©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
History-Significant dates in history
Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.
(1C) B
T1
1-3 weeks
History-Leaders involved in military conflicts
Explain the roles played by significant individuals during the Civil War, including
Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln. (8A) B
T1
History-Impact of wars on history
Explain the issues surrounding significant events of the Civil War, including the firing
on Fort Sumter, the battles of Gettysburg and Vicksburg, the announcement of the
Emancipation Proclamation, the assassination of Lincoln, and Lee's surrender at
Appomattox Court House. (8B) B
T1
History-Significant documents from history
Analyze Abraham Lincoln's ideas about liberty, equality, union, and government as
contained in his first and second inaugural addresses and the Gettysburg Address.
(8C) B
T1
Geography-Concept of location
Locate places and regions of importance in the United States during the 18th and 19th
centuries such as the Appalachian and Rocky Mountains, Boston, the Confederacy
and the Union, the Great Plains, the Louisiana Purchase, the Mississippi River, New
Orleans, New York City, the Oregon Trail, Philadelphia, the Thirteen British colonies
and their regions, and Washington, D.C. (11A) B
T2
214
Geography-Translate and analyze geographic data
[Pose and] answer questions about geographic distributions and patterns shown on
maps, graphs, charts, [models, and databases.] (10B) B
T2
219
Geography-One area is similar to, and different from, another area
Compare places and regions of the United States in terms of physical and human
characteristics. (11B) B
T2
220
Geography-Physical environment affects and interacts with the human environment
Analyze the effects of physical and human geographic factors on major historical [and
contemporary] events such as the National Road, the Erie Canal, and the
transcontinental railroad in the United States. (11C) B
T2
Economics-Economic differences between different societies
Identify economic differences among different regions of the United States, such as
the New England, Middle and Southern Colonies as well as the North, South, and West
of the antebellum period. (13A) B
T3
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Civil War
106
121
146
175
201
327
Principles of
Learning,
Academic
Rigor: Students
are regularly
expected to
raise questions,
to solve
problems, to
think and to
reason.
Six weeks test
Organize the class into
5 groups to create an
annotated bulletin board
timeline. Assign each group
one year of The Civil War.
Each group is responsible
for the following items on
the class timeline for their
assigned year: identify key
events and documents;
include short descriptions
for each timeline entry that
includes information on the
individual’s and their
contributions associated
with the various events and
documents. Students can
also include illustrations for
the timeline.
Using websites, students
research aspects of life for
enslaved and free AfricanAmericans during the
Antebellum Era or the Civil
War. Students write an
essay comparing the lives of
enslaved and free AfricanAmericans.
Have
students use the questions
in the Student Assessment
section to help guide their
work.
Teacher generated quizzes
and tests
Pose topic related questions to
individuals and class – discuss
answers
North/South diagram
Patriotic songs evaluated with
a student-generated rubric.
Use the Document worksheet
accompanying the “Black
soldiers in the Civil War”
website to analyze the Civil
War recruiting poster.
Questions to guide student
comparison essays:
ETHICAL ISSUES What dilemmas or
controversies were
present during this time
period when comparing
the lives and treatment
of Free and Enslaved
African-Americans?
Principles of
Learning,
Clear Expectations:
Students judge their
work with respect to the
standards.
 What elements can be
identified that reflect
bias, prejudice, and
discrimination with
regards to the way these
people were treated?
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
Indicates
differentiation
< > TAKS support for specific grade (s) and
not all three
grades

TEKS Strand matches different TAKS Objective
from the IPG. The APGs are color-coded to explain the type of differentiation used.
GREEN = Modifications addressing depth/complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD GT website at:
http://www.austinisd.org/academics/curriculum/gt/apg.phtml
1
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Civil War
417
Government-Historic origins and developments in government
Describe historical conflicts arising over the issue of states' rights, including the
Nullification Crisis and the Civil War. (18B) B
T4
807
Social Studies Skills-Organize and interpret information
[Organize and] interpret information in [outlines, reports, databases, and] visuals
including graphs, charts, timelines, and maps. (30C) B
T5
818
Social Studies Skills-Identify and support different historic points of view
Identify points of view from the historical context surrounding an event and the frame
of reference which influenced the participants. (30D) B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and analyze social studies
information
Analyze information by sequencing, categorizing, identifying, cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations [and predictions,] and drawing inferences and conclusions. (30B) B
T5
205
Geography-Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models, and databases representing various aspects
of the United States. (10A)
328
Economics-Economic differences between different societies
Analyze the causes and effects of economic differences among different regions of the
United States at selected times in U.S. history. (13C)
516
Citizenship-Effective leadership in a democratic society
Analyze the leadership qualities of elected and appointed leaders of the United States such
as Abraham Lincoln, John Marshall, and George Washington. (23A)
621
Culture-Relationship between art and literature and the societies
Describe developments in art, music, literature, drama, and other cultural activities in the
history of the United States. (27A)
808
Social Studies Skills-Obtain information using a variety of oral resources
Obtain information about a topic using a variety of oral sources such as
conversations, interviews, and music. (L)
811
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies information. (31D)
1-3 weeks
(continued)
Principles of
Learning,
Clear
Expectations:
Students judge
their work with
respect to the
standards.
Divide the class into North and
South groups. Each group draws
a map of their states and will use
symbols to represent capital
cities, Civil War battle sites,
economic factors, and other
Timeline and a teacher
generated rubric
features.
Groups will create
criteria to evaluate the
significance of each battle based
on the following parameters:

Influence on the economy
for each side.

Influence on the outcome
of the war.

Influence on the lives of
the people for each side
(both free and enslaved
people).
Essay about AfricanAmericans during the Civil War
with a teacher generated
rubric.
Students will research, read, and
analyze Lincoln’s second
Inaugural Address and write a
one-paragraph essay that
explains Lincoln’s ideas about
the Union, liberty, and the
responsibility of government.
Students work in pairs to rewrite
what they think is the most
important part of the
Emancipation Proclamation. The
pairs write a song, poem or
essay using these words to be
recited in class.
Students work in groups to study
Calhoun, Webster, Clay, and
Lincoln.
Some campuses may wish
to review for TAKS before
the test. Remember to
cover Civil War and
Reconstruction TEKS.
Each group will write a
detailed obituary that includes
information about the important
political endeavors, events, and
impact this person had on
society at the time of their death.
Teacher made quiz on the
causes of the Civil War.
Group maps evaluated with a
student generated rubric for
group work.
Song or poem assessed
through student and teacher
created rubric.
Teachers should grade oneparagraph essays.
Evaluate student written
biographies.
Principles of
Learning, Socializing
Intelligence:
Classroom practice
holds students
accountable for using
learning, problem
solving, and helping
strategies.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
2
Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Sixth Six Weeks
Pre-AP Eighth Grade
Matrix Strand
Matrix
TAKS
Suggested Student Work
TEKS Knowledge and Skill
Time/Pace
Suggested Assessment
#
Obj.
Products
Student Expectation
Resources
Teacher Notes
Vocabulary: Compromise of 1850, Kansas Nebraska Act, Dred Scott case, Fugitive Slave
McDougal-Littell Creating America – Chapter 15
There are more activities and lessons mentioned within the teachers edition of the text
Act, Lincoln-Douglas debates, free blacks, slavery, secede, union, Gettysburg Address,
Appomattox Court House, Emancipation Proclamation, Fort Sumter, Gettysburg, Vicksburg,

In-Depth Resources: Unit 5
Dred Scott, Amendments 13, 14, and 15, abolition, popular sovereignty, due process of law,

Power Presentation CD-Rom
Confederate States of America, writ of habeas corpus, civil, casualties, surrender, Harper’s

Interdisciplinary Projects pg. 85-90
Ferry, agriculture, industry

Economics in History – King Cotton, pg.15

American’s History Makers – Harriet Beecher Stowe, pg. 59-60, Dred Scott pg. 61-62
Famous People – John C. Calhoun, Henry Clay, Daniel Webster, Jefferson Davis, Ulysses S.

Citizenship Today pg 11-12, 89-90
Grant, Robert E. Lee, Abraham Lincoln, Clara Barton, Stephen Douglass

Why it Matters Now pg. 29-30

Outline Map Activity – pg. 29-30
Discussion Question:

Critical Thinking Transparencies – 43, 44, 45
 How did political, economic, and social factors lead to the growth of sectionalism and the

Humanities Transparencies – 29, 30
Civil War?

Geography Transparency - 15

What economic differences existed among the different sections of the U.S., and
McDougal-Littell Creating America – Chapter 16
There are more activities and lessons mentioned within the teachers edition of the text

In-Depth Resources: Unit 5

Power Presentation CD-Rom

Interdisciplinary Projects pg. 91-96

Economics in History – pg.16

American’s History Makers – Abraham Lincoln pg. 63-64, Robert E. Lee pg.65-66

Why it Matters Now pg. 31-32

Outline Map Activity – pg. 31-32

Critical Thinking Transparencies – 46, 47, 48

Humanities Transparencies – 31, 32

Geography Transparency - 16






what caused these differences?
What were the reasons for the development of the plantation system, the growth of
the slave trade, and the spread of slavery?
How did political, economic, and social factors affect slaves and free blacks?
How did slavery impact different regions of the U.S.?
What conflicts and compromises were created in Congress prior to the Civil War and
what roles John C. Calhoun, Henry Clay, and Daniel Webster played?
What roles did the following people play in the Civil War: Jefferson Davis, Ulysses S.
Grant, Robert E. Lee, and Abraham Lincoln?
How did conflict over states’ rights contribute to the Civil War?
McDougal-Littell Creating America – Chapter 17
There are more activities and lessons mentioned within the teachers edition of the text

In-Depth Resources: Unit 5

Power Presentation CD-Rom

Interdisciplinary Projects pg. 97-102

Economics in History – pg. 17

American’s History Makers – Clara Barton pg. 67-68, Ulysses S. Grant pg. 69-70

Why it Matters Now pg. 33-34

Outline Map Activity – pg. 33-34

Critical Thinking Transparencies – 49, 50, 51

Primary Source Explorer – The Gettysburg Address, Second Inaugural Address

Humanities Transparencies – 33, 34

Geography Transparency – 17
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
3
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Web Resources
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
History Alive! – Civil War
Black Soldiers in the Civil War
http://www.archives.gov/digital_classroom/lessons/blacks_in_civil_war/blacks_in_civil_war.html
Resources about various topic pertaining to the Civil War
http://www.awesomelibrary.org/Classroom/Social_Studies/History/Civil_War.html
Lesson plans on the Civil War
http://www.proteacher.com/090053.shtml
Biographies on relevant Civil War people
http://odur.let.rug.nl/~usa/B/index.htm
Information about the Civil War including letters, newspapers, battle maps and other works
http://jefferson.village.virginia.edu/vshadow2/choosepart.html
Secession statements from the various Con federate States
http://www.dixienet.org/csa-docs/ordinanc.html
Lesson on teaching Uncle Tom’s Cabin
http://ohioteach.history.ohio-state.edu/Lessons/uncletomslesson.htm
Lesson on teaching about the Amistad
http://www.archives.gov/digital_classroom/lessons/amistad_case/amistad_case.html
Information about African-Americans during Civil War time period including slave accounts.
http://www.spartacus.schoolnet.co.uk/USAslavery.htm
Lessons on teaching with Civil War documents
http://www.archives.gov/digital_classroom/lessons/civil_war_documents/civil_war_documents.html
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Teacher Notes
Enrichment:
Have students read a historical fiction novel and using Power Point have each student create
one or two cards or slides with title, author, a short summary, graphics, and a recommendation
or review of the book as a supplemental source for studying the Civil War. Suggested books:
In My Father’s House by Ann Rinaldi, Uncle Tom’s Cabin by Harriet Beecher Stowe, The
House of Dies Drear by Virginia Hamilton, I am Regina by Sally Keehn, Streams to the River,
Rivers to the Sea by Scott O’Dell, Thunder Rolling in the Mountains by Scott O’Dell, Bound for
Oregon by Van Leeuwen, The Killer Angels by Michael Shaara, Across Five Aprils by Irene
Hunt, Amelia’s War by Ann Rinaldi, Rifles for Watie by Harold Keith, Letters from a Slave Girl
by Mary Lyons, With Every Drop of Blood by James and Christopher Collier, True North by
Kathryn Lasky, Hand a Thousand Trees with Ribbon by Ann Rinaldi, The Second Bend in the
River by Ann Rinaldi, The Tamarack Tree by Patricia Clapp, Jump Ship to Freedom by Collier
and Collier, Lyddie by Katherine Patterson

Chapter 15: In-depth Resources: Unit 1, Enrichment Activity pg. 20

Chapter 16: In-depth Resources: Unit 5, Enrichment Activity pg. 38

Chapter 17: In-depth Resources: Unit 5, Enrichment Activity pg. 58
Websites for Teaching
Website about cooperative teaching. http://volcano.und.nodak.edu/vwdocs/msh/llc/is/cl.html
Cooperative Learning Rubric Product
http://www.phschool.com/professional_development/assessment/rub_coop_product.cfm
Lessons for how to work with documents
http://www.archives.gov/digital_classroom/lessons/brady_photographs/brady_photographs.ht
ml
Group Discussion Rubric
http://www.mashell.com/~parr5/techno/group.html
Interactive Graphic Organizers
http://www.teachervision.com/lesson-plans/lesson-6293.html?s2&detoured=1
Map Rubric
http://www.phschool.com/professional_development/assessment/rub_map.cfm
Lesson on Dred Scott
http://www.africana.com/blackboard/bb_his_000124.htm
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
4
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Creating America, textbook.
Lesson on a reunion between different members of the civil war
http://www.eduplace.com/ss/act/reunion.html
Essays from Revolution to Reconstruction
http://odur.let.rug.nl/~usa/E/index.htm
Documents from Revolution to Reconstruction
http://odur.let.rug.nl/~usa/D/index.htm
Gettysburg Address
http://kuhttp.cc.ukans.edu/carrie/docs/texts/gettysburg.html
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Teacher Notes
United Video Streaming
American Civil War, The: The War Years: Part 1: 1861-1862 and Part 2: 1863-1865
Grades: Gr. 5 - Gr. 9 Runtime: 71:19 ©1996 The War Years: 1861-1862 (36:32)
(Part 1) Confederate and Union Resources and Positions (05:06), War Strategy for the North
(00:53), War Strategy for the South (01:16), Uniforms (00:46), First Battle of Bull Run,
Manassas, Virginia (July 21, 1861) (02:19), A Soldier's Life (02:51), The Field Hospital (01:30),
Entertainment for Enlisted Men (01:08), The War in the West (02:30), Battle of Shiloh, Shiloh,
Tennessee (April 6-7, 1862) (01:43), The War at Sea (01:25), The Union Navy (02:01), The
War in the East (01:10), The Battle of Fair Oaks, Fair Okas, Virginia (May 31-June 1, 1862)
(01:13), A Confederate Diversion (00:58), Seven Days' Battle, Virginia (June 25-July 1, 1862)
(01:54), Second Battle of Bull Run, Manassas, Virginia (August 29-30, 1862) (03:37), General
Lee's Invasion of the North: Battle of Antietam, Sharpsburg, Maryland (September 17, 1862)
(02:20), The Emancipation Proclamation (00:35), The War Years: 1863-1865 (32:11)
(Part2), The Effects of the Emancipation Proclamation (02:28), The Northern Home Front
(00:50), The Southern Home Front (01:26). Battle of Fredericksburg, Fredericksburg, Virginia
(December 13, 1862) (02:09), Battle of Chancellorsville, Chancellorshville, Virginia (May 1-4,
1863) (00:59), General Robert E. Lee's Second Invasion of the North (June, 1863) (00:52),
Battle of Gettysburg, Gettysburg, Pennsylvania (July 1-3, 1863) (08:18), The Gettysburg
Address (00:37), The Siege of Vicksburg, Vicksburg, Mississippi (May 19-July 4, 1863)
(01:42), The New York Riots (July, 1863) (00:51), General Ulysses S. Grant Takes Command
of the Union Forces (01:35), The Battle of the Wilderness, Virginia (May 5-6, 1864) (00:49),
The Battle of Spotsylvania, Spotsylvania, Virginia (May 8-12, 1864) (00:31), The Battle of Cold
Harbor, Cold Harbor, Virginia (June 3, 1864) (00:29), The Siege of Petersburg, Petersburg,
Virginia (June 20, 1864-April 2, 1865) (01:42), Sherman's March to the Sea, Covington,
Georgia (November 19, 1864) (03:07), General Sheridan in the Shenandoah Valley
(September-October, 1864) (00:47), Union Forces Capture Petersburg and Richmond, Virginia
(April, 1865) (01:46), The Civil War Ends (00:59)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
5
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Era of Reconstruction
421
Government-Purpose and functions of the U.S. Constitution
Summarize the purposes for and processes of changing the U.S. Constitution.
(17A) B
T4
Government-Purpose and functions of the U.S. Constitution
Describe the impact of 19th-century amendments including the 13th, 14th, and 15th
amendments on life in the United States. (17B) B
T4
616
Culture-Individuals and groups shape a society’s culture
Identify the political, social, and economic contributions of women to American
society. (24E) B
T3*
618
Culture-Individuals and groups shape a society’s culture
Evaluate the impact of reform movements including public education, temperance,
women’s rights, [prison reform, and care of the disabled.] (25B) B
T3*
619
Culture-Contributions and effects of ethnic and racial groups
Analyze the contributions of people of various racial, ethnic, and religious groups [to
our national identity.] (24D) B
T3*
135
History-Problems in history
Describe the economic difficulties faced by the United States during Reconstruction. (9B)
156
History-Historical development of social issues
Explain the social problems that faced the South during Reconstruction and evaluate their
impact on different groups. (9C)
422
162
History-Historical development of reform movements
Evaluate legislative reform programs of the Radical Reconstruction Congress and
reconstructed state governments. (9A)
608
Culture-Relationships between and among cultures
Explain the relationship between urbanization and conflicts resulting from differences in
religion, social class, and political beliefs. (24B)
609
Culture-Relationships between and among cultures
Identify ways conflicts between people from various racial, ethnic, and religious groups were
resolved. (24C)
2-3 weeks
After students read about
the life of the freedmen after
the Civil War, they will write
a journal entry from the
perspective of a freed slave
during Reconstruction.
Include information about
the freedmen’s schools, the
promise of 40 acres and a
mule, sharecropping, fears,
and their future plans.
Students can reference online websites for additional
information.
In groups of three, students
create a collage illustrating
the changes that took place
in the South during
Reconstruction. Have each
group member focus on one
of the following: educational
changes, agricultural
changes, industrial changes.
Groups use poster board
divided into three equal
sections to create the
collage. Students should
use drawings, words,
photographs, etc.
Teacher made quizzes
Completed activities & projects
District Six Weeks Test
Vocabulary quizzes
Principles of Learning,
Clear Expectations:
Students judge their work
with respect to the standards.
Academic Rigor:
Students are doing
challenging, high-level
assignments in every
subject.
AccountableTalk:
Students synthesize several
sources of information.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
6
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Era of Reconstruction
808
811
Social Studies Skills-Obtain information using a variety of oral resources
Obtain information about a topic using a variety of oral sources such as conversations,
interviews, and music. (L)
Social Studies Skills-Create Visual and written materials
Create written, oral, and visual presentations of social studies information. (31D)
United Video Streaming
American Civil War, The: Reconstruction Grades: Gr. 5 - Gr. 9 Runtime: 29:34
©1996 The South After the Civil War (03:03), President Lincoln's Plan for
Reconstruction (00:54), Lincoln Assassinated, Johnson Becomes President (01:54),
The Black Codes (01:12), The Thirteenth and Fourteenth Amendments (00:35), The
Freedman's Bureau and Black Education (02:50), Military Districts in the South
(00:45), Black Voters (00:26), The Impeachment of Andrew Johnson (01:53),
Ulysses S. Grant Elected President, 1868 (00:08), The Fifteenth Amendment
(00:48), State Constitutional Conventions (01:30), Economic Changes (00:29),
Carpetbaggers (02:27), White Supremacy (00:41), Black Employment (00:31), The
End of Reconstruction (01:00), The Lessons of Reconstruction (01:10), Video Quiz:
The American Civil War (02:51)
1 week
Have students read and
analyze The Fourteenth
Amendment. Students will
create a diagram or
flowchart that outlines the
key ideas and includes
information that details how
this amendment affected
different groups of
Americans during this time.
Students should also
include information on how
their lives are impacted by
this amendment today, over
100 years later.
Teacher made quizzes
Completed activities & projects
District Six Weeks Test
Vocabulary quizzes
Have students create
political cartoons to explain
the meaning of
Amendments 13, 14, and
15. The political cartoons
website can be used to
show models of the styles of
cartoons popular in the late
19th century.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
7
Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Sixth Six Weeks
Pre-AP Eighth Grade
Matrix Strand
Matrix
TAKS
Suggested Student Work
TEKS Knowledge and Skill
Time/Pace
Suggested Assessment
#
Obj.
Products
Student Expectation
Resources
Teacher Notes
Vocabulary: sharecropping, Freedman’s Bureau, radical republicans, reconstruction, WadeMcDougal-Littell Creating America – Chapter 18
There are more activities and lessons mentioned within the teachers edition of the text
Davis Bill, Johnson’s vetoes of Freedmen’s Bureau and Civil Rights of 1866, thirteenth
amendment, fourteenth amendment, fifteenth amendment, military districts, Tenure of Office

In-Depth Resources: Unit 5
Act, Johnson’s impeachment, impeach, Election of 1876, Compromise of 1877, pocket veto,

Power Presentation CD-Rom
carpetbagger, freedmen, grandfather clause, literacy test, poll tax, scalawags, Black Codes,

Outline Map Activity –pg. 35-36
suffrage, Civil Rights Act of 1875, Ku Klux Klan, “40 acres and a mule,” segregation, Jim Crow

Geography Transparencies - 18
laws, Plessy V. Ferguson, Solid South, Redeemers, crop-lien system, New South , Homestead

Critical Thinking Transparencies – 52, 53, 54
Act, Transcontinental Railroad
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Humanities Transparencies – 35, 36
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America’s History Makers – Hiram Revels p. 71-72, General Oliver O. Howard p. 73-74
Why it Matters Now – pg. 35-36
Economics In History pg. 18
History Alive! – Civil War and Reconstruction
Lesson 4.1 “Writing Report Cards on Reconstruction”
Lesson 4.3 “We Shall Overcome” A Dramatic Presentation”
Reconstruction: Analyzing Primary Sources
http://www.gliah.uh.edu/historyonline/us21.cfm
Reconstruction Lesson Plan
http://www.pbs.org/civilwar/classroom/lesson_lincoln.html
History of Political Cartoons websites
http://www.boondocksnet.com
“Been Here So Long” The WPA Slave Narratives
http://newdeal.feri.org/asn/
African-American Slave Narratives: An online anthology website
http://xroads.virginia.edu/~hyper/wpa/wpahome.html
Reconstruction of South Jigsaw Puzzle
http://rims.k12.ca.us/score_lessons/reconstruction_of_the_south/index.html
Famous Americans: Abraham Lincoln, Andrew Johnson, Frederick Douglass, Thaddeus
Stevens, Charles Sumner, Edward Stanton, Hayes, Tilden, Walt Whitman, Booker T.
Washington, W.E.B. DuBois
Discussion Question:

How did Reconstruction affect the political, economic, and social life of the nation?
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What points were expressed by political parties prior and during the Civil War?
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What reform programs were created by the Radical Reconstruction Congress and
the reconstructed state government and were these programs effective?
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What economic difficulties did the U.S. face during Reconstruction?

How did the 13th, 14th, and 15th Amendments impact life in the U.S.?
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How did this time period change the Northern and Southern identity in the United
States? How did this time period change the Northern and Southern identity in the
United States?

Did the end of slavery mean the acceptance of African-Americans as equals into
American society
Enrichment:
In-Depth Resources: Unit 5, Enrichment Activity pg. 77
Have students look at the 13th, 14th, and 15th Amendments and then look at the time period
that followed the Civil War. Students should write a comparative essay on pre and post Civil
War life for African-Americans. Have the students analyze the social, economic and political
life of African-Americans. After the students have completed the essay, a class discussion on
how the early history of African-Americans in the U.S. has led to the reality of AfricanAmericans through the past century since the end of the Civil War.
Black History Pages
http://blackhistorypages.com/
Lessons on Reconstruction: Problems of African-Americans in the South
http://lcweb2.loc.gov/learn/lessons/rec/rhome.html
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
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