Austin ISD Instructional Planning Guide
Social Studies
United States History
(1865 – Present)
Second Six Weeks
Teachers will find the following components provided in this document useful in their professional planning:
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Student Expectations
Recommended Pacing Schedule
Suggested Student Work Products
Suggested Assessments
Compendium of Recommended Resources
Suggested Accommodations for Students with Special Needs
Questions about the information found within the Instructional Planning Guides
can be directed to the Austin ISD Bureau of Curriculum’s Social Studies Department.
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Eleventh Grade – United States History
Suggested Student Work Products
Suggested Assessment
The Progressive Movement 1890-1919
103
History - Periods, eras, and points of reference
Identify the major eras in U.S. history from 1877 to the present and
describe their defining characteristics. (1A)
B
T1
108
History-Sequence events in history
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1B) B
T1
116
History-Historical figures exhibit individualism and inventiveness
Evaluate the impact of reform leaders such as Susan B. Anthony,
W.E.B. DuBois, [and Robert LaFollette] on American society. (4B)
T3*
History-Contributions of leaders involved in military conflicts
throughout history
Explain why significant . . . individuals, including. . Theodore
Roosevelt moved the United States into the position of a world power.
(3A) B
T1
154
History-Historical development of social issues
Analyze social issues such as the treatment of minorities, child labor,
growth of cities, and problems of immigrants. (2C) B
T3*
History–Historical development of reform movements
Evaluate the impact of Progressive Era reforms including [initiative,
referendum, recall, and] the passage of the 16th and 17th amendments.
(4A) B
T4*
History-Historical development of the civil rights movement
Trace the historical development of the civil rights movement in the
18th, 19th, 20th centuries, including the 13th, 14th, 15th amendment.
(7A) B
T4*
176
History-Historical development of economic policies
Analyze economic issues such as industrialization, the growth of
railroads, the growth of labor unions, farm issues and the use of big
business. (2B) B
T3*
216
Geography - Translate and analyze geographic data
[Pose and} answer questions about geographic distributions and
patterns shown on maps, graphs, charts, models, [and databases].
(8B) B
T2
163
In groups of five, each group
will make a series of charts about the
reforms discussed in the chapter.
The charts should include areas of
reform, names of reformers,
suggested reforms, and success of
the suggestions. Take a class vote
on the reform or reformer that
students consider the most
important.
Use the rubric for a cooperative group
management plan on pages 71 –72 in the
Performance Assessment Activities and
Rubrics.
Some women in the early 1900s
suggested that the Constitution
needed an equal rights amendment.
Write a letter to the editor supporting
or opposing such an amendment.
Use the rubric for diary, short story,
memorandum, or letter on pages 69-70 in
the Performance Assessment Activities and
Rubrics.
After collecting warning labels and
labeling information, students will
write a warning label for a product
that they use or consume regularly.
Connections to the Pure Food and
Drug Act of 1906 will be made.
Rubric to evaluate label
B
121
162
7 days
TAKS Practice:
Taking Notes, p. 426.
Students will follow the general
guidelines listed in this activity
to create notes for the section
“The Limits of Progressivism”
on page 442.
Section homework/quizzes
Teacher-made test
There are more than
enough activities for this grading
period. While the TEKS should be
met within the 6 weeks, not all
activities will be completed.
Teachers should select those
activities that best fit the needs of
their students.
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
1
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Eleventh Grade – United States History
Suggested Student Work Products
Suggested Assessment
The Progressive Movement 1890-1919 (continued)
220
Geography-Physical environment affects and interacts with the human
environment
Analyze the effects of physical and human geographic factors on
major events…(9A) B
T2
232
Geography-Migration influences the environment
Analyze the effects of changing demographic patterns resulting from
immigration to the United States. (10B) B
T2
520
Citizenship-Fundamental rights in a constitutional government
Evaluate various means of achieving equality of political rights,
including the 19th amendment…(18B) B
T4*
616
Culture-How individuals and groups shape a society’s culture
Identify the political, social, and economic contributions of women to
American society. (21D) B
T3*
701
Science, Technology, & Society-How technology has affected daily
lives
Explain the effects of scientific discoveries and technological
innovations such as electric power…on the development in the United
States. (22A) B
T3*
Social Studies Skills-Apply critical thinking skills to gather and analyze
social studies information
Analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations [and predictions], and drawing
inferences and conclusions.
(24B) B / WH 25C B
T5
823
125
History-Historical figures contribute to society in the area of civil and
equal rights
Evaluate the impact of third parties and their candidates such as Eugene
Debs…and Theodore Roosevelt’s Bull Moose Party. (4C)
222
Geography - How humans rely on natural resources
Trace the development of the conservation of natural resources, including
the establishment of The National Park System and efforts of private
nonprofit organizations. (11B)
7 days
(continued)
Recommended Activity from
History Alive! The United States
Coming of Age: 1890-1920:
Lesson 2.3 “Progressive Era
Thinkers Meet the Press”:
Students will plan and conduct a
press conference where the ideas of
nine Progressive Era thinkers such
as W.E.B. DuBois, Andrew Carnegie,
Mother Jones, and Robert La Follette
are presented to understand the
various viewpoints on the most
important issues facing American
society during the Progressive Era.
Have students create a graphic
organizer similar to the one below in
which they describe the details that
support the main idea that
progressives wanted to make
government more responsive to the
people.
More
Responsive
Government
Conduct a discussion after the press
conference in which students analyze the
issues and solutions presented by each of
the Progressive Era thinkers.
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum: High-Thinking
Demand—
Through the research in preparation for
the press conference and the actual
conference itself, students are
challenged to construct explanations
and justify arguments on the issues and
reforms of the Progressive Era.
Ideas for the graphic organizer may include
direct election of senators, direct primaries,
legislation to protect the banking system, and
food supply.
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
Austin ISD Planning Guide – Social Studies
Second Six Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
The Progressive Movement 1890-1919 (continued)
302
304
Economics - Human needs are met through the production of goods
and services
Identify actions of government and the private sector to expand economic
opportunities to all citizens. (14D)
Economics -How people earn a living
Describe the impact of the Sherman Antitrust Act on businesses. (12C)
331
Economics -Geographic and historic factors that influence a society’s
economy
Compare the purpose of the Interstate Commerce Commission with its
performance over time. (12B)
421
Government - Purpose and functions of the U.S. Constitution
Analyze reasons for the adoption of 20th-century constitutional
amendments, beginning with the 16th amendment. (17B)
512
Citizenship - Characteristics of good citizenship as exemplified by
historic figures and ordinary citizens
Evaluate the contributions of significant political and social leaders in the
United States such as Andrew Carnegie… (19B)
517
Citizenship - Effective leadership in a democratic society
Describe qualities of effective leadership. (19A)
523
Citizenship-Role of individual and group participation in the
democratic process
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. (18A)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (25A)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
(25C)
7 days
(continued)
Using the data found in the Teacher’s
Edition on page 435, have students
prepare a pair of circle graphs
showing the results of the
presidential election of 1908.
Discuss and analyze the following
political cartoons from the
Interpreting Political Cartoons
ancillary booklet:

Activity 15: Battle Against the
Trusts

Activity 16: A Populist View of
President McKinley

Activity 19: Women Cartoon for
Suffrage
Modify the rubric for creating visuals on
pages 65–66 in the Performance
Assessment Activities and Rubrics to
evaluate the circle graphs.
Principles of Learning Connection,
Accountable Talk: Accountability to
Knowledge –
Class discussion and analysis of the
political cartoons and Supreme Court
cases requires students to make use of
specific and accurate knowledge and to
provide evidence for the claims and
arguments posed by the questions from
the discussion.
Discuss and analyze the following
Supreme Court case from the
Supreme Court Case Studies
ancillary booklet:

Supreme Court Case Study 10:
Northern Securities Company v.
United States, 1904
Internet Activity - The
Muckrakers: Have
students go to the
Glencoe electronic web
site at
http://www.glencoe.com/qe/qe35tx.p
hp?st=705&pt=2&bk=21. After
reading the introduction to Lincoln
Steffan’s The Shame of the Cities,
students should answer the
questions found at the Glencoe web
site. They should then select an
issue concerning Austin or Texas
that they believe should be reformed
and write a brief muckraking article
pointing out the problems and flaws
along with a suggestion on how to
address these problems.
Modify the rubric for a book review, research
report, or position paper on pages 79 –80 in
the Performance Assessment Activities and
Rubrics to assess the muckraking article.
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
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Eleventh Grade – United States History
Suggested Student Work Products
Suggested Assessment
The Progressive Movement 1890-1919 (continued)
813
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations on social studies skills. (25D)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (24H)
819
Social Studies Skills-Identify and support different historic points of
view
Support a point of view on a social studies issue or event. (24G)
TAKS Skill Practice Workbook – Persuasive Writing About An Issue
pp. 27-28: Students will write a persuasive composition on the merits of
Amendment 17. (US 4A)
TAKS Objective 4: The student will demonstrate an understanding
of political influences on historical issues and events.
7 days
(continued)
Refer to the Performance
Assessments: Activities and Rubrics
ancillary booklet and review the
information on Progressive
Campaigns found in Activity 13 on
pages 31-32. Have students choose
an event or topic related to the
Progressive movement to create a
political cartoon. Review with
students the criteria stated in this
assignment.
Use the rubric for a political cartoon,
pamphlet, or handbill on pages 77–78 in the
Performance Assessment Activities and
Rubrics booklet.
Show Video Program 13: The
Stockyard Jungle from the ancillary
materials. Have students respond to
the question Should the
government set health standards?
After conducting discussion, divide
the class into small groups and have
students discuss how they think
modern food processing plants have
improved. They should then
research current conditions to test
their ideas. Use a panel discussion
format to allow them to present their
findings.
Principles of Learning Connection, Accountable
Talk: Accountability to Knowledge –
Researching current conditions on modern food
processing plants requires students to identify
knowledge that may not yet be available in class but is
needed to address the issue of health standards.
Accountability to Rigorous Thinking:
The panel discussion requires students to synthesize
several sources of information then test their own
understanding of health standards through the
construction of explanations, conjectures, and
hypotheses.
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
Austin ISD Planning Guide – Social Studies
Second Six Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
The Progressive Movement 1890-1919 (continued)
Resources
The American Republic Since 1877, Chapter 13
Reproducible Lesson Plans booklet
Unit 4 Resources: Imperialism and Progressivism
Inclusion Strategies
Interpreting Political Cartoons #15, 16, & 19
Supreme Court Case Studies: Northern Securities Company v. United States
Performance Assessments: Activities and Rubrics, Activity 13
TAKS Skill Practice Workbook, Activity 13
Video Program 13: The Stockyard Jungle
Mindjogger Videoquiz
Suggested Resource:
History Alive! The United States Coming of Age: 1890-1920
General Web Sites:
Glencoe The American Republic Since 1877 at www.Tx.tarvol2.glencoe.com
National Geographic Society at www.nationalgeographic.com
A & E Television Network at www.aetv.com/
PBS Television Network at www.pbs.org
The History Channel at www.historychannel.com
American Memory website at http://www.memory.loc.gov/
Recommended videos from http://streaming.discoveryeducation.com/

America in the 20th Century: The Progressive Era
(20:00 minutes)

History in Focus: 1900-1909 (30:32 minutes)

History in Focus: 1910-1919 (31:41 minutes)

Speeches from History: Famous Women (E.C. Stanton-2:14 minutes)

Story of the Wright Brothers, The: From Kites to Kitty Hawk

(27: minutes)

Story of the Wright Brothers: The Dynamics of Flight (25:00 minutes)
Teacher Notes
Vocabulary:

progressivism, muckrakers, Ida Tarbell, Lincoln Steffens, Jacob Riis, commission plan, Robert La
Follette, direct primary, initiative, referendum, recall, Amendment 17, suffrage, National American
Woman Suffrage Association (NAWSA), Alice Paul, Carrie Chapman Catt, Amendment 19, temperance,
Women’s Christian Temperance Union (WCTU), prohibition, socialism, Eugene Debs (Ch.13, Sec.1)

Square Deal, Northern Securities, United Mine Workers, arbitration, Bureau of Corporations, Hepburn
Act, Upton Sinclair, Meat Inspection Act, Pure Food and Drug Act, conservation, Newlands Reclamation
Act (Ch. 13, Sec.2)

Joseph G. Cannon, Payne-Aldrich Tariff, Richard Ballinger, insubordination, Children’s Bureau,
Mann-Elkins Act (Ch. 13, Sec. 3)

Progressive Party, New Nationalism, New Freedom, Woodrow Wilson, Underwood Tariff, income tax,
Amendment 16, Federal Reserve Act, Federal Trade Commission, Clayton Antitrust Act, NAACP (Ch. 13,
Sec. 4)
Specific Web Sites on the Progressive Era:

The Campaign to End Child Labor website at http://www.boondocksnet.com/labor/index.html

The Career of Theodore Roosevelt at http://www.history.ohio-state.edu/projects/uscartoons/TRCareer.htm

Lincoln Steffans, The Shame of the Cities at
http://staff.killingly.k12.ct.us/~cmarcotte/CP%20US%20documents/Immigration%20and%20Urbanization/li
ncoln_steffens.htm

History of the Suffrage Movement at http://www.glencoe.com/sec/socialstudies/cgibin/splitwindow.cgi?top=http://www.glencoe.com/sec/socialstudies/top.html&link=http://www.rochester.edu
/SBA/history.html

Susan B. Anthony Collection at http://www.glencoe.com/sec/socialstudies/cgibin/splitwindow.cgi?top=http://www.glencoe.com/sec/socialstudies/top.html&link=http://lcweb.loc.gov/spcol
l/clist20.html

How the Other Half Lives: Studies of the Tenements of New York at
http://www.glencoe.com/sec/socialstudies/cgibin/splitwindow.cgi?top=http://www.glencoe.com/sec/socialstudies/top.html&link=http://www.cis.yale.edu/a
mstud/inforev/riis/title.html
Special Needs: See pages 420, 424, 429, and 436 in the teacher’s edition of text.
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
Austin ISD Planning Guide – Social Studies
Second Six Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
Imperialism and the Spanish-American War (1872-1912)
103
107
History-Periods, eras, and points of reference in history
Identify major eras in U.S. history from 1877 to the present and
describe their defining characteristics. (1A) B
T1
History-Significant dates in history
Explain the significance of the following date: 1898 (1C)
T1
4 days
Have students select one of the
people mentioned on the time line
and prepare a brief profile of his or
her life, including major
accomplishments.
Use the rubric found in the Performance
Assessment activities and Rubrics booklet.
Organize the students into groups
and have each group portray
Roosevelt in a cartoon. Encourage
the students to use library and
Internet resources.
Use the rubric for a cooperative group
management plan on pages
71-72 in the Performance Assessment
Activities and Rubrics booklet.
Have students read the speeches on
imperialism by Albert Beveridge,
William Jennings Bryan, Mark Twain
found at the PBS Great Speeches
website at
http://www.pbs.org/greatspeeches/ti
meline/index.html. They should then
categorize the ideas in each speech
as either being “imperialistic” or “antiimperialistic”. Refer to the Ch. 12
student web activity at
www.tx.tarvol2.glencoe.com for
additional details.
Section homework/quizzes
B
108
History-Understand how to sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1B) B
T1
115
History -Accomplishments of notable individuals from different periods
of history
Analyze the impact of significant individuals such as…William
Jennings Bryan… (5B) B
T1
121
History-Understands the contributions of leaders involved in military
conflicts:
Explain why significant individuals, including [Henry Cabot Lodge,
Alfred Thayer, Mahan, and] Theodore Roosevelt moved the Untied
states into the position of a world power. (3A) B
T1
216
Geography-Translate and analyze geographic data
[Pose questions about geographic distributions and patterns shown
on maps, graphs, charts, models, [and databases]. (8B) B
T2
220
Geography-Understands how the physical environment affects and
interacts with the human environment
Analyze the effects of physical and human geographic factors on
major events including the building of the Panama Canal. (9A) B
T2
811
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and maps. (WH
26C) B
T5
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, [oral], and visual material. (24F) B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and analyze
social studies information through a variety of strategies
Analyze information by sequencing, categorizing, identifying, causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations, [and predictions ] and drawing
inferences and conclusions. (24B) B
T5
Chapter Test
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
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
Imperialism and the Spanish-American War (1872-1912)
170
History-Historic origins of imperialism
Identify examples of U.S. territorial expansion such as Alaska, Hawaii,
Puerto Rico, and the Panama Canal. (L)
233
Geography-Geographic factors influence political development
Identify and explain reasons for changes in political boundaries such as
those resulting from statehood and international conflicts. (9B)
329
Economics-Different areas of the world are economically
interdependent through trade
Analyze the effects of economic policies including the Open Door Policy and
Dollar Diplomacy on U.S. diplomacy. (12D)
331
Economics-Geographic and historic factors that influence a society’s
economy
Compare the purpose of the Interstate Commerce Commission with its
performance over time. (12B)
332
Economics-Geographic and historic factors that influence a society’s
economy
Describe the economic effects of international military conflicts, including the
Spanish-American War and World War I, on the United States. (12E)
512
Citizenship-Characteristics of good citizenship as exemplified by
historic figures and ordinary citizens
Evaluate the contributions of significant political and social leaders in the
United States… (19B)
517
Citizenship-Importance of effective leadership in a democratic society
Describe qualities of effective leadership. (19A)
622
Culture-Relationship between art and literature and the societies that
produced them
Describe how the characteristics and issues of various eras in U.S. history
have been reflected in works of art, music, and literature ... (20B)
4 days
(continued)
Recommended Activities from
History Alive! The United States
Coming of Age: 1890-1920
(Because of time constraints,
teachers should choose the activities
best suited for their classes.)
Activity 3.1 Isolationism to
Imperialism: The Foreign Policy
Spectrum: Students will arrange nine
specific foreign policy strategies on a
continuum ranging from isolationism
to imperialism.
Use the rubric for a cooperative group
management plan on pages
71-72 in the Performance Assessment
Activities and Rubrics booklet.
Activity 3.2 The Spanish-American
War and the Growth of
Imperialism: Students will analyze
and discuss nine visuals depicting
key events of the Spanish-American
War and post-war power.
Use the rubric for a cooperative group
management plan on pages
71-72 in the Performance Assessment
Activities and Rubrics booklet.
Activity 3.3 U.S. Foreign Policy is
Like a…?: Students will work in
groups to create visual metaphors of
U.S. foreign policy at the turn of the
twentieth century.
Modify the rubric for a map, display, or chart
on pages
65-66 in the Performance Assessment
Activities and Rubrics booklet.
View the video Teddy Roosevelt and
Yellow Journalism from the Video
Program ancillary series and have
students analyze how yellow
journalism is different from
mainstream journalism.
TAKS Mini-Lesson: Using an
Electronic Spreadsheet, p. 398.
Students will create a spreadsheet that will
provide the population densities of the
states in the United States in 1900.
(WH 25C; WH 26C; US 24B; US 24C)
TAKS Objective 5: The student will use
critical-thinking skills to analyze social
studies information.
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
Austin ISD Planning Guide – Social Studies
Second Six Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Eleventh Grade – United States History
Suggested Student Work Products
Suggested Assessment
Imperialism and the Spanish-American War (1872-1912) (continued)
Resources
Teacher Notes
The American Republic: Since 1877, Chapter 12
Reproducible Lesson Plans booklet
Unit 4 Resources booklet
Inclusion Strategies booklet
TAKS Skills Practice Workbook, Activity 12
Performance Assessment Activities and Rubrics booklet
Mindjogger Videoquiz
Interpreting Political Cartoons #17 and 18
Program 12 Video: Teddy Roosevelt and Yellow Journalism
Vocabulary:
Chapter 12 “Becoming a World Power”:
 Section One: imperialism, protectorate, Anglo-Saxonism, Josiah Strong, Matthew C. Perry, Queen
Liliuoklanai, James G. Blaine, Pan-Americanism, Organization of American States, Alfred T. Mahan,
Henry Cabot Lodge
 Section Two: Maine, José Martí, William Randolph Hearst, Joseph Pultizer, yellow journalism, Enrique
Dupuy de Lome, jingoism, Theodore Roosevelt, George Dewey, Emilio Aguinaldo, Rough Riders, Leonard
Wood, Foraker Act, Platt Amendment
 Section Three: sphere of influence, Open Door Policy, Boxer Rebellion, “Great White Fleet”, HayPauncefote Treaty, Roosevelt Corollary, dollar diplomacy, Panama Canal
Suggested Resources:
History Alive! The United States Coming of Age: 1890-1920
Enrichment: Pose the following question to students: What problems arise when we view our own culture as
superior to others and we refuse to accept new ideas from other cultures? Students will write their analysis in
the form of a letter to the editor.
General Websites Related to US History:
www.tx.tarvol2.glencoe.com
www.nationalgeographic.com
www.socialstudies.glencoe.com
www.teachingtoday.glencoe.com
www.time.com
www.ande.com
www.historychannel.com
www.memory.loc.gov
Write a letter to the president persuading him to support or oppose an imperialist policy of the United States
Special Needs: See pages 394, 401, and 410 in the Teacher’s Edition.
Video selections from http://streaming.discoveryeducation.com/
 America in the 20th Century: America Becomes a World Power (30:00 minutes)
Content-Specific Websites on Imperialism:

Speeches on imperialism by Albert Beveridge, William Jennings Bryan, and Mark
Twain at the PBS Great American Speeches website at
http://www.pbs.org/greatspeeches/timeline/index.html.

PBS series Crucible of Empire: The Spanish American War at
http://www.pbs.org/crucible/

PBS The American Experience: America 1900 at
http://www.pbs.org/wgbh/amex/1900/

PBS The American Experience: Hawaii’s Last Queen at
http://www.pbs.org/wgbh/amex/hawaii/

PBS The American Experience: TR, The Story of Theodore Roosevelt at
http://www.pbs.org/wgbh/amex/tr/

Internet Modern History Sourcebook: Imperialism at
http://www.fordham.edu/halsall/mod/modsbook34.html

Small Planet Communications Lesson Plan for the Age of Imperialism at
http://www.smplanet.com/imperialism/teacher.html
TAKS Skill Practice Workbook – Interpreting Primary
Sources, pp. 24-25:
Students will analyze three primary sources – a political cartoon, an
excerpt from Theodore Roosevelt’s 1904 inaugural address, and an
excerpt from the platform of the American Anti-Imperialist League – and
will then identify the key themes related to imperialism in each source.
(US 1C, US 3A, US 24A, US 24B, US 24C, US 24F, WH 26C)
TAKS Objective 5: The student will use critical-thinking skills to
analyze social studies information.
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 Planning Guide – Social Studies
Second Six Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
World War I and Its Aftermath 1914-1920
103
History - Major periods, eras, and points of reference in history
Identify the major eras in U.S. history from 1877 to the present and
describe their defining characteristics. (1A) B
T1
107
History-Significant dates in history
Explain the significance of the following dates: …1914-1918
…(1D) B
T1
108
History - How to sequence events in history
Apply absolute and relative chronology through the sequencing of
significant individuals, event, and time periods. (1B)
T1
130
History - Events that shape history
Analyze causes and effects of significant issues such as immigration,
the Red Scare, Prohibition, and the changing role of women. (5A) B
T1
149
History - Impact that wars have had on history.
Identify the reasons for U.S. involvement in World War I, including
unrestricted submarine warfare. (3B) B
T1
163
History - Historical development of the civil rights movement
Trace the historical development of the civil rights movement in the
18th, 19th, and 20th centuries. (7A) B
T4*
175
History - Understands significant documents from history
Analyze major issues raised by U.S. involvement in World War I,
Wilson’s Fourteen Points, and the Treaty of Versailles. (3D) B
T1
214
Geography-Translate and analyze geographic data
Answer questions and geographic distributions and patterns shown on
maps, graphs, and charts. (8.10B) B
T2
216
Geography - Translates and analyzes geographic data
[Pose and] answer questions about geographic distributions and
patterns shown on maps, graphs, charts, models, [and databases].
(8B) B
T2
Geography - Migration influences the environment
Analyze the effects of changing demographic patterns resulting from
migration within the United States. (10A) B
T2
231
5 days
Students create a special issue of a
magazine that reports U.S. foreign
policies from Wilson’s inauguration
on March 4, 1913, to his war
message to Congress on April 2,
1917. The magazine should include
news articles, news analysis, news
features, editorials, and political
cartoons.
Use the rubric for cooperative group
management plan on pages 71 – 72 in the
Performance Assessment Activities and
Rubrics.
Have students create a map of
Europe at the beginning of World
War I. Students will need to label the
countries and indicate the order in
which the countries involved in the
conflict declared war. Students will
then create a map of Europe after the
end of World War I.
Use the rubric for creating a map, display, or
chart on pages 65 –66 in the Performance
Assessment Activities and Rubrics.
Show Video Program 14: Cousins:
Royalty and World War I from the
ancillary materials. Have students
respond to the question What
impact did World War I have on
the family dynasties of Europe?
Use the Viewer’s Guide to discuss
each of the questions listed.
Students take on the role of a young
soldier leaving for war. Students
write a letter to a family member or
close friend. The letter should
explain why the person is going to
war, what he or she fears, and what
the friend or relative can do to help.
Students will assume the role of a
newspaper editor in 1919. Have
them write an editorial favoring or
opposing ratification of the Treaty of
Versailles.
Use the rubric for diary, short story,
memorandum, or letter on pages 69-70 in
the Performance Assessment Activities and
Rubrics.
Modify the rubric for diary, short story,
memorandum, or letter on pages 69-70 in
the Performance Assessment Activities and
Rubrics to evaluate the editorial.
Section homework/quizzes
Teacher-made test
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
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Eleventh Grade – United States History
Suggested Student Work Products
Suggested Assessment
World War I and Its Aftermath 1914-1920
434
Government-Impact of judicial decisions
Analyze the effects of 20th century landmark U.S. Supreme Court
decisions such as Schenck v. United States. (17A) B
T4
519
Citizenship-Fundamental rights in a constitutional government
Describe the importance of free speech and press in a democratic
society. (8.22B) B
T4*
616
Culture - Individuals and groups shape a society’s culture.
Identify the political, social, and economic contributions of women to
American society. (21D) B
T3*
811
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and maps.
(WH 26C) B
T5
812
Social Studies Skills-Create visual and written materials
…Interpret maps to answer geographic questions, infer geographic
relationships, and analyze geographic change. (WG 21C) B
T5
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
[Locate and] use primary and secondary sources [such as computer
software, databases, media and news services, biographies,
interviews, and artifacts] to acquire information about the United
States. (24A) B
T5
Social Studies Skills-Apply critical thinking skills to gather and analyze
social studies information
Analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations [and predictions], and drawing
inferences and conclusions. (24B) B
T5
815
823
122
History - Contributions of leaders involved in military conflicts
throughout history
Analyze … the impact of significant individuals including John J. Pershing
during World War I. (3C)
125
History - Historical figures shape the state and nation
Evaluate the impact of third parties and their candidates such as Theodore
Roosevelt’s Bull Moose Party. (4C)
5 days
(continued)
Discuss and analyze the following
political cartoons from the
Interpreting Political Cartoons
ancillary booklet:

Activity 20: A League Not of
Our Own
Discuss and analyze the following
Supreme Court case from the
Supreme Court Case Studies
ancillary booklet:

Supreme Court Case Study 12:
Schenck v. United States, 1919
Internet Activity –
Wartime Propaganda:
Have students go to the
Glencoe electronic web
Principles of Learning Connection,
Accountable Talk: Accountability to
Knowledge—
Class discussion and analysis of the
political cartoons and Supreme Court
cases requires students to make use of
specific and accurate knowledge and to
provide evidence for the claims
and arguments posed by
the questions from the
discussion.
Modify the rubric for a political cartoon,
pamphlet, or handbill on pages 77–78 in the
Performance Assessment Activities and
Rubrics booklet to evaluate the brochure.
site
http://www.glencoe.com/qe/qe35tx.p
hp?st=706&pt=2&bk=21. Students
will be directed to the World War I
Posters web site. After they analyze
each poster for propaganda, they will
answer questions on these posters.
They will conclude by preparing an
exhibit brochure that describes the
themes, messages, and impacts.
Refer to the Performance
Assessments: Activities and Rubrics
ancillary booklet and review the
information on information about life
in Post-World War I America.
Students will then create a chart
illustrating the state of the nation and
of the economy after World War I.
Students will need to include graphic
elements to provide clarity and get
the reader’s attention.
Use the rubric for creating a map, display, or
chart on pages 65 –66 in the Performance
Assessment Activities and Rubrics.
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
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
World War I and Its Aftermath 1914-1920
150
History - Impact that wars have had on history
Analyze significant events such as the battle of Argonne Forest… during
World War I. (3C)
332
Economics - Geographic and historic factors that influence a society’s
economy
Describe the economic effects of international military conflicts, including
World War I, on the United States. (12E)
444
Government - Impact of foreign relations on political issues
Explain the impact of significant international events such as World War I on
changes in the role of the federal government. (15B)
620
Culture -Contributions and effects of ethnic and racial groups to
societies, past and present
Analyze how the contributions of people from racial, ethnic, and religious
groups to expand economic opportunities and political rights in American
society. (21C)
622
Culture-Relationship between art and literature and the societies that
produced them
Describe how the characteristics and issues of various eras in U.S. history
have been reflected in works of art, music, and literature…(20A)
712
Science, Technology, & Society-Impact of technology on cultural
development
Explain how scientific discoveries and technological innovations such as
those in…the military…resulted from specific needs. (22B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (25A)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
(25C)
813
819
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations on social studies skills. (25D)
Social Studies Skills-Identify and support different historic points of
view
Support a point of view on a social studies issue or event. (24G)
5 days
(continued)
Recommended Activity from
History Alive! The United States
Coming of Age: 1890-1920:
Lesson 4.2 “Analyzing World War I
Posters”: Students examine World
War I propaganda posters from four
countries to learn about
propagandists’ objectives and tools
[If schools do not have this History
Alive! resource, the Glencoe Internet
Activity from the previous page is a
good alternative.]
Lesson 4.3 “Living Trench
Warfare”: Students assume the
roles of soldiers and crouch in deskmade trenches, view images of
trench warfare, and listen to wartime
accounts from All Quiet on the
Western Front to understand the
horrors of trench warfare on the
Western front during World War I.
Lesson 4.4 “Negotiating a Treaty
to Secure World Peace”: Students
assume the roles of President Wilson
and the European powers and
negotiate a treaty to secure world
peace in order to understand the
terms of the Treaty of Versailles.
TAKS Connection –
Identifying Bias in Written and
Visual Materials:
By analyzing the World War I
posters, students will be able to
identify the points of view and
biases of different countries involved
in World War I.
Objective 5 US 24A
TAKS Practice: Analyzing
Information, p. 470.
Students will read an excerpt from
Henry Cabot Lodge’s speech on the
League of Nations. They will then
identify the main points listed in the
speech and analyze this information.
Objective 1 US 3D
Objective 5 US 24A and US 24B
TAKS Skill Practice Workbook – Recognizing Forms of
Propaganda pp. 29-30: Students will analyze propaganda in a World War I
poster. (US 3D, US 24A, US 24F)
TAKS Objective 1: The student will demonstrate an understanding of
issues and events in U.S. history.
TAKS Objective 5: The student will use critical thinking skills to
analyze social studies information.
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
Austin ISD Planning Guide – Social Studies
Second Six Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Eleventh Grade – United States History
Suggested Student Work Products
Suggested Assessment
World War I and Its Aftermath 1914-1920 (continued)
Resources
The American Republic Since 1877, Chapter 14
Reproducible Lesson Plans booklet
Unit 4 Resources: Imperialism and Progressivism
Inclusion Strategies
Interpreting Political Cartoons #20
Supreme Court Case Studies: Schenck v. United States
Performance Assessments: Activities and Rubrics, Activity 14
TAKS Skill Practice Workbook, Activity 14
Video Program 14: Cousins: Royalty and World War I
Mindjogger Videoquiz
Teacher Notes
Vocabulary:

Ch. 14, Sec. 1: Victoriano Huerta, Pancho Villa, guerrillas, John J. Pershing, Triple Alliance, Triple
Entente, nationalism, self-determination, Balkans, Archduke Franz Ferdinand, Allies, Central Powers,
propaganda, contraband, u-boats, Lusitania, Sussex Pledge, Zimmermann telegram

Ch. 14, Sec. 2: conscription, selective service, Army Nursing Corps, War Industries Board, Bernard
Baruch, victory gardens, daylight savings time, Liberty Bonds/Victory Bonds, National War Labor
Board, Committee on Public Information, espionage, Schenck v. the United States

Ch. 14, Sec. 3: “no man’s land”, “doughboys”, Bolsheviks, Vladimir Lenin, Treaty of Brest-Litovsk,
Battle of the Argonne Forest, armistice, Fourteen Points, League of Nations, Treaty of Versailles,
reparations

Ch. 14, Sec. 6: cost of living, general strike, Calvin Coolidge, Elbert H. Gary, Red Scare, Communist
International, A. Mitchell Palmer, Palmer Raids, J. Edgar Hoover, deport
Suggested Resource:
History Alive! The United States Coming of Age: 1890-1920
General Web Sites:
Glencoe The American Republic Since 1877 at www.Tx.tarvol2.glencoe.com
National Geographic Society at www.nationalgeographic.com
A & E Television Network at www.aetv.com/
PBS Television Network at www.pbs.org
The History Channel at www.historychannel.com
American Memory website at http://www.memory.loc.gov/
Special Needs: See pp. 450, 458, 466, and 473 in the Teacher’s Edition.
Specific Web Sites on World War I:
The World War I Document website: http://www.lib.byu.edu/~rdh/wwi/
World War I Posters – Trenches on the Web: http://www.worldwar1.com/
First World War website at http://www.firstworldwar.com/
The Great War website at www.pbs.org/greatwar/
Recommended videos from http://streaming.discoveryeducation.com/
America in the 20th Century: America Becomes a World Power (30:00 minutes)
America in the 20th Century: World War I: On the Homefront (28:00 minutes)
America in the 20th Century:world War I; The War in Europe (30 minutes)
Archive of War: World War one and the Interwar Years (2:02:01 minutes)
History in Focus: 1910-1919 (31:41 minutes)
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
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Eleventh Grade – United States History
Suggested Student Work Products
Suggested Assessment
In groups of four, have students select
one of the following topics: the
Sacco-Vanzetti case, eugenics, Ku
Klux Klan, the National Origins Act of
1924, or Harding Administration
scandals. The groups will create a
political cartoon taking a stand against
the topic they have chosen.
Use the rubric for a cooperative group
management plan and the rubric for political
cartoons in the Performance Assessment
Activities and Rubrics.
Students write a letter to their senator
to persuade him or her to support
Prohibition or to work for its repeal.
Student or teacher developed rubric for
writing a persuasive letter.
Students organized in groups will
create a magazine spread that
includes articles or items on each
section of this chapter.
Use the rubrics found for cooperative groups
and magazine articles found in the
Performance Assessment Activities and
Rubrics booklets.
Organize the class into groups of four
and have each group pretend they
have $110,000 to invest. Instruct the
group to use their pretend money to
purchase stocks in at least four
different companies. Have the
groups meet to discuss their portfolio
and track the value of their
investments. After a set time, have
all groups sell their investments and
report how much they made or lost.
Use the rubric for a cooperative group
management plan on pages 71 –72 in the
Performance Assessment Activities and
Rubrics booklet.
The 1920s
103
History-Major periods, eras, and points of reference in history
Identify the major eras in U.S. History from 1877 to the present and
describe their defining characteristics. (1A) B
T1
108
History-Sequence events in history
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1B) B
T1
115
History-Accomplishments of notable individuals from different periods
of history
Analyze the impact of significant individuals such as Clarence Darrow,
William Jennings Bryan, Henry Ford, and Charles A. Lindberg. (5B) B
T1
124
History-Historical figures contribute to society in the area of civil and
equal rights
Identify significant leaders of the civil rights movement, such as
Marcus Garvey. (7B) B
T3*
130
History-Events that shape history
Analyze causes and effects of significant issues such as immigration,
the Red Scare, Prohibition, and the changing role of women. (5A) B
T1
154
History-Historical development of social issues
Analyze social issues such as the treatment of minorities, child labor,
growth of cities, and problems of immigrants. (2C) B
T3*
163
History-Historical developments of the civil rights movement
Trace the historical development of the civil rights movement in the …
20th century, including the 13th, 14th, 15th amendments. (7A) B
T4*
176
History-Historical development of economic policies
Analyze economic issues such as industrialization, the growth of
railroads, the growth of labor unions, farm issues and the use of big
business. (2B)
B
T3*
6 days
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
13
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
The 1920s (continued)
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and patterns shown
on maps, graphs, and charts. (8.10B) B
T2
Geography-Translate and analyze geographic data
[Pose and ] answer questions about geographic distributions and
patterns shown on maps, graphs, charts, models, [and databases].
(8B)
B
T2
231
Geography-Migration influences the environment
Analyze the effects of changing demographic patterns resulting from
migration within the United States. (10A) B
T2
325
Economics-Economic patterns of different societies, past and present
Analyze causes of economic growth and prosperity in the 1920s, such
as the end of World War I and investment in the stock market. (13A) B
T3
616
Culture-Individuals and groups shape a society’s culture.
Identify the political, social, and economic contributions of women to
American society. (21D) B
T3*
Culture-Relationship between art and literature and the societies that
produced them.
Explain actions taken by people from racial, ethnic, and religious
groups to expand economic opportunities and political rights in
American society. (21A)
B
T3*
Science, Technology & Society-Technology has affected daily lives,
past and present.
Explain the effects of scientific discoveries and technological
innovations such as electric power, the telegraph and telephone,
petroleum-based products, medical vaccinations, and computers on
the development of the United States. (22A)
B
T3*
Science, Technology, & Society-Impact of technology on the economic
development of societies, past and present.
Analyze the impact of technological innovations on the nature of work,
the American labor movement, and businesses. (22C) B
T3*
216
619
701
707
6 days
(continued)
Have students research one of the
inventions developed in the 1920s
that are listed on page 505. They
should create a visual representation
of the invention and list a minimum of
five facts about their invention.
Use the rubric for creating visuals on pages
65–66 in the Performance Assessment
Activities and Rubrics to evaluate the circle
graphs.
Students write a letter to the editor of
a newspaper in which they take a
position on the merits of Marcus
Garvey’s plan to lead African
Americans to Liberia.
Use the rubric for a letter to the editor in the
Performance Assessment Activities and
Rubrics.
Students will create either a table or
chart showing the growth of the
airline industry and its impact on
American society.
Refer to the Performance
Assessments: Activities and Rubrics
ancillary booklet and review the
information on Harlem Renaissance
found in Activity 15 on pages 35-36.
Students will write a biographical
sketch of at least three pages in
length that would appear in a literary
magazine on one of the leaders.
Background information on the Great
Migration and the Harlem
Renaissance will also need to be
included in this article.
Show Video Program 15: The
Harlem Renaissance from the
ancillary materials. Have students
respond to the question Why was
the Harlem Renaissance important
for African Americans? Use the
Viewer’s Guide to direct discussion.
Develop discussion on the Langston
Hughes poem “The Negro Speaks of
Rivers” shown at the end of the
video.
Use the rubric for creating a map, display, or
chart on pages 65 –66 in the Performance
Assessment Activities and Rubrics.
Modify the rubric for creating a book review,
research report, or position paper on pages
79 –80 in the Performance Assessment
Activities and Rubrics.
Principles of Learning Connection,
Accountable Talk - Accountability to
Rigorous Thinking:
The discussion on the Langston
Hughes poem requires students to
synthesize several sources of
information that test their own
understanding of issues related to the
Harlem Renaissance.
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
14
Austin ISD Planning Guide – Social Studies
Second Six Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
The 1920s (continued)
708
Science, Technology, & Society-Impact of technology on the economic
development of societies, past and present.
Analyze how scientific discoveries and technological innovations,
including those in transportation and communication, have changed
the standard of living in the United States. (23A) B
T3*
811
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and maps.
(WH 26C) B
T5
815
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
[Locate and] use primary and secondary sources [such as computer
software, databases, media and news services, biographies,
interviews, and artifacts] to acquire information about the United
States. (24A) B
T5
816
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Explain and apply different methods that historians use to interpret the
past, including the use of primary and secondary sources, points of
view, frames of reference, and historical context. (24C) B
T5
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, [oral], and visual material. (24F) B
T5
123
History-Historical figures shape the state and nation
Evaluate the impact of third parties and their candidates. (4C)
205
Geography-Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models, and databases representing
various aspects of the United States. (8A)
233
Geography-Geographic factors influence political development
Identify and explain reasons for changes in political boundaries such as
those resulting from statehood and international conflicts. (9B)
6 days
(continued)
Refer to the Performance
Assessments: Activities and Rubrics
ancillary booklet and review the
information on Henry Ford’s
company found in Activity 16 on
pages 37-38. Students are to
imagine that they work in the
personnel department of the Ford
company in Highland, Michigan, and
are to write a help-wanted ad that will
appear in a local newspaper. The ad
must include information concerning
work hours, wages, working
conditions, the product (the Model T),
and benefits such as bonuses and
job satisfaction. A drawing of a
Model T should also be included.
Modify the rubric for creating a
magazine/newspaper/web site article or
help-wanted ad on pages 75 –76 in the
Performance Assessment Activities and
Rubrics.
Show Video Program 16: Tuning in
to Radio in the 1920s from the
ancillary materials. Have students
respond to the question How did
radio change American life? After
discussing the questions from the
Viewer’s Guide, have the class break
into small groups and create a radio
show for “broadcast” to the entire
class. Ask listeners to respond by
describing their visualizations and
reactions to the programs. An
optional activity is to have groups
select a favorite contemporary
television commercial, adapt it to
radio, and present it to the class.
Use the rubric for a cooperative group
management plan on pages 71 –72 in the
Performance Assessment Activities and
Rubrics booklet.
Principles of Learning Connection,
Accountable Talk - Accountability to
the Learning Community:
The simulated radio broadcasts require
students to actively participate in
classroom talk, listen attentively to one
another, and work toward a goal
of clarifying the proposition of
how radio changed American
life in the 1920s.
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
15
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
The 1920s (continued)
329
Economics-Different areas of the world are economically
interdependent through trade
Analyze the effects of economic policies…on U.S. diplomacy. (12D)
332
Economics-Geographic and historic factors that influence a society’s
economy
Describe the economic effects of international military conflicts, including …
World War I, on the United States. (12E)
427
Government-Relationship between a government and its citizens
Evaluate the effects of political incidents such as Teapot Dome… on the
view of U.S. citizens concerning the role of the federal government. (15C)
517
Citizenship-Importance of effective leadership in a democratic society
Describe qualities of effective leadership. (19A)
620
Culture-Relationship between art and literature and the societies that
produced them.
Analyze how the contributions of people from various racial, ethnic, and
religious groups have helped to shape the national identify. (21C)
621
Culture-Relationship between art and literature and the societies that
produced them
Describe the impact of significant examples of cultural movements in art,
music, and literature on American society, including the Harlem
Renaissance. (20B)
622
Culture-Relationship between art and literature and the societies that
produced them
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’Keefe... (20A)
623
Culture-Relationship between art and literature and the societies that
produced them
Identify examples of American art, music, and literature that transcend
American culture and convey universal themes. (20C)
6 days
(continued)
Internet Activity – The
Coolidge Era and the
Consumer Economy:
Direct students to the
Library of Congress Web site “The
Coolidge Era and the Consumer
Economy: 1921-1929” at
http://memory.loc.gov/ammem/coolht
ml/coolhome.html. After reviewing
the site and using the Guiding
Questions to take notes, have
students imagine that the year is
1926 and that they are vice
presidents of business expansion for
the XYZ Chain Store. They will need
to prepare a brief presentation that
outlines the economic conditions
supporting their company’s opening
of ten new stores this year. They will
need to cite specific instances of
government and consumer support
and do an oral presentation to the
Board of Trustees of their company
(the class).
Modify the rubric for creating an oral
presentation, monologue, song, or skit on
pages 67 –68 in the Performance
Assessment Activities and Rubrics.
TAKS Connection – TAKS
Skill Practice Workbook:
Activity 16 Classifying Facts
and Details (page 33)
Students will read a passage on the
impact of the automobile in the
1920s and will then classify the
economic and social effects that
the automobile had on Americans
in the 1920s.
TAKS Obj. 3 (US 13A, US 22A,
US 22C, US 23A)
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
16
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
The 1920s (continued)
629
Culture-Impact of fundamental institutions and ideas on societies, past
and present.
Analyze the relationship between culture and the economy and identify
examples such as the impact of the entertainment industry on the U.S.
economy. (20D)
702
Science, Technology & Society-Technology has affected daily lives,
past and present.
Explain how technological innovations in areas such as space exploration
have led to other innovations that affected daily life and the standard of
living. (23B)
712
Science, Technology, & Society-Impact of technology on the cultural
development of societies, past and present.
Explain how scientific discoveries and technological innovations such as
those in agriculture, the military, and medicine resulted from specific needs.
(22B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (25A)
806
Social Studies Skills-Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use multiple
sources of evidence. (24D)
810
Social Studies Skills-Transfer information from one medium to
another.
Transfer information from one medium to another, including written or visual
and statistical to written or visual, using computer software as appropriate.
(25C)
813
Social Studies Skills-Create written and visual materials
Create written, oral, and visual presentations of social studies information.
(25D)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (24H)
819
Social Studies Skills-Identify and support different historic points of
view
Support a point of view on a social studies issue or event. (24G)
6 days
(continued)
Recommended Activities from
History Alive! The Roaring
Twenties and the Great
Depression (Because of time
constraints, teachers should choose
the activities best suited for the
classes.)
Activity 1.1 Understanding
Postwar Tensions: Students learn
through visual analysis about the
tensions in American society
following World War I and during the
early 1920s. Students will analyze
visuals addressing labor unrest, the
Red Scare, racial intolerance and
violence, and the debate between
science and religion.
Activity 1.2 Debating the Benefits
of Diversity in the 1920s: Students
learn about and represent in a press
conference nine historical figures
from the 1920s including Hiram
Wesley Evans, Marcus Garvey,
Bartolomeo Vanzetti, and Ida B.
Wells to understand various
American views on the benefits of
diversity in the United States in the
1920s.
Activity 1.3 Keen Talk for a
Swanky Age: Students work in
groups to create and perform skits
that incorporate slang from the 1920s
to understand the social climate of
the Roaring Twenties. They will then
perform the same skits using modern
slang.
Activity 1.4 Multimedia
Presentations of Changing
Lifestyles: Students create
multimedia presentations depicting
social changes during the 1920s
such as the Harlem Renaissance,
Prohibition, and sports mania.
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum: High-Thinking Demand:
Through the research in preparation for
the press conference and the actual
conference itself, students are
challenged to construct explanations
and justify arguments on the
issues addressed.
Use the rubric for a cooperative group
management plan on pages 71 –72 in the
Performance Assessment Activities and
Rubrics booklet.
Have students develop or refine the rubric for
multimedia presentations found in the
Performance Assessment Activities and
Rubrics.
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
17
©2009-2010 Austin Independent School District
Matrix
#
Austin ISD Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectations
TAKS
Obj.
Time/Place
Suggested Student Work Products
Eleventh Grade – United States History
Suggested Assessment
The 1920s (continued)
Resources
The American Republic: Since 1877, Chapter 15 - “The Jazz Age”; Chapter 16 –
“Normalcy and Good Times”
Reproducible Lesson Plans booklet
Inclusion Strategies booklet
Unit 5 Boom or Bust Resource Guide
Supreme Court Case Studies: Olmstead v. United States & Near v. Minnesota
Interpreting Political Cartoons: #21
TAKS Skill Practice Workbook, Activity 16
Performance Assessments: Activities and Rubrics, Activities 15 and 16
Video Program 15: The Harlem Renaissance
Video Program 16: Tuning in to Radio in the 1920s
Teacher Notes
Recommended Resource:
History Alive! The Roaring Twenties and the Great Depression
Chapter 16 “Normalcy and Good Times” Vocabulary:
 Section One: Warren G. Harding, normalcy, The Ohio Gang, Calvin Coolidge, Teapot Dome Scandal,
Albert B. Fall, Robert M. LaFollette,
 Section Two: Henry Ford, mass production, assembly line, Model T, Charles Lindbergh, National
Broadcasting Company, Columbia Broadcasting System, McNary-Haugen Bill
 Section Three: Andrew Mellon, Herbert Hoover, cooperative individualism, isolationism, Dawes Plan,
Washington Conference, Charles Evans Hughes, moratorium, Five-Power Naval Limitation Treaty, FourPower Treaty, Nine-Power Treaty, Kellog-Briand Pact
Technology – General Web Sites Related to US History:
www.txtarvol2.glencoe.com
www.teachingtoday.glencoe.com
www.time.com
www.aande.com
www.historychannel.com
www.nationalgeographic.com
www.memory.loc.gov
www.unitedstreaming.com
Specific Web Sites on the 1920s:
 Harlem 1900-1940 – An African American Community at
http://www.si.umich.edu/CHICO/Harlem/index.html.
 The Coolidge Era and the Consumer Economy at
http://memory.loc.gov/ammem/coolhtml/coolhome.html.
 The 1920s Experience at http://www.angelfire.com/co/pscst/
 The 1920s Floor Show at http://www.jazzbabies.com/flash/index.html
 1929 Stock Market Crash at http://www.1929stockmarketcrash.com/
 Advertising of Installment Plans at
http://etext.lib.virginia.edu/journals/EH/EH37/Murphy.html
 Warren G. Harding site at
http://www.americanpresidents.org/presidents/president.asp?PresidentNumber=28
Chapter 15 “The Jazz Age” Vocabulary:
 Section One: nativism, Sacco-Vanzetti case, anarchists, eugenics, Ku Klux Klan, Emergency Quota Act,
National Origins Act of 1924, “new morality flapper, Edith Wharton, Margaret Sanger, Margaret Mead,
fundamentalism, evolution, Aimee Semple McPherson, Billy Sunday, Scopes Trial, American Civil Liberties
Union, prohibition, police powers, speakeasies, bootlegging, Al Capone, 18th amendment, 21st amendment
 Section Two: Bohemian, Edward Hopper, Carl Sandburg, T.S. Eliot, Eugene O’Neill, Ernest Hemingway,
F. Scott Fitzgerald, Babe Ruth, Jack Dempsey, Red Grange, Charlie Chaplin, The Jazz Singer, mass
media
 Section Three: Harlem Renaissance, Claude McKay, Zora Neale Hurston, jazz, Duke Ellington, Cotton
Club, blues, Bessie Smith, Paul Robeson, Oscar DePriest, UNIA, Marcus Garvey
Recommended Videos from http://streaming.discoveryeducation.com/
America in the 20th Century: The Roaring Twenties (30:00 minutes)
Charles Lindbergh: The Lone Eagle (52:00 minutes)
History in Focus: 1920-1929 (28:04 minutes)
Video Yearbook Collection: 1929 (51:18 minutes)
Specific Web Sites on the 1920s:
 Teapot Dome Scandal at http://www.brook.edu/gs/ic/teapotdome/teapotdome.htm
 Calvin Coolidge site at http://www.americanpresidents.org/presidents/president.asp?PresidentNumber=29
 Sacco and Vanzetti site at http://www.courttv.com/archive/greatesttrials/sacco.vanzetti/
 Scopes Trial site at http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm
 The White House: Biography of Warren G. Harding at
http://www.whitehouse.gov/history/presidents/wh29.html
 The White House: Biography of Calvin Coolidge at http://www.whitehouse.gov/history/presidents/cc30.html
 The White House: Biography of Herbert Hoover at http://www.whitehouse.gov/history/presidents/hh31.html
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
18
Possible Accommodations for Students with Special Needs
Reading
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Emphasis on major points
Pre-teach vocabulary to
ensure understanding
Provide page numbers to
specific answers
Use brief conferences to
ensure comprehension
Tape text
Read orally
Use organizers, visual aids
Teach comprehension
strategies
Highlight materials
Peer reading
Ask leading questions to help
focus reading on important
points
Have students list important
people, facts, after reading
Provide a reading guide
(leading questions to answer)
Writing
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Allow student to select
method of writing (cursive,
manuscript, assistive
technology)
Oral response (tape-record)
Provide student with hard
copy of notes or fill in the
blank
Reduce amount of copying
from board
Check for understanding of
content
Don’t penalize for spelling or
grammatical errors
Provide graphic organizer (i.e.
Inspiration® software, chart,
map, graph, picture)
Provide outline
Accentuate positive aspects
of student writing
Student Assessment
Assignment Completion
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Reduce assignments
Reduced number of problems
Provide hard copy of teacher
expected work
Extra time for response, in
class work, homework
Alternate projects
Provide multiple opportunities
to learn content: cooperative
learning, choral responses,
hands-on participation
Assignment contracts
Provide opportunities for extra
credit
Repeat directions or have
student repeat
Provide directions orally, in
writing, and show model
Task analyze – break down
the steps and teach one at a
time, gradually adding
additional steps
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Alternate form of exam
(multiple choice vs. short
answer, oral vs. written essay)
Open book test
Open note test
Oral tests
Oral responses
Extended time
Provide a study guide
Opportunity to retake an exam
Allow test corrections
Provide extra credit
opportunities
Provide a concrete example
of how students are to
respond
Provide an alternative test
sight
Give practice test prior to
actual test
Avoid unnecessary words that
do not help student select the
correct answer
Avoid choices such as “ A and
B”, “all of the above”, or “none
of the above” on multiple
choice test
Provide a word bank for fill in
the blank items
NOTE: Each campus should consult with their department chair or student’s case manager when questions arise on what is an allowable accommodation.
Teachers should also refer to each student’s IEP/Accommodation and Modification page.