©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
103
108
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Jacksonian Democracy
History-Periods, eras, and points of reference
T1
Identify the major eras in U.S. History through 1877 and describe their defining
characteristics. (1A) B
History-Sequence events
Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods. (1B) B
T1
125
History-Historical figures shape the state and nation
Compare the provisions and defects of congressional conflicts and compromises
prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel
Webster. (7D) B
T1
159
History-Historical development of political issues
Explain the origin and development of American political parties. (5C) B
T1
160
History-Historical development of political issues
Explain the impact of the election of Andrew Jackson, including the beginning of the
modern Democratic Party. (5F) B
T1
166
History-Historic origins of voluntary and forced migrations
Analyze federal [and state] Indian policies and the removal and resettlement of
Cherokee Indians during the Jacksonian era. (5G) B
T1
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
435
Government-Impact of judicial decisions
Evaluate the impact of selected landmark Supreme Court decisions including Dred
Scott v. Sandford on life in the Untied states. (19B) B
T4
515
Citizenship-characteristics of good citizenship
Describe the contributions of significant poltical, social, [and military]leaders of the
United States such as Frederick Douglass, [John Paul Jones,] James Monroe, and
Elizabeth Cady Stanton. (23B) 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*
Time/Pace
1 weeks
Pre-AP Eighth Grade
Suggested Student Work
Products
Create a timeline with
annotation that traces the
development of the
Democratic Party up to the
election of Jackson.
Present an argument to
defend Native American
Indians’ or the US
Government’s actions
during Indian removal.
Write a newspaper
article for a South Carolina
newspaper in 1833 based
on the following:
 Include a summary of
the issues surrounding
the Nullification Crisis of
1832.
 Who is credited for the
compromise of the
Nullification Crisis?
 How did his idea affect
the people of South
Carolina and the rest of
the U.S.?
 What nickname(s) did
he earn because of his
idea/efforts. Explain their
meaning(s).
 Include other interesting
facts about him (that
occurred prior to this
event).
Suggested Assessment
Completed timeline, meeting
the criteria of a class created
rubric.
Presentation, such as an
essay, outline, poster, oral
report, etc. to present student’s
argument in defense of the
Jackson’s Indian Removal
Policy or in support of the
Native American Indians.
Oral or written summary of
cause, effect, and solution of
the Nullification Crisis –
Explain the role of compromise
follow criteria of classgenerated rubric.
Cause and Effect Rubric:
http://www.phschool.com/atsch
ool/writing_graybma/gold/score
d_model_essays/pdf/09Na021
3pdf
NOTE: Many of the matrix items can be covered simultaneously
(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
Indicates differentiation 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
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Jacksonian Democracy
617
Culture-Individuals and groups shape a society’s culture
Describe the historical development of the abolitionist movement. (25A) B
T3*
618
Culture-individuals 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*
709
Science, Technology & Society-impact of technology on the economic development
Explain how technological innovations led to rapid industrialization. (28D) B
T3*
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
815
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
[Differentiate between, locate, and] use primary and secondary sources [such as
computer software; interviews; biographies; oral, print, and visual material; and
artifacts] to acquire information about the United States. (30A) B
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
609
Culture-Relationships between and among cultures
Identify ways conflicts between people from various racial, ethnic, and religious groups were
resolved. (24C)
811
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies information. (31D)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
History Alive!: Chapter 14
An additional
TAKS Social
Studies
vocabulary
list is
available
from your
department
chair.
“Andrew Jackson and the
Growth of Democracy”

Graphic organizer

Visual discovery

Processing
assignment

Internet
connections

Assessment
Principles of
Learning,
Academic Rigor-In
every subject, students
are regularly expected
to raise questions, to
solve problems, to think
and to reason.
Accountable talkStudents actively
participate in classroom
Talk.
Clear expectationsStandards that include
models of student work
are available to and
discussed with
students.
United Video Streaming
United Video Streaming is an educational video database containing
+2000 videos that transforms videos into teacher friendly tools.
Teachers and students can view the entire video or short clips. More
videos will soon be added.
Many videos include printable activities and lesson plans.
Each AISD school has access codes necessary for the first time use.
Social studies department chairs have the necessary information.
Contact Rosemary Morrow for additional information.
Titles are referenced in the resource list by video title, grade level,
clip title and duration.
NOTE: Many of the matrix items can be covered simultaneously
(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
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
McDougal Littell Creating America – Chapter 12, The Age of Jackson
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Web Resources US History for Students & Teachers –
Nullification Crisis
University of Maryland site includes excerpts from South Carolina Exposition and Protest (1828),
Calhoun’s anonymously published theory of state’s rights.
http://www2.whidbey.com/chuckd/calhoun.html
Social Studies for Kids site offers information about the Nullification Crisis.
http://www.socialstudiesforkids.com/wwww/us/nullificationdef.htm
Yale’s web site provides Andrew Jackson’s proclamation regarding the Nullification Crisis.
http://www.yale.edu/lawweb/avalon/presiden/proclamations/jack01.htm
Indian Removal
A PBS site, with additional links, is about nineteenth century Indian removal policies.
http://www.pbs.org/wgbh/aia/part4/4p2959.html
Page is a letter written by a Cherokee, Chief John Ross to the US Congress concerning a fraudulent
treaty, grievances and Cherokee removal to the West.
http://www.pbs.org/wgbh/aia/part4/4h3083t.html
Page is Andrew Jackson’s Second Annual Message, concerning Indian Removal.
http://www.pbs.org/wgbh/aia/part4/4h3437t.html
Seminole Indian Tribe of Florida’s site explains Indian Removal of the 1800s.
http://www.seminoletribe.com/history/indian_removal.shtml
Gilder Lehrman Institute of American History provides a one-page assignment, consisting of four short
selections from primary sources about Indian Removal and four critical thinking questions.
http://www.gliah.uh.edu/historyonline/us12.cfm
Also a database of selections from primary sources, with summaries, organized and searched for by
era.
http://www.gilderlehrman.org/collection/documents_by_era.php
Homepage:
http://www.gilderlehrman.org/index.html
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Teacher Notes
Vocabulary: Jacksonian democracy, spoils system, Indian
Removal Act, Indian Territory, Trail of Tears, Seminole,
Cherokee, Tariff of Abominations, nullify, doctrine of
nullification, Webster-Hayne debate, secession, inflation,
Panic of 1837, depression, Whig Party
Famous People: John Quincy Adams, Andrew Jackson, John Ross,
Osceola, Daniel Webster, Robert Hayne, John C. Calhoun, Martin
Van Buren, William Henry Harrison, John Tyler
Henry Clay (nicknames: “The Great Compromiser” and
“The Great Pacificator”
Modifications:
Enrichment:

Students create a power point presentation about an era
appropriate topic.

America’s History Makers, Andrew Jackson, pgs 47-48
United Video Streaming:
America's Era of Expansion and Reform, 1817-1860:
America Under Andrew Jackson, 1829-1836: The Indian
Removal Act, The Nullification Crisis, The Battle of the
Alamo Grades: Gr. 5 - Gr. 9 Runtime: 15:00 ©2003
Introducing Andrew Jackson (01:45) The Indian Removal Act,
1830 (02:10) Important Technological Developments During
the Era of Jacksonian Democracy, 1828-1837 (02:39) The
Bank of the United States and the "Nullification Crisis," 18321833 (01:41) States' Rights, Slavery, and the Abolitionist
Movement (01:34) Texas Independence and the Battle of the
Alamo, 1836 (03:06) Video Quiz: America Under Andrew
Jackson, 1829-1836: The Indian Removal Act, The
Nullification Crisis, The Battle of the Alamo (00:51)
Seminole Indian Tribe of Florida’s site explains Indian Removal of the 1800s.
http://www.seminoletribe.com/history/indian_removal.shtml
NOTE: Many of the matrix items can be covered simultaneously
(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
129
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Manifest Destiny and Westward Growth
History-Events that shape history
T1
2 weeks
Explain the political, economic, and social roots of Manifest Destiny. (6B) B
145
History-Impact of wars on history
Explain the major issues and events of the Mexican War and their impact on the United
States. (6D) B
T1
170
History-Historic origins of imperialism
Analyze the relationship between the concept of Manifest Destiny and the westward
growth of the nation. (6C) B
T1
171
History-Historic origins of imperialism
Identify areas that were acquired to form the United States such as the Louisiana
Purchase, Florida, Texas, the Oregon Country, the Mexican Cession, the Gadsden
Purchase, and Alaska. (6E) B
T2*
201
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
Geography-Geographic factors influence on economic development
Analyze how physical characteristics of the environment such as climate, mountain
ranges and river valleys influenced…economic activities in the United States during
the 18th and 19th centuries. (12A) B
T2
234
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Summarize the idea of
Manifest Destiny.
What land acquisitions
added to the USA in the
1800s? Explain the political,
economic, or social roots of
Manifest Destiny. Using an
USA outline map delineate,
label, date, and (summarize
on a separate piece of
paper or on the back of the
map) each US land
acquisition from 1803 to
1898.
Have students examine
the attitude of Americans at
this time toward the
following groups of people:

Native Americans

Mexicans

the British

the Spanish
Students will select one
group and write a personal
memoir from the point of
view of one person.
Memoirs should include
accurate historical
information and reflections/
feelings to American
attitudes toward them as a
group of people.
Explain major issues and
events of the US-Mexico
War. Create a T-chart to
compare the US and
Mexican perspective of the
US-Mexico War.
Suggested Assessment
Written or oral summary of
Manifest Destiny, an
explanation of one of the
following:

Economic roots of
Manifest Destiny

Social roots of
Manifest Destiny

Political roots of
Manifest Destiny
and a completed 19th Century
Land Acquisition Map and
dated list of land acquisitions
with summaries.
Write a “newspaper article” for
an 1848 paper, present either
the Mexican or US perspective
of the US-Mexico War.
The newspaper article
should include information on
how the annexation of Texas
affected U.S. and Mexico
relations at this time.
Short quiz over major issues of
the US-Mexico War that were
covered in class.
NOTE: Many of the matrix items can be covered simultaneously
(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
515
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Manifest Destiny and Westward Growth
Citizenship-Characteristics of good citizenship
T2
2 weeks
Describe the contributions of significant political, social, [and military] leaders of the
(continued)
United States such as Frederick Douglass, [John Paul Jones,] James Monroe, and
Elizabeth Cady Stanton. (23B) B
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
T4*
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*
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
T3*
815
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
[Differentiate between, locate, and] use primary and secondary sources [such as
computer software; interviews; biographies; oral, print, and visual material; and
artifacts] to acquire information about the United States. (30A) 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 graphics
Create thematic maps, graphs, charts, models, and databases representing various aspects
of the United States. (10A)
223
Geography-Humans have adapted to, and modified, the physical environment
Describe the consequences of human modification, such as coastal fishing, farming and
ranching industrialization, timber, and urbanization of the physical environment of the United
States. (12B)
Pre-AP Eighth Grade
Suggested Student Work
Products
Students pose 4-6 focused
and related questions about
the westward expansion of
the USA and immigration
patterns. They use the
Internet as a research tool
to answer their questions.
Compare how two
immigrant groups interacted
with the environment in the
1800s.
Complete PBS online
activity about nineteenth
century immigration to the
US, includes political
cartoon analyzer.
http://www.pbs.org/wnet/hist
oryofus/teachers/pdfs/segm
ent8-5.pdf
Suggested Assessment
Students use the answers to
their posed questions to write a
short essay about the
westward expansion of the
nation.
Newspaper article rubrics:
http://www.hscvt.or/Teams/To
mDarling/newspaper.htm
http://www.oce.ilstu.edu/jabrau
n/Spring02/C&i258.05/Public/w
ebquets/tiritilli/rubric.htm
htttp://www.k12albemarle.org/a
lbemarleHS/ClassPages/Shep
ard/WebQuest/rubricnewspape
r
http://www.bcpl.net/!sullivan/m
odules/tips/rubrics_sec/news_
article.html
Principles of Learning,
Accountable Talk: Students elaborate and build upon
ideas and each other’s contributions.
Socializing Intelligence: Classroom practice holds
students accountable for using learning, problem
solving, and helping strategies.
NOTE: Many of the matrix items can be covered simultaneously
(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
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Manifest Destiny and Westward Growth
Geography-Migration influences the environment
2 weeks
(continued)
Describe how different immigrant groups, such as Native Americans, Africans, and Asians
interacted with the environment in the United States during the 18th and 19th centuries.
(12C)
The following websites have
other Westward Expansion
activities that can be
adapted for your use.
402
Government-Purpose of rules and laws
Give examples of rules or laws that establish order, provide security, and manage conflict in
the United States. (L)
http://besthistorysites.net?U
SHistory_WestwardExpansi
on.shtml
404
Government-Role, selection, and responsibilities of authority figures
Analyze and evaluate the process of electing the President of the United States and other
local, state and national officials.
http://edtech.kennesaw.edu/
web/westward.html
509
Citizenship -Rights and responsibilities of good citizenship
Explain the importance of personal responsibilities such as accepting responsibility for one’s
behavior and supporting one’s family. (20C)
231
514
Citizenship-characteristics of good citizenship
Identify reasons for and the impact of selected examples of civil disobedience in U.S. history
Such as Henry dvid Thoreau’s refusal to pay a tax. (21C)
524
Citizenship-Individual and group participation in the democratic process
Summarize the criteria and explain the process for becoming a naturalized citizen of the
United States. (20E)
621
Culture-Relationship between art and literature and the societies
Describe the developments in art, music, literature, drama, and other cultural activities in the
history of the United States. (27A)
809
Social Studies Skills-Obtain information using a variety of visual 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)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
http://members.aol.com/MrD
onnHistory/American.html
http://teacher.scholastic.com
/activities/our_america/wetw
ard_expansion/
Suggested Assessment
Literature Resources
Fiction
Fisher, L.E. The Oregon Trail.
1990
Harvey, Brett. My Prairie
Christmas. 1990
Howard, Ellen. The
Chickenhouse House. 1991
Lydon, Kerry Raines. A
Birthday for Blue. 1989
Nixon, Joan Lowery, Fat
Chance Claude. 1987
Wisler, G. Clifton. The Wolf's
Tooth. 1987
Non-fiction
Harvey, Brett. My Prairie Year:
based on the diary of Eleanor
Plaisted. 1987
Freedman, Russell. Cowboys
of the Wildwest. 1985
Garst, Shannon. Jim Bridger,
Greatest of the Mountain Men.
1952
McCall, Edith. Heroes of the
Western Outposts. 1960
Parkman, Francis. The Oregon
Trail. 1969
Seidman, Laurence Ivan. The
Fools of 49: California
Goldrush, 1848-1856. 1976
Tunis, Edwin. Frontier Living.
1976
Wilder, Laura Ingalls. On the
Way Home:the Diary of a Trip.
1967
NOTE: Many of the matrix items can be covered simultaneously
(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
Resources
McDougal Littell Creating America – Chapter 13 and 14
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
History Alive! Ch. 15 “Manifest Destiny and the Growing Nation”
Web Resources US History for Students & Teachers –
Manifest Destiny & War with Mexico
John O’Sullivan on Manifest Destiny (1839).
http://www.mtholyoke.edu/acad/intrel/osulliva.htm
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Teacher Notes
Vocabulary: land speculators, Santa Fe Trail, Oregon Trail, Tejanos, Battle of the Alamo,
Lone Star Republic, Manifest destiny, Bear Flag Revolt, treaty of Guadalupe Hidalgo, Mexican
Cession, Gadsden Purchase, Californios, California gold rush, steerage, push-pull factors,
famine, prejudice, nativists
Famous People – Brigham Young, Antonio Lopez de Santa Anna, Sam Houston, William
Travis, Juan Seguin, John O’Sullivan, Zachary Taylor, Mariano Vallejo, John Sutter, James
Marshall
PBS site explains a relationship between Manifest Destiny, territorial expansion, industrialization,
immigration, and governmental policies. Use the link at the bottom of the page to read the article in
Spanish.
http://www.pbs.org/kera/usmexicanwar/dialogues/prelude/manifest/d2heng.html
Spanish: http://www.pbs.org/kera/usmexicanwar/dialogues/prelude/manifest/d2hsp.html
Modifications
Enrichment:

Students create a power point presentation about an era appropriate topic.

Complete a research assignment about Lewis & Clark; include a map of their journey.
A PBS site provides viewpoints and information about Manifest Destiny and the US war with Mexico.
http://www.pbs.org/kera/usmexicanwar/dialogues/prelude/manifest/manifestdestiny.html
Poetry
Began, Shonto. Navajo: Visions and Voices Across the Mesa. 1995
Benet, S.V. The Ballad of William Sycamore. 1959
Bierhorst, J. On the Road of Stars: Native American History Through Poetry. 1994
Boulton, Jane. Only Opal:the Diary of a Young Girl. 1994.
Kid friendly, Library of Congress site, focuses on US immigration in the late 1800s, with links to primary
sources. Use the links at the bottom to view articles and primary sources for other eras.
http://memory.loc.gov/ammem/ndlpedu/features/timeline/riseind/immgnts/immgrnts.html
Hopkins, Lee B. Hand in Hand: An American History Through Poetry. 1994
United Video Streaming:
America's Era of Expansion and Reform, 1817-1860: America Under James Monroe and John
Quincy Adams, 1817-1828: The Monroe Doctrine and the Missouri Compromise Grades: Gr. 5 Gr. 9 Runtime: 15:00 ©2003 Introducing James Monroe (01:07), Defining America's Boundaries,
1817-1819 (02:26), The Missouri Compromise, 1820 (02:19) Mexican Independence and the Opening
of the Santa Fe Trail, 1821 (01:17) The Monroe Doctrine, 1823 (01:11) The Election of John Quincy
Adams and the Founding of Fort Vancouver, 1824-1825 (01:55) The "American System": The
Chesapeake and Ohio Canal, and the "Tariff of Abominations," 1828 (03:13) Video Quiz: America
Under James Monroe and John Quincy Adams, 1817-1828: The Monroe Doctrine and the Missouri
Compromise (00:42)
Gone West: The Growth of a Nation Grades: Gr. 7 - Gr. 12 Runtime: 26:25 ©1998 Westward
Expansion: A Glorious Story (01:12) In the Beginning the West Lay in the East: European Territories
1750-1763 (01:51) Independence and the Louisiana Purchase: The Changing Face of the United States
1776-1803 (01:00) Louisiana and Beyond: Early Exploration and Settlement (06:07) The Establishment
of States (01:31) Manifest Destiny (05:06) Frontier Life (06:07) Video Quiz: Gone West: The Growth of a
Nation (02:36)
NOTE: Many of the matrix items can be covered simultaneously
(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
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
515
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
A New Spirit of Change
Citizenship-Characteristics of good citizenship
T4*
Describe the contributions of significant political, social, and military leaders of the
United States such as Frederick Douglass, John Paul Jones, James Monroe, and
Elizabeth Cady Stanton. (23B) B
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*
617
Culture-Individuals and groups shape a society’s culture
Describe the historical development of the abolitionist movement. (25A) 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*
815
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
[Differentiate between, locate, and] sue primary and secondary sources [such as
computer software; interviews; biographies; oral, print, and visual material; and
artifacts] to acquire information about the United States. (30A) B
T5
509
Citizenship-Rights and responsibilities of good citizenship
Explain the importance of personal responsibilities such as accepting responsibility for one’s
behavior and supporting one’s family. (20C)
514
Citizenship-Characteristics of good citizenship
Identify reasons for and the impact of selected examples of civil disobedience in U.S. history
such as Henry David Thoreau's refusal to pay a tax. (21C)
524
Citizenship-Individual and group participation in the democratic process
Summarize the criteria and explain the process for becoming a naturalized citizen of the
United States. (20E)
613
Time/Pace
1 Week
Culture-Cultures spread from one society to another.
Identify selected racial, ethnic and religious groups, such as Puritans, Pilgrims, Quakers,
Africans, Irish, Germans, Chinese, and Mexicans that settled in the United States and their
reasons for immigration. (24A)
Pre-AP Eighth Grade
Suggested Student Work
Products
Students work in groups
and jigsaw the major social
reforms of the 1800s. Each
student will read and
summarize articles to report
back to the group. When
finished, the entire group will
create a visual that
emphasizes the connections
they found between the
major reforms and discuss
how they affected different
groups of people in America
at the time.
Students read about
developments in art, music,
literature, drama in 19th
century US – include a
focus on the constants that
are seen in US artistic style
throughout the nation’s
history.
Students create an
educational poster that
explains a social movement
of the 1800s – poster
includes a timeline, info
about influential individuals
in the movement, a brief
summary of the movement,
etc. Follow class-generated
rubric.
Suggested Assessment
Rubric on written paragraphs.
Include the following elements:

Adequate content

written expression

punctuation and grammar
Have the students design a
Venn diagram showing what
have been constants in the
artistic styles and what have
been the differences.
Poster rubric:
components should include

accuracy of timeline

adequate information
included

summary paragraph
Written essay on topic with
rubric for content and
grammar.
Students choose a 19th
century artistic style or artist
to study. Explain the art’s
relationship to the continuity
and change in US life during
the 1800s.
NOTE: Many of the matrix items can be covered simultaneously
(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
8
Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Fifth Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Culture-Relationship between art and literature and the societies
621
Describe developments in art, music, literature, drama, and other cultural activities in the
history of the United States. (27A)
622
Culture-Relationship between art and literature and the societies
Analyze the relationship between fine arts and continuity and change in the American way of
life. (27B)
Culture-Relationship between art and literature and the societies
Identify examples of American art, music, and literature that transcend American culture and
convey universal themes. (27C)
Resources
McDougal Littell Creating America – Chapter 14
Web Resources US History for Students and Teachers –
http://winning the vote.org/Tlnational.html
http://nationalhistoryday.org/03-educaiton/2001-2002curbook/new_page9.htm
http://www.nyhistory.com/central
www.tqncyc.org/NYCO40531//timeline.htm
www.U-S-history.com/pages/h1054.html
http://encyclopedia.thefreedictionary.com/Social%20reform
Suggested Assessment
Principals of Learning,
Academic Rigor- Students are doing
challenging, high-level assignments in every
subject.
Each subject includes assignments that require
students to synthesize several sources of
information.
623
History Alive! Ch. 18 “An Era of Reform”
Pre-AP Eighth Grade
Suggested Student Work
Products
Teacher Notes
Vocabulary: romanticism, Hudson River school, transcendentalism, civil disobedience,
Second Great Awakening, temperance movement, labor union, strike, Oberlin, abolition,
Underground Railroad, suffrage
Famous People – Horace Mann, Mary Jane Patterson, Dorothea Dix, Frederick Douglas,
Sojourner Truth, Harriet Tubman, Elizabeth Cady Stanton
Modifications
Enrichment:

Students create a power point presentation about an era appropriate topic.

Students make an illustrated time line of slavery in the USA.

America’s History Makers, Elizabeth Cady Stanton, pgs. 55-56 & Harriet Tubman, pgs,
57-58
NOTE: Many of the matrix items can be covered simultaneously
(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
9
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
125
154
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
The Nation Breaking Apart
History-Historical figures shape the state and nation
T1
Compare the provisions and effects of congressional conflicts and compromises prior
to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel
Webster. (7D)B
History-Historical development of social issues
Compare the effects of political, economic & social factors on slaves and free blacks.
(7B) B
T1
155
History-Historical development of social issues
Analyze the impact of slavery on different sections of the United States. (7C) B
T1
177
History-Historical development of economic policies
Analyze the impact of tariff policies on sections of the U. S. before the Civil War. (7A) B
T1
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
325
Economics-Economic patterns of different societies
Explain reasons for the development of the plantation system, the growth of the slave
trade, and the spread of slavery. (13B) B
T3
327
Economics-Economic differences between different societies
Identify economic differences among different regions of the United States such as
New England, Middle and Southern Colonies as well as the North, South, and West of
the antebellum period. (13A ) B
T3
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
435
Government-Impact of judicial decisions
Evaluate the impact of selected landmark Supreme Court decisions including Dred
Scott v. Sanford on life in the United States. (19B) B
T2
Time/Pace
2 Weeks
Pre-AP Eighth Grade
Suggested Student Work
Products
Participation in class
discussion about the
development of the
plantation system, the
growth of the slave trade,
and the spread of slavery.
Using a T-Chart,
students compare the lives
of free and enslaved blacks
during this time in history.
The following items should
be compared:
 education and literacy
 economic levels
 jobs and working
conditions
 Social standing in the
community
After analyzing the data
collected, students will write
a paper that explains the
major differences between
the two groups and discuss
how some Americans might
still be feeling some of these
effects in America today.
Suggested Assessment
Complete a flow chart that
shows the relationship
between the plantation system
and the growth of slavery in
the USA.
Matching quiz: match people,
events, and outcomes
associated with the Missouri
Compromise, Nullification
Crisis, and Compromise of
1850. Complete orally or
written.
Use questions and answers
and additional information to
complete a research
presentation about slavery in
the USA, follow class
generated criteria chart and
rubric.
Pose three questions about
the distribution of slavery in
the US between 1850 and
1861. Complete necessary
research to answer the
questions; then, using a
blank outline map of the US,
delineate and label the
states that allowed slavery
and those that did not.
NOTE: Many of the matrix items can be covered simultaneously
(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
10
Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Fifth Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
807
Social Studies Skills-Organize and interpret information
T5
[Organize and] interpret information in [outlines, reports, databases, and] visuals
including graphs, charts, timelines, and maps. (30C) B
815
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
[Differentiate between, locate, and] use primary and secondary sources [such as
computer software; interviews; biographies; oral, print, and visual material; and
artifacts] to acquire information about the United States. (30A) 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
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)
506
Citizenship-Developments of political concepts
Summarize a historical event in which compromise resulted in a peaceful resolution, such as
the Missouri Compromise, the Nullification Crisis, and the Compromise of 1850. (22C)
809
Social Studies Skills-Obtain information using a variety of visual 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)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Summarize the conflict,
resolution, and key people
involved in the following
events:
Missouri Compromise
Nullification Crisis
Compromise of 1850.
Read about the Dred Scott
v. Sandford case then
participate in class
discussion about the case.
Principals of Learning,
Accountable talkStudents make use of
specific and accurate
knowledge.
Socializing
Intelligence- Students
acquire and use
strategies for learning
and problem solving.
Write an 1857 “newspaper
article” about the Dred Scott
case, article should show
authors bias: in favor of or
against the decision and its
impact of life in the USA.
Website: Edsitement
http://edsitement.neh.gov/lesso
n_index.asp





Factory vs. Plantation in
the North & South
People and Places in the
North & South
A Debate Against Slavery
Life Before the Civil War
Women’s Lives Before
the Civil War
NOTE: Many of the matrix items can be covered simultaneously
(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
11
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
McDougal Littell Creating America – Chapters 11 and 15
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
History Alive! Ch. 20 “A Dividing Nation”
Web Resources US History for Students and Teachers –
Pre Civil War
Timeline focuses on the events leading to the Civil War, beginning in1619.
http://www.civil-war.net/docs/events_leading_to_war.htm
World Almanac for Kids site provides a short article about the Missouri Compromise.
http://www.worldalmanacforkids.com/explore/us_history/missouri_compromise.html
Sectionalism web site includes a map showing regions; North, South, and West in the US in the mid
1800s, also includes a short explanation of sectionalism.
http://www.germantown.k12.il.us/html/sections.html
Additional info about the Missouri Compromise and image of the original document (short reading to
get more info)
http://www.ourdocuments.gov/content.php?page=document&doc=22
Short encyclopedia article about the Compromise of 1850
http://www.encyclopedia.com/html/M/MissrC1omp.asp
Short encyclopedia article about the Dred Scott case (1857)
http://www2.worldbook.com/features/features.asp?feature=aajourney&page=html/bh041.html&direct=ye
s
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Teacher Notes
Vocabulary:
Missouri Compromise, Wilmot Proviso, Free-Soil Party, Compromise of 1850, Fugitive Slave
Act, Uncle Tom’s Cabin, popular sovereignty, Kansas –Nebraska Act, Harpers Ferry,
Republican Party, Dred Scott v. Sandford, Lincoln and Douglas debate, platform, secede,
Confederate States of America, Crittenden Plan
Famous People – Henry Clay, Daniel Webster, Stephen A. Douglas, Harriet Beecher Stowe,
John Brown, John C. Fremont, Roger B. Taney, Abraham Lincoln, Jefferson Davis
Modifications -Enrichment:

Students create a power point presentation about an era appropriate topic.

Students make an illustrated time line of slavery in the USA.
United Video Streaming:
Underground Railroad, The: Escape From Slavery Grades: Gr. 5 - Gr. 9 Runtime: 26:55
©1998 An Introduction to the Underground Railroad (01:42), Slavery (02:09), Plantations
(00:43), The Slave Trade (02:31), The Abolitionists (03:19), The Underground Railroad
(09:37), The Civil War (01:01), Video Quiz: The Underground Railroad (01:50)
America's Era of Expansion and Reform, 1817-1860: America Under James Monroe and
John Quincy Adams, 1817-1828: The Monroe Doctrine and the Missouri Compromise
Grades: Gr. 5 - Gr. 9 Runtime: 15:00 ©2003 Introducing James Monroe (01:07),
Defining America's Boundaries, 1817-1819 (02:26), The Missouri Compromise, 1820 (02:19)
Mexican Independence and the Opening of the Santa Fe Trail, 1821 (01:17) The Monroe
Doctrine, 1823 (01:11) The Election of John Quincy Adams and the Founding of Fort
Vancouver, 1824-1825 (01:55) The "American System": The Chesapeake and Ohio Canal,
and the "Tariff of Abominations," 1828 (03:13) Video Quiz: America Under James Monroe and
John Quincy Adams, 1817-1828: The Monroe Doctrine and the Missouri Compromise (00:42)
NOTE: Many of the matrix items can be covered simultaneously
(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
12