U.S. History
Scope and Sequence
4th six weeks
TEKS
#
Strand & TEKS/SE
statement
US 1C
1. History. The student
understands traditional
historical points of reference
in U.S. history from 1877 to
the present. The student is
expected to: (C) explain the
significance of the following
dates: 1898, 1914-1918,
1929, 1941-1945, and 1957.
Pacing
The student is expected to…
US
13B
US
13C
US13D
US 13
E
Clarifying
statements/questions
Vocabulary
Resources &
Activities
The student will…
Great
Depressio
n & New
Deal
Speculation
Investor
Buying on margin
Depression
Black Tuesday
Hawley-Smoot
Tariff
Reconstruction
Finance
Corporation
Price supports
Credit
Shantytowns
Soup kitchens
Bread lines
Hoovervilles
Bonus Army
Dust Bowl
Scottsboro Case
Mexican –
American
Deportation
Margaret BourkeWhite
Hoboes
John Steinbeck
Grapes of Wrath
Okies
Tenet farmers
Migrant workers
Franklin
Roosevelt
fireside chats
2 weeks
13. Economics. The student
understands significant
economic developments
between World War I and
World War II. The student is
expected to: (B) analyze the
causes of the Great
Depression, including the
decline in worldwide trade,
the stock market crash, and
bank failures; (C) analyze
the effects of the Great
Depression on the U.S.
economy and government;
(D) evaluate the
effectiveness of New Deal
measures in ending the Great
Depression; and (E) analyze
how various New Deal
agencies and programs such
as the Federal Deposit
Insurance Corporation, the
Securities and Exchange
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Differentiation
U.S. History
Scope and Sequence
4th six weeks
US
10A
US
18A
US
15A
Commission, and Social
Security continue to affect
the lives of U.S. citizens.
The New Deal
(the 3 R’s)
Glass-Steagall Act
Federal Securities
Act
Agricultural
Adjustment Act
National Industrial
Recovery Act
Civilian
Conservation Corp
deficit spending
Eleanor Roosevelt
Works Progress
Admin.
Wagner Act
(National Labor
Relations Act)
Social Security
Act
FDIC
Securities and
Exchange
Commission
Tennessee Valley
Authority
“pack the court”
Huey P. Long
Dorthea Lange
Frances Perkins
Mary McLeod
Bethune
Indian
Reorganization
Act of 1934
10. Geography. The
student understands
the effects of
migration and
immigration on
American society.
The student is
expected to:
(A) analyze the
effects of changing
demographic
patterns resulting
from migration
within the United
States.
18. Citizenship. The
student understands
efforts to expand the
democratic process.
The student is
expected to:
(A) 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.
US
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U.S. History
Scope and Sequence
4th six weeks
16B
US
21D
15. Government.
The student
understands changes
in the role of
government over
time. The student is
expected to:
(A) evaluate the
impact of New Deal
legislation on the
historical roles of
state and federal
governments.
16. Government.
The student
understands the
changing
relationships among
the three branches of
the federal
government. The
student is expected
to: (B) evaluate the
impact of events,
including Franklin
Roosevelt's attempt
to increase the
number of U.S.
Supreme Court
justices, on the
relationships among
the legislative,
executive, and
judicial branches of
government.
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U.S. History
Scope and Sequence
4th six weeks
21. Culture. The
student understands
how people from
various groups,
including racial,
ethnic, and religious
groups, adapt to life
in the United States
and contribute to our
national identity.
The student is
expected to:
(D) identify the
political, social, and
economic
contributions of
women to American
society.
US 1A
US1C
US 6 A
1. 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 present and
describe their defining
characteristics; (C) explain
the significance of the
following dates: 1898, 19141918, 1929, 1941-1945, and
1957.
6. History. The student
understands the impact of
significant national and
World
War II
3 weeks
1- Understand that dates are
essential to learning U.S.
History
2- Understand how specific
individuals helped move the
U.S. into the position of
world power.
3- Understand why the U.S.
was involved in WWII
4- Understand how to read
maps, graphs, and other
demographic data to
compare and contrast
Understand how women and
people from various racial,
ethnic and religious groups
contributed to political, social
and economic life in the U.S.
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Fascism,
communism,
totalitarianism,
dictatorships,
appeasement, axis
powers, allied
powers,
isolationism, lendlease act,
neutrality acts,
nonagression pact,
Atlantic Charter,
Mussolini, Hitler,
Tojo, Stalin, FDR,
Truman, Hirohito,
Omar Bradley,
Dwight
Eisenhower,
Cameron ISD
Revised 03/03/16
U.S. History
Scope and Sequence
4th six weeks
US 1B
US 1C
US
14A
US
19B
international decisions and
conflicts from World War II
and the Cold War to the
present on the United States.
The student is expected to:
(A) identify reasons for U.S.
involvement in World War
II, including the growth of
dictatorships and the attack
on Pearl Harbor;
(B) analyze major issues
and events of World War II
such as fighting the war on
multiple fronts, the
internment of JapaneseAmericans, the Holocaust,
the battle of Midway, the
invasion of Normandy, and
the development of and
Harry Truman's decision to
use the atomic bomb;
(C) explain the roles played
by significant military
leaders during World War II,
including Omar Bradley,
Dwight Eisenhower,
Douglas MacArthur, George
Marshall, and George
Patton.
Douglas
MacArthur,
George Marshall,
George Patton,
Churchill,
Chamberlain,
Battle of Midway,
Invasion of
Normandy,
Luftwaffe, Battle
of the Bulge, Dday, blitzkrieg, VE Day, Iwo Jima,
Kamikaze,
Kindertransport,
Nazi, Auschwitz,
Kristallnacht,
ghetto, genocide,
concentration
camp, Nuremberg
Trials, Civil
liberties, Issei,
Nisei, Hirabayashi
v. U.S.,
Korematsu v.
U.S., Executive
Order 9066,
Manhatten Project,
Dr. Robert
Oppenheimer,
Hiroshima,
Nagasaki,
Rationing, female
employment, end
of the Great
Depression,
WAAC, War
14. Economics. The
student understands
the economic effects
of World War II, the
Cold War, and
increased worldwide
competition on
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U.S. History
Scope and Sequence
4th six weeks
contemporary
society. The student
is expected to:
(A) describe the
economic effects of
World War II on the
home front,
including rationing,
female employment,
and the end of the
Great Depression.
US
21D
Production Board,
GI Bill, African
American
Migration,
19. Citizenship. The
student understands
the importance of
effective leadership
in a democratic
society. The student
is expected to: (B)
evaluate the
contributions of
significant political
and social leaders in
the United States
such as Andrew
Carnegie, Shirley
Chisholm, and
Franklin D.
Roosevelt.
21. Culture. The
student understands
how people from
various groups,
including racial,
ethnic, and religious
groups, adapt to life
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U.S. History
Scope and Sequence
4th six weeks
in the United States
and contribute to our
national identity.
The student is
expected to: (D)
identify the political,
social, and economic
contributions of
women to American
society.
US 6D
US 6E
US 6F
US
14C
6. History. The student
understands the impact of
significant national and
international decisions and
conflicts from World War II
and the Cold War to the
present on the United States.
The student is expected to:
(D) describe U.S. responses
to Soviet aggression after
World War II, including the
Truman Doctrine, the
Marshall Plan, the North
Atlantic Treaty
Organization, and the Berlin
airlift; (E) analyze the
conflicts in Korea and
Vietnam and describe their
domestic and international
effects; (F) describe the
impact of the GI Bill, the
election of 1948,
McCarthyism, and Sputnik I
Cold War
United Nations,
satellite nation,
containment, iron
curtain, Cold War,
Truman Doctrine,
Marshall Plan,
Berlin Airlift,
North Atlantic
Treaty
Organization,
Potsdam
Conference, Yalta
Conference, U.S.
aims v. Soviet
Aims, subjugation,
Stalin, FDR,
Truman, Warsaw
Pact, Eisenhower
Doctrine,
brinkmanship, Hbomb, Nikita
Krushchev, Gary
Powers, U-2
incident, CIA,
Chiang Kai-shek,
Mao Zedong,
1 week
14. Economics. The student
understands the economic
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U.S. History
Scope and Sequence
4th six weeks
Taiwan, 38th
parallel, Korean
War, MacArthur,
stalemate, HUAC,
Hollywood Ten,
blacklist, Alger
Hiss, Richard
Nixon, Ethel and
Julius Rosenberg,
Joseph McCarthy,
McCarthyism, GI
Bill, Truman v.
Dewey, The
Martian
Chronicles, The
Body Snatchers
effects of World War II, the
Cold War, and increased
worldwide competition on
contemporary society. The
student is expected to:
(C) describe the impact of
the Cold War on the
business cycle and defense
spending.
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