Course: United States History
Austin ISD Grading Period Snapshot (GPS)
Estimated Pacing Weeks 1-2
Focus TEKS Student Expectations
Concept: Reform – The Progressive Era
4A Evaluate the impact of Progressive Era reforms
including initiative, referendum, recall, and the
passage of the 16th and 17th amendments
4B Evaluate the impact of reform leaders such as
Susan B. Anthony, W.E.B. DuBois, and Robert
LaFollette on American society
4C Evaluate the impact of third parties and their
candidates such as Eugene Debs
11B Trace the development of the conservation of
natural resources, including the establishment of
the National Park System and efforts of private
nonprofit organizations
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
17B Analyze reasons for the adoption of 20thcentury constitutional amendments
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.
18B Evaluate various means of achieving equality
of political rights, including the 19th, 24th, and 26th
amendments
20A Describe how the characteristics and issues of
various eras in U.S. history have been reflected in
works of art, music, and literature such as the
paintings of Georgia O'Keeffe
21A Explain actions taken racial, ethnic, and
religious groups to expand economic opportunities
and political rights in American society
21D Identify the political, social, and economic
contributions of women to American society
© 2010 Austin Independent School District
2010 - 2011
2nd Six Weeks
What Teachers Do
 Engage students in discussions
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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
Progressive Era.
Use and reinforce academic
vocabulary related to the
Progressive Era.
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 Progressive Era.
Formally and informally assess
students on their content
knowledge of the Progressive Era.
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 Progressive Era.
Analyze primary source
material written during the
Progressive Era.
Use of graphic organizers
and note taking skills as a
way to develop writing skills.
Apply prior knowledge to
write narrative and
expository compositions.
Engage in historical inquiry
through the examination and
interpretation of primary and
secondary sources.
Page 1 of 3
Student Work
Products/Assessment Evidence
 Written analysis of primary
source documents from the
Progressive Era.
 Report Cards on Progressive
Era reforms and/or
Progressive Era leaders.
 Group presentations analyzing
the effectiveness of
Progressive Era reforms at
addressing turn of the century
problems.
 Dramatizations of the efforts of
Progressive Era reformers to
address problems such as
child labor.
 Chart identifying key
Progressive Era legislation.
 Student-created political
cartoon commenting on the
nation’s commitment to the
founding ideals during the
Progressive Era.
 Debate over Progressive Era
reforms and more radical
solutions (socialism) or more
conservative solutions
(laissez-faire capitalism) to
turn of the century problems.
updated 9/25/10
Course: United States History
Austin ISD Grading Period Snapshot (GPS)
2010 - 2011
2nd Six Weeks
Estimated Pacing Weeks 2-5
Focus TEKS Student Expectations
What Teachers Do
Concept: Conflict – Imperialism, World War I,
and the Roaring Twenties
 Engage students in
1A Identify the major eras in U.S. history from 1877 to the
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present and describe their defining characteristics
1B Apply absolute and relative chronology through the
sequencing of significant individuals, events, and time
periods.
1C Explain the significance of the following dates: 1898,
1914-1918, 1929.
3A Explain why significant events and individuals, including
the Spanish-American War, U.S. expansionism, Henry Cabot
Lodge, Alfred Thayer Mahan, and Theodore Roosevelt,
moved the United States into the position of a world power
3B Identify reasons for U.S. involvement in World War I,
including unrestricted submarine warfare
3C Analyze significant events such as the battle of Argonne
Forest and the impact of significant individuals including John
J. Pershing in World War I
3D Analyze major issues raised by U.S. involvement in World
War I, Wilson's Fourteen Points, and the Treaty of Versailles
5A Analyze causes and effects of significant issues such as
immigration, the Red Scare, Prohibition, and the changing
role of women
5B Analyze the impact of significant individuals such as
Clarence Darrow, William Jennings Bryan, Henry Ford, and
Charles A. Lindbergh
9A Analyze the effects of physical and human geographic
factors on events including the building of the Panama Canal
9B Identify and explain reasons for changes in political
boundaries such as those resulting from statehood and
international conflicts
10A Analyze the effects of changing demographic patterns
resulting from migration within the United States
10B Analyze the effects of changing demographic patterns
resulting from immigration to the United States
12E Describe the economic effects of international military
conflicts, including the Spanish-American War and World War
I, on the United States.
12D Analyze the effects of economic policies including the
© 2010 Austin Independent School District
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discussions related to the
Essential Questions.
Differentiate instruction for
students through the use
of graphic organizers and
electronic technology
related to early 20th
century events in
American history.
Use and reinforce
academic vocabulary
related to Imperialism,
World War I, and the
1920s.
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 early 20th century.
Formally and informally
assess students on their
content knowledge of the
time period.
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What Students Do
Student Work Products / Assessment
Evidence
Organize and analyze
information through
the use of Interactive
Student Notebooks.
Use academic
vocabulary specifically
related to the study of
Imperialism, World
War I, and the 1920s.
Analyze primary
source material written
during the early 20th
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.
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Course United States History
Page 2 of 3
Written analysis of primary source
documents from the early 20th century.
Graphic organizer showing the positive
and negative effects of American
Imperialism.
“Yellow Journalism” newspaper article
urging for war with Spain.
Debate over the U.S. acquisition of the
Philippines.
Written analysis of political cartoons
about American Imperialism.
Debate over U.S. declaration of war with
Germany.
Report Card on America’s performance
during WW I in fighting in Europe AND
on the homefront.
Written analysis of Eugene Debs’ Canton
Speech.
Written analysis of the Supreme Court
decision Schenck v. United States.
Written dialog for a Senate debate on
Treaty of Versailles.
Written analysis of political cartoons
related to the postwar Red Scare.
Newspaper editorial article on the trial of
Sacco and Vanzetti.
Newspaper article on Chicago Race Riot.
Chart showing the major postwar strikes
including causes and effects.
Radio show highlighting important social
changes of the 1920s.
Written analysis of the Scopes Trial.
Written analysis of “A Flapper’s Appeal
to Parents”.
Document Based Essay on the tension in
American Society between change and
tradition in the 1920s.
Chart comparing major social changes of
updated 9/25/10
Course: United States History
Austin ISD Grading Period Snapshot (GPS)
2010 - 2011
2nd Six Weeks
Open Door Policy and Dollar Diplomacy on U.S. diplomacy
13A Analyze causes of economic growth in the 1920s
15C Evaluate the effects of political incidents such as Teapot
Dome on U.S. citizens’ views of the federal government
17B Analyze reasons for the adoption of 20th-century
constitutional amendments
20B Describe the impact of significant examples of cultural
movements in art, music, and literature on American society,
20D Analyze the relationship between culture and the
economy such as the impact of the entertainment industry on
U.S. economy
21D Identify the political, social, and economic contributions
of women to American society
22B Explain how scientific discoveries and technological
innovations resulted from specific needs
23A Analyze how scientific discoveries and technological
innovations changed the standard of living in the U.S.
© 2010 Austin Independent School District
the 1920s with contemporary social
change.
Course United States History
Page 3 of 3
updated 9/25/10