Course: United States History
Austin ISD Grading Period Snapshot (GPS)
Estimated Pacing Weeks 1-3
Focus TEKS Student Expectations
Concept: Conflict and Change
Units: Civil War and Reconstruction
What Teachers Do
 Engage students in discussions
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8.1C Explain the significance of the
following date: 1861-1865.
8.18B Describe historical conflicts arising
over the issue of states' rights, including the
Nullification Crisis and the Civil War.
WG5 Analyze political, economic, social,
and demographic data to determine the
level of development and standard of living
in nations.
1.B Apply absolute and relative chronology
through the sequencing of significant
individuals, events, and time periods.
7A Trace the historical development of the
civil rights movement in the 19th century,
including the 13th, 14th, 15th amendments.
7D Identify changes in the United States
that have resulted from the civil rights
movement such as increased participation
of minorities in the political process.
9B Identify and explain reasons for changes
in political boundaries such as those
resulting from statehood and international
conflicts.
18A Identify and analyze methods of
expanding the right to participate in the
democratic process, including lobbying,
protesting, court decisions, and
amendments to the U.S. Constitution.
21A Explain actions taken by people from
racial, ethnic, and religious groups to
expand economic opportunities and political
rights in American society.
© 2010 Austin Independent School District
2010 - 2011
1st Six Weeks
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related to the Essential Questions.
Differentiate instruction for students
through the use of graphic
organizers and electronic technology
related to the Civil War and
Reconstruction.
Use and reinforce academic
vocabulary related to the Civil War
and Reconstruction.
Provide opportunities for
interdisciplinary connections through
reading and writing activities.
Use graphic organizers to scaffold
reading and writing support to
students.
Gather and analyze a variety of
primary and secondary sources
related to the late 19th century.
Formally and informally assess
students on their content knowledge
of the Civil War and Reconstruction.
What Students Do
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Course United States History
Organize and analyze
information through the use
of Interactive Student
Notebooks.
Use academic vocabulary
specifically related to the
study of the Civil War and
Reconstruction.
Analyze primary source
material written during the
early to mid-19th century.
Use of graphic organizers
and note taking skills as a
way to develop writing skills.
Application of prior
knowledge to write narrative
and expository
compositions.
Engagement in historical
inquiry through the
examination and
interpretation of primary and
secondary sources.
Page 1 of 2
Student Work
Products/Assessment Evidence
 Written analysis of primary
source documents from the
early to mid 19th century.
 Timeline or roadmap showing
events leading to the Civil
War.
 Group presentations showing
which side, North or South,
had the advantage at the
beginning of the Civil War.
 Dramatizations of the effects
of the Civil War on different
groups of society.
 Chart showing the impact of
the Civil War on different
groups in society.
 Diary entry from the
perspective of a Northern
soldier or a Southern civilian
during the final months of the
Civil War.
 Student-created political
cartoon commenting on the
nation’s commitment to the
founding ideals during
Reconstruction.
 List of problems and potential
solutions to social equality
during Reconstruction
 Debate over post-War policies
from the perspective of
someone supporting
Presidential vs. Congressional
Reconstruction.
updated 6/25/10
Course: United States History
Austin ISD Grading Period Snapshot (GPS)
2010 - 2011
1st Six Weeks
Estimated Pacing Weeks 4-6
Focus TEKS Student Expectations
Concept: Conflict and Change
Units: The Gilded Age
2A Analyze political issues such as Indian policies,
the growth of political machines, and civil service
reform.
2B Analyze economic issues such as
industrialization, the growth of railroads, the growth
of labor unions, farm issues, and the rise of big
business.
2C Analyze social issues such as the treatment of
minorities, child labor, growth of cities, and
problems of immigrants.
4B Evaluate the impact of reform leaders such as
W.E.B. DuBois on American society.
4C Evaluate the impact of third parties and their
candidates such as Eugene Debs.
5A Analyze causes and effects of significant issues
such as immigration.
5B Analyze the impact of significant individuals
such as Clarence Darrow, William Jennings Bryan,
Henry Ford, and Charles A. Lindbergh.
12B Compare the purpose of the Interstate
Commerce Commission with its performance over
time.
12C Describe the impact of the Sherman Antitrust
Act on businesses.
19B Evaluate the contributions of significant
political and social leaders in the United States
such as Andrew Carnegie.
21B Explain efforts of the Americanization
movement to assimilate immigrants into American
culture.
What Teachers Do
 Engage students in discussions






related to the Essential Questions.
Differentiate instruction for
students through the use of
graphic organizers and electronic
technology related to
industrialization, urbanization, and
immigration.
Use and reinforce academic
vocabulary related to the Gilded
Age.
Provide opportunities for
interdisciplinary connections
through reading and writing
activities.
Use graphic organizers to scaffold
reading and writing support to
students.
Gather and analyze a variety of
primary and secondary sources
related to the late 19th century.
Formally and informally assess
students on their content
knowledge of the Gilded Age.
What Students Do







Organize and analyze
information through the use
of Interactive Student
Notebooks.
Use academic vocabulary
specifically related to the
study of the Gilded Age.
Analyze primary source
material written during the
late 19th century.
Use of graphic organizers
and note taking skills as a
way to develop writing skills.
Application of prior
knowledge to write narrative
and expository
compositions.
Engagement in historical
inquiry through the
examination and
interpretation of primary and
secondary sources.
Become active in the
democratic process through
participation in Celebrate
Freedom Week activities.
Concept: Rights and Responsibilities
Unit: Celebrate Freedom Week (Week of
September 17)
8.16A Identify influence of ideas from the
Declaration of Independence.
8.16 Identify colonial grievances in the Declaration.
© 2010 Austin Independent School District
Course United States History
Page 2 of 2
Student Work
Products/Assessment Evidence
 Written analysis of primary
source documents from the
late 19th century.
 Graphic organizer showing the
positive and negative effects of
settlement of the West.
 Written analysis of graphs and
data about the rise and impact
of industrialism.
 Written comparison of the
results of a in-class game and
the labor movement during the
Gilded Age.
 Written dialog for a debate
between management and
laborers.
 Written interview questions for
a fictional immigrant, along
with potential answers.
 Sensory figures comparing
turn of the century immigration
to immigration today.
 Investigative newspaper article
exposing problems related to
the rise of industry during the
late 1800s.
 Poems about the experience
of Chinese immigrants passing
through Angel Island.
 Written analysis of political
cartoons about immigration.
 Reading of required passages
from the Declaration of
Independence for Celebrate
Freedom Week.
updated 6/25/10