, and national governments (3)• comparetherolesofpublicofficials,includingmayor,governor,andpresident(2)• identifyfunctionsofgovernmentssuchasestablishingorder,providingsecurity,andmanagingconflict(2)• identifyanddescribetherolesofpublicofficialsinthecommunity,state,andnation(1)• identifytheresponsibilitiesofauthorityfiguresinthehome,school,andcommunity(1)• explainhowauthorityfiguresenforcerules(K)

Continued

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Political and Legal Systems• distinguishbetweennationalandstategovernmentsandcomparetheirresponsibilitiesintheU.S.federalsystem(5)• identify and explain the basic functions of the three branches of government (5)






contrasting (2) • create and interpret timelines for events in the past and present (2)• apply vocabulary related to chronology, including past, present, and future (2)• describe the order of events by using designations of time periods such as historical and present times (2)• use social studies terminology correctly (1–8; US)• useacalendartodescribeandmeasuretimeindays,weeks,months,andyears(1)• use a simple timeline to distinguish among past, present, and future (1)• sequenceandcategorizeinformation(K–1)

Continued

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• usesocialstudiesterminologyrelatedtotimeandchronologycorrectly,includingbefore,after,next,first,last,yesterday,today,andtomorrow(K)


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United States History (19) Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to

(A) describe the impact of events such as the Gulf of Tonkin ResolutionandtheWarPowersActontherelationshipbetweenthe legislative and executive branches of government; Supporting Standard(B) evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including FranklinD.Roosevelt’sattempttoincreasethenumberofU.S.Supreme Court justices and the presidential election of 2000. Readiness Standard

Recognizes the changing relationships among the legislative, executive, and judicial branches of the federal government.


Structure and Functions of Government• comparetherolesofpublicofficials,includingmayor,governor,andpresident(2)• identifyanddescribetherolesofpublicofficialsinthecommunity,state,andnation(1)

Political and Legal Systems• identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution (5)• identify and explain the basic functions of the three branches of government (5)

Historical Documents• identifytheoriginofjudicialreview(8)• evaluate the impact of landmark Supreme Court decision Dred Scott v. Sandford on life in the United States (8)• summarizetheissues,decisions,andsignificanceoflandmarkSupremeCourtcases,includingMarbury v. Madison, McCulloch v.

Maryland, and Gibbons v. Ogden (8)• analyzehowtheU.S.Constitutionreflectstheprinciplesoflimitedgovernment,republicanism,checksandbalances,federalism,separationofpowers,popularsovereignty,andindividualrights(8)

Continued

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Relationships with Others• assumevariousrolesandresponsibilitiesaspartofaclassroomcommunity(Pre-K)

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United States History (20) Government. The student understands the impact of constitutional issues on American society. The student is expected to

(A) analyze the effects of landmark U.S. Supreme court decisions, including Plessy v. Ferguson, Brown v. Board of Education, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder; Readiness Standard(B)explainwhylandmarkconstitutionalamendmentshavebeenproposedandratifiedfrom1877tothepresent.SupportingStandard

Recognizes the impact of constitutional issues on American society.


Historical Documents• describe the impact of the 13th, 14th, and 15th amendments (8)• summarize the purposes for amending the U.S. Constitution (8)• explain the reasons for the creation of the Bill of Rights and its importance (5)• identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights (3)




Continued

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United States History (21) Citizenship. The student understands theconceptofAmericanexceptionalismasidentifiedbyAlexisdeTocqueville. The student is expected to

(A)discussvaluescrucialtoAmerica’ssuccessasaconstitutionalrepublic, including liberty, egalitarianism, individualism, populism, and laissez-faire. Supporting Standard

RecognizestheconceptofAmericanexceptionalismasidentifiedbyAlexis de Tocqueville.


Symbols, Customs, and Celebrations Contributing to National Identity• recite and explain the meaning of the Pledge of Allegiance to the United States Flag (5)• recite and explain the meaning of the Pledge to the Texas Flag (4)• identifyhowselectedsymbols,customs,andcelebrationsreflectanAmericanloveofindividualism,inventiveness,andfreedom(2)• explainhowpatrioticcustomsandcelebrationsreflectAmericanindividualismandfreedom(1)• explainandpracticevotingasawayofmakingchoicesanddecisions(1)• recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag (1)• explainstateandnationalpatrioticsymbols,includingtheUnitedStatesandTexasflags,theLibertyBell,theStatueofLiberty,and

the Alamo (1)Roles, Responsibilities and Rights of Citizens

• identifyexamplesofresponsiblecitizenship,includingobeyingrulesandlaws,stayinginformedonpublicissues,voting,andserving on juries (8)

• defineandgiveexamplesofunalienablerights(8)• describe the importance of free speech and press in a democratic society (7)• explain civic responsibilities of Texas citizens and the importance of civic participation (7)• identifyandexplainthedutyofcivicparticipationinsocietieswithrepresentativegovernments(6)• describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States (6)• explain the duty of the individual in state and local elections such as being informed and voting (4)• identifyanddescribeindividualactsofcivicresponsibility,includingobeyinglaws,servingandimprovingthecommunity,serving

on a jury, and voting (3)Continued

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• identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in• dailylife,andparticipationingovernmentbyeducatingoneselfabouttheissues,respectfullyholdingpublicofficialstotheirword,

and voting (1-3)Concepts of Human Rights

• 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 (5)

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United States History (22) Citizenship. The student understands the promises of the Declaration of Independence and the protections of the U. S. Constitution and the Bill of Rights. The student is expected to

(A) identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non- violent protesting, litigation, and amendments to the U.S. Constitution; Readiness Standard(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924. Supporting Standard(C)explainhowparticipationinthedemocraticprocessreflectsour national identity, patriotism, and civic responsibility; Supporting Standard(D) summarize the criteria and explain the process for becoming a naturalized citizen of the United States. Supporting Standard

Recognizes efforts to expand the democratic process in the United States and understands the promises of the Declaration of Independence and protections of the U.S. Constitution, and the Bill of Rights.


Symbols, Customs, and Celebrations Contributing to National Identity• explainandpracticevotingasawayofmakingchoicesanddecisions(1)• usevotingasamethodforgroupdecisionmaking(K)

Roles, Responsibilities and Rights of Citizens• identifyexamplesofresponsiblecitizenship,includingobeyingrulesandlaws,stayinginformedonpublicissues,voting,and

serving on juries (8)• explain civic responsibilities of Texas citizens and the importance of civic participation (7)• explainrelationshipsamongrights,responsibilities,anddutiesinsocietieswithrepresentativegovernments(6)• identifyandexplainthedutyofcivicparticipationinsocietieswithrepresentativegovernments(6)• explainhowopportunitiesforcitizenstoparticipateinandinfluencethepoliticalprocessvaryamongvariouscontemporary

societies (6)Continued

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• describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States (6)• explain the duty of the individual in state and local elections such as being informed and voting (4)• identifyanddescribeindividualactsofcivicresponsibility,includingobeyinglaws,servingandimprovingthecommunity,serving

on a jury, and voting (3)Civic Participation

• explainwhyindividualshaveadutytoparticipateincivicaffairsatthelocal,state,andnationallevels(5)Concepts of Human Rights

• 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 (5)







Citizenship skills• engageinvotingasamethodforgroupdecision-making(Pre-K)

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United States History (23) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to

(A)evaluatethecontributionsofsignificantpoliticalandsocialleadersintheUnitedStatessuchasAndrewCarnegie,ThurgoodMarshall,BillyGraham,SandraDayO’Connor,andHillaryClinton; Supporting Standard(B)explaintheimportanceofCongressionalMedalofHonorrecipientssuchasArmyFirstLieutenantVernonJ.Baker,ArmyCorporalAlvinYork,andArmyMasterSergeantRaul“Roy”Perez Benavidez. Supporting Standard

Recognizes the importance of effective leadership in the United States.


Roles, Responsibilities and Rights of Citizens• identifytheimportanceofhistoricalfiguresandimportantindividualswhomodeledactiveparticipationinthedemocraticprocesssuchasSamHouston,BarbaraJordan,LorenzodeZavala,AnnRichards,HenryB.González,WallaceJefferson,andotherlocalindividuals (4)

• identifyimportantindividualswhohaveparticipatedvoluntarilyincivicaffairsatstateandlocallevelssuchasAdinadeZavalaandClara Driscoll (4)

• identifyfiguressuchasHelenKeller,ClaraBarton,andRubyBridgeswhoexemplifygoodcitizenship(3)• identifyhistoricalfiguresandotherindividualswhohaveexemplifiedgoodcitizenshipsuchasPaulRevere,AbigailAdams,World

War II Women Airforce Service Pilots (WASPs), Navajo Code Talkers, and Sojourner Truth (2)• identifyhistoricalfiguresandotherindividualswhohaveexemplifiedgoodcitizenshipsuchasBenjaminFranklinandEleanor

Roosevelt (1)Leadership

• analyzetheleadershipqualitiesofelectedandappointedleadersoftheUnitedStatessuchasGeorgeWashington,JohnMarshall,andAbrahamLincoln(8)

Continued

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• identifythecontributionsofTexasleaderssuchasLawrenceSullivan“Sul”Ross,JohnNanceGarner(“CactusJack”),JamesA.BakerIII,HenryB.González,KayBaileyHutchison,BarbaraJordan,RaymondL.Telles,SamRayburn,andRaulA.GonzalezJr(7)

• identifytheleadershipqualitiesofelectedandappointedleadersofTexas,pastandpresent,includingTexanswhohavebeenpresident of the United States (7)

• identify leadership qualities of national leaders, past and present (5)• identify leadership qualities of state and local leaders, past and present (4)







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STAAR Reporting Category 4 – Economics, Science, Technology, and Society: The student will demonstrate an understanding of economic and technological influences on U.S. history.



United States History (15) Economics. The student understands domesticandforeignissuesrelatedtoU.S.economicgrowthfromthe1870s to 1920. The student is expected to

(A)describehowtheeconomicimpactoftheTranscontinentalRailroad and the Homestead Act contributed to the close of the frontier in the late 19th century; Supporting Standard(B)describethechangingrelationshipbetweenthefederalgovernmentandprivatebusiness,includingthegrowthoffreeenterprise,costsandbenefitsoflaissez-faire,ShermanAntitrustAct, Interstate Commerce Act, and Pure Food and Drug Act; Readiness Standard(C)explainhowforeignpoliciesaffectedeconomicissuessuchas the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas; Supporting Standard(D) describe the economic effects of international military conflicts,includingtheSpanish-AmericanWarandWorldWarI,on the United States. Readiness Standard

RecognizesissuesrelatedtoU.Seconomicgrowthfromthe1870sto1920.


Evolution of Economic Systems Based on Human Need• compareandcontrastfreeenterprise,socialist,andcommunisteconomiesinvariouscontemporarysocieties,includingthebenefits

of the U.S. free enterprise system (6)• comparewaysinwhichvarioussocietiesorganizetheproductionanddistributionofgoodsandservices(6)• explainhowthecostofproductionandsellingpriceaffectprofits(3)• explainhowsupplyanddemandaffectthepriceofagoodorservice(3)• explain the choices people can make about earning, spending, and saving money (2)• identify the role of markets in the exchange of goods and services (1)• identifywayspeopleexchangegoodsandservices(1)• explainhowbasichumanneedsandwantscanbemet(K)

Continued

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Factors Influencing Economies• explaintheimpactofthedistributionofresourcesoninternationaltradeandeconomicinterdependenceamongandwithinsocieties(6)

Development and Operation of Economic Systems• evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States (5)• explainhowsupplyanddemandaffectsconsumersintheUnitedStates(5)• giveexamplesofthebenefitsofthefreeenterprisesystemintheUnitedStates(5)• describehowthefreeenterprisesystemworksintheUnitedStates(5)• explainhowdevelopmentsintransportationandcommunicationhaveinfluencedeconomicactivitiesinTexas(4)• identifyexamplesofthebenefitsofthefreeenterprisesystemsuchaschoiceandopportunity(4)• describehowthefreeenterprisesystemworks,includingsupplyanddemand(4)• describethedevelopmentofthefreeenterprisesysteminTexassuchasthegrowthofcashcropsbyearlycolonistsandtherailroad

boom (4)Global Trade and Economic Interdependence

• explaintheimpactofeconomicconceptswithinthefreeenterprisesystemsuchassupplyanddemand,profit,andworldcompetitionon the economy of Texas (7)

• explain the impact of national and international markets on the production of goods and services in Texas, including agriculture and oil and gas (7)







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United States History (16) Economics. The student understands significanteconomicdevelopmentsbetweenWorldWarIandWorldWar II. The student is expected to

(A)analyzecausesofeconomicgrowthandprosperityinthe1920s,includingWarrenHarding’sReturntoNormalcy,reducedtaxes,andincreasedproductionefficiencies;SupportingStandard(B) identify the causes of the Great Depression, including the impactoftariffsonworldtrade,stockmarketspeculation,bankfailures, and the monetary policy of the Federal Reserve System; Readiness Standard(C) analyze the effects of the Great Depression on the U.S. economyandsociety,suchaswidespreadunemploymentanddeportationandrepatriationofpeopleofMexicanheritage;Readiness Standard(D)comparetheNewDealpoliciesanditsopponents’approaches to resolving the economic effects of the Great Depression; Supporting Standard(E) describehowvariousNewDealagenciesandprograms,including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens. Supporting Standard

RecognizesimportanteconomicdevelopmentsbetweenWorldWarIand World War II.


Evolution of Economic Systems Based on Human Need• explainhowthecostofproductionandsellingpriceaffectprofits(3)• explainhowsupplyanddemandaffectthepriceofagoodorservice(3)• defineandidentifyexamplesofscarcity(3)• identify the role of markets in the exchange of goods and services (1)

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• explainhowbasichumanneedsandwantscanbemet(K)Factors Influencing Economies

• identifyproblemsthatmayarisewhenoneormoreofthefactorsofproductionisinrelativelyshortsupply(6)• describewaysinwhichthefactorsofproduction(naturalresources,labor,capital,andentrepreneurs)influencetheeconomiesof

various contemporary societies (6)• describetheimpactofmassproduction,specialization,anddivisionoflaborontheeconomicgrowthoftheUnitedStates(5)

Development and Operation of Economic Systems• explain economic factors and the development of major industries that led to the urbanization of Texas such as transportation, oil

and gas, and manufacturing (7)• evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States (5)• explainhowsupplyanddemandaffectsconsumersintheUnitedStates(5)• describehowthefreeenterprisesystemworksintheUnitedStates(5)• explainhowdevelopmentsintransportationandcommunicationhaveinfluencedeconomicactivitiesinTexas(4)• describehowthefreeenterprisesystemworks,includingsupplyanddemand(4)







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United States History (17) Economics. The student understands the economic effects of government policies from World War II through the present. The student is expected to

(A) describe the economic effects of World War II on the home front, such as mobilization, the end of the Great Depression, rationing,andincreasedopportunityforwomenandminorityemployment; Readiness Standard(B) identify the causes of prosperity in the 1950s, including theBabyBoomandtheimpactoftheGIBill(Servicemen’sReadjustment Act of 1944), and the effects of prosperity in the1950ssuchasincreasedconsumptionandthegrowthofagriculture and business; Readiness Standard(C) describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s; Supporting Standard(D) identify the actions and outcomes of government policies intended to create economic opportunities for citizens such as theGreatSociety,affirmativeaction,andTitleIX;SupportingStandard(E) describethedynamicrelationshipbetweenU.S.internationaltrade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA). Readiness Standard

Recognizes the economic effects of government policies from World War II through the present.


Evolution of Economic Systems Based on Human Need• identifywaysinwhichpeoplearebothproducersandconsumers(2)• distinguishbetweenproducingandconsuming(2)

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• identify the role of markets in the exchange of goods and services (1)• identifywayspeopleexchangegoodsandservices(1)• explainhowbasichumanneedsandwantscanbemet(K)

Factors Influencing Economies• explaintheimpactofthedistributionofresourcesoninternationaltradeandeconomicinterdependenceamongandwithinsocieties

(6)Development and Operation of Economic Systems

• explain economic factors and the development of major industries that led to the urbanization of Texas such as transportation, oil and gas, and manufacturing (7)

• evaluate the effects of supply and demand on industry and agriculture, including the plantation system, in the United States (5)• explainhowsupplyanddemandaffectsconsumersintheUnitedStates(5)• giveexamplesofthebenefitsofthefreeenterprisesystemintheUnitedStates(5)• describehowthefreeenterprisesystemworksintheUnitedStates(5)• identifyexamplesofthebenefitsofthefreeenterprisesystemsuchaschoiceandopportunity(4)• describehowthefreeenterprisesystemworks,includingsupplyanddemand(4)• describethedevelopmentofthefreeenterprisesysteminTexassuchasthegrowthofcashcropsbyearlycolonistsandtherailroad

boom (4)Application of Critical Thinking Skills






• sequenceandcategorizeinformation(K–1)Continued

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Economic Skills• demonstrateanunderstandingofwhatitmeanstobeaconsumer(Pre-K)

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United States History (26) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to

(A)explaintheeffectsofscientificdiscoveriesandtechnologicalinnovationssuchaselectricpower,telephoneandsatellitecommunications, petroleum-based products, steel production, and computers on the economic development of the United States; Readiness Standard(B)explainhowspecificneedsresultinscientificdiscoveriesand technological innovations in agriculture, the military, and medicine; Supporting Standard(C) describe the effect of technological innovations in the workplacesuchasassemblylinemanufacturingandrobotics.Supporting Standard

Recognizestheimpactofscientificdiscoveries,technologicalinnovations, and the free enterprise system on U.S. economic development.


Impact of Science and Technology on Society• analyzehowscientificdiscoveriesandtechnologicalinnovationshaveresultedinaninterdependenceamongTexas,theUnitedStates,andtheworld(7)

• evaluatetheeffectsofscientificdiscoveriesandtechnologicalinnovationsontheuseofresourcessuchasfossilfuels,water,andland (7)

• analyzetheeffectsofvariousscientificdiscoveriesandtechnologicalinnovationsonthedevelopmentofTexassuchasadvancements in the agricultural, energy, medical, computer, and aerospace industries (7)

• makepredictionsaboutfuturesocial,political,economic,cultural,andenvironmentalimpactsthatmayresultfromfuturescientificdiscoveries and technological innovations (6)

• explainhowresources,economicfactors,andpoliticaldecisionsaffecttheuseoftechnology(6)• identifyexamplesofscientificdiscoveries,technologicalinnovations,andscientistsandinventorsthathaveshapedtheworld(6)

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• identifyhowscientificdiscoveries,technologicalinnovations,andtherapidgrowthoftechnologyindustrieshaveadvancedtheeconomic development of the United States, including the transcontinental railroad and the space program (5)

• describehowscientificdiscoveriesandinnovationssuchasinaerospace,agriculture,energy,andtechnologyhavebenefitedindividuals, businesses, and society in Texas (4)

• describehowscienceandtechnologyhaveaffectedcommunication,transportation,andrecreation(2)• describehowtechnologyhasaffectedcommunication,transportation,andrecreation(1)• describehowtechnologyhelpsaccomplishspecifictasksandmeetpeople’sneeds(K)







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United States History (27) Science, technology, and society. The studentunderstandstheinfluenceofscientificdiscoveries,technologicalinnovations, and the free enterprise system on the standard of living in the United States. The student is expected to

(A)analyzehowscientificdiscoveries,technologicalinnovations,space exploration, and the application of these by the free enterprise system, improve the standard of living in the United States including changes in transportation and communication; Readiness Standard(B)describehowthefreeenterprisesystemdrivestechnologicalinnovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products. Supporting Standard

Recognizestheinfluenceofscientificdiscoveries,technologicalinnovations, and the free enterprise system on the U.S. standard of living.


Impact of Science and Technology on Society• identifyexamplesofscientificdiscoveries,technologicalinnovations,andscientistsandinventorsthathaveshapedtheworld(6)• explainhowscientificdiscoveriesandtechnologicalinnovationsinthefieldsofmedicine,communication,andtransportationhavebenefitedindividualsandsocietyintheUnitedStates(5)

• describehowscientificdiscoveriesandinnovationssuchasinaerospace,agriculture,energy,andtechnologyhavebenefitedindividuals, businesses, and society in Texas (4)

• describetheimpactofscientificbreakthroughsandnewtechnologyincomputers,pasteurization,andmedicalvaccinesonvariouscommunities (3)

• explainhowscienceandtechnologyhaveaffectedthewaysinwhichpeoplemeetbasicneed(2)• describehowscienceandtechnologyhaveaffectedcommunication,transportation,andrecreation(2)• describehowtechnologyhasaffectedcommunication,transportation,andrecreation(1)• describehowtechnologyhasaffectedthewaysfamilieslive(1)• describehowhisorherlifemightbedifferentwithoutmoderntechnology(K)

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• describehowtechnologyhelpsaccomplishspecifictasksandmeetpeople’sneeds(K)• identifyexamplesoftechnologyusedinthehomeandschool(K)







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Standards for social studies skills can be incorporated in reporting categories 1–4

TEKS Knowledge and Skills Statement/STAAR-Tested Student ExpectationsUnited States History (28) Social Studies Skills.Thestudentunderstandshowhistoriansusehistoriographytointerpretthepastandappliescritical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to

(A) analyze primary and secondary sources such as maps, graphs, speeches, political cartoons, and artifacts to acquire information to answerhistoricalquestions;(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparingandcontrasting,findingthemainidea,summarizing,makinggeneralizations,makingpredictions,drawinginferences,anddrawingconclusions;(D)evaluatethevalidityofasourcebasedoncorroborationwithothersourcesandinformationabouttheauthor,includingpointsofview,frames of reference, and historical context.


Application of Critical Thinking Skills• poseandanswerquestionsaboutgeographicdistributionsandpatternsshownonmaps,graphs,andcharts(8)• create a visual representation of historical information such as thematic maps, graphs, and charts representing various aspects of the

United States (8)• evaluatethevalidityofasourcebasedoncorroborationwithothersourcesandinformationabouttheauthor(8)• differentiatebetween,locate,andusevalidprimaryandsecondarysourcessuchasmediaandnewsservices,biographies,interviews,

and artifacts to acquire information about the United States (7-8)• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (7-8)

• evaluatethevalidityofasourcebasedoncorroborationwithothersourcesandinformationabouttheauthor(7)• identifybiasandpointsofviewfromthehistoricalcontextsurroundinganeventthatinfluencedtheparticipants(7)• organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (6-8)• identifydifferentpointsofviewaboutanissueorcurrenttopic(6)• analyzeinformationbysequencing,categorizing,identifyingcause-and-effectrelationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferencesandconclusions(6)

• differentiatebetween,locate,andusevalidprimaryandsecondarysourcessuchasoral,print,andvisualmaterialandartifactstoacquireinformationaboutvariousworldcultures(6)


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• differentiatebetween,locate,andusevalidprimaryandsecondarysourcessuchastechnology;interviews;biographies;oral,print,and visual material; documents; and artifacts to acquire information about the United States (5)


• organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (4–5)• identifydifferentpointsofviewaboutanissue,topic,historicalevent,orcurrentevent(4-5)• differentiatebetween,locate,andusevalidprimaryandsecondarysourcessuchastechnology;interviews;biographies;oral,print,

and visual material; documents; and artifacts to acquire information about Texas (4)• interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps (3)• interpretoral,visual,andprintmaterialbysequencing,categorizing,identifyingthemainidea,distinguishingbetweenfactand



Technology and devices skills• usetechnologytoaccessappropriateinformation(Pre-K)• use,operate,andnameavarietyofdigitaltools(Pre-K)• openandnavigatethroughdigitallearningapplicationsandprograms(Pre-K)

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TEKS Knowledge and Skills Statement/STAAR-Tested Student ExpectationsUnited States History (29) Social Studies Skills.Thestudentcommunicatesinwritten,oral,andvisualforms.Thestudentisexpectedto

(B) use social studies terminology correctly.


Application of Critical Thinking Skills• apply the terms year, decade, and century to describe historical times (3)• create and interpret timelines (3)• create and interpret timelines for events in the past and present (2)• apply vocabulary related to chronology, including past, present, and future (2)• describe the order of events by using designations of time periods such as historical and present times (2)• use social studies terminology correctly (1–8; US)• useacalendartodescribeandmeasuretimeindays,weeks,months,andyears(1)• use a simple timeline to distinguish among past, present, and future (1)• usesocialstudiesterminologyrelatedtotimeandchronologycorrectly,includingbefore,after,next,first,last,yesterday,today,andtomorrow(K)


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TEKS Knowledge and Skills Statement/STAAR-Tested Student ExpectationsUnited States History (30) Social Studies Skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to

(B)poseandanswerquestionsaboutgeographicdistributionsandpatternsshownonmaps,graphs,charts,andavailabledatabases.


Application of Critical Thinking Skills• poseandanswerquestionsaboutgeographicdistributionsandpatternsshownonmaps,graphs,andcharts(8)• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,anddrawinginferences and conclusions (7-8)




