Course: United States History
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Concept (Big Idea): Conflict – The Civil War, Reconstruction, and the West
Concept Pacing: 15 days
Enduring Understanding: Internal conflict within a society results from
Essential Questions:
geographic, economic, social, and political differences. The settlement of an 1. How has conflict in society led to change?
area permanently impacts a nation’s identity.
2. How did the U.S. develop its basic human/civil rights and when have those
rights been violated, protected and/or expanded?
3. How has geography affected the creation and growth of the U.S.?
4. How has history defined or redefined the role of politics and government in
the U.S.?
5. How has the movement and migration of peoples and ideas affected
people?
Unit 1: Civil War and Reconstruction
Unit Pacing: 13 days
Resources (if applicable): The American Republic Since 1877 (Glencoe, 2003); History Alive! Pursuing American Ideals, (Teachers’ Curriculum Institute,
2007); History Alive! United States History to 1900
Arc 1: Road to Civil War
Arc Pacing: 3 days
Resources (if applicable): The American Republic Since 1877, Chapter 6 (Glencoe, 2003); History Alive! Pursuing American Ideals, Chapter 9 (Teachers’
Curriculum Institute, 2007); History Alive! United States History to 1900 – Civil War and Reconstruction: 2.1 From Compromise to Conflict: The Crisis Unfolds,
2.2 A Press Conference on the Eve of the Civil War, 2.3 A Letter to the Editor: To Go to War of Not?
Matrix #
106
410
417
Established Goals
TEKS Knowledge & Skill
8.1 History. The student
understands traditional historical
points of reference in U.S. history
through 1877.
Established Goals
TEKS Student Expectation
8.1C explain the significance of the
following date: 1861-1865.
8.16 Government. The student
understands the American beliefs
and principles reflected in the U.S.
Constitution and other important
historic documents.
8.16D analyze how the U.S.
Constitution reflects the principles
of limited government,
republicanism, checks and
balances, federalism, separation of
powers, popular sovereignty, and
individual rights.
8.18B describe historical conflicts
arising over the issue of states'
rights, including the Nullification
Crisis and the Civil War.
8.18 Government. The student
understands the dynamic nature of
the powers of the national
government and state
governments in a federal system.
© 2010 Austin Independent School District
Students Will Know…
Students will be able to….



Key terms: sectionalism,
states’ rights, congressional
balance, popular sovereignty,
abolitionism, secession,
Missouri Compromise,
Compromise of 1850, Fugitive
Slave Law, slave codes, Uncle
Tom’s Cabin, KansasNebraska Act, Republican
Party, Freeport Doctrine,
Lecompton Constitution,
Bleeding Kansas, Dred Scott
decision, John Brown’s raid,
Harriet Beecher Stowe, Fort
Sumter
Sectional differences between
Course United States History
Page 1 of 23



Engage in historical inquiry
through the interpretation of
primary source materials
related to the causes of the
Civil War
Use academic vocabulary
specifically related to the study
of the causes of the Civil War
Analyze specific reasons that
explain the causes of the Civil
War
Discuss the various
compromises that attempted to
alleviate the growing sectional
tensions in Antebellum
America
updated 6/14/2010
Course: United States History
Matrix #
233
619
620
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Established Goals
TEKS Knowledge & Skill
US9 Geography. The student
understands the impact of
geographic factors on major
events.
Established Goals
TEKS Student Expectation
US9B identify and explain reasons
for changes in political boundaries
such as those resulting from
statehood and international.
conflicts.
Students Will Know…
US21 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.
US21A explain actions taken by
people from racial, ethnic, and
religious groups to expand
economic opportunities and
political rights in American society.
US21C analyze how the
contributions of people of various
racial, ethnic, and religious groups
have helped to shape the national
identity.


the North and the South grew
during the early 1800s.
The spread of slavery into new
territories inflamed sectional
tensions, leading to several
attempts at compromise.
The failure of compromise led
to the secession of the
southern states from the Union
and marked the beginning of
the Civil War.
Students will be able to….



Evaluate the effects of the
Supreme Court decisions,
including the Dred Scott Case
Explore the rise of the
Republican Party
Compare and contrast the
North and South on the eve of
the Civil War
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks











Students create a timeline/roadmap of events leading to the Civil War.
Students write a news article describing conditions in the United States after the
battle of Fort Sumter.
Students create spoke diagrams illustrating the North and South before the Civil
War.
Students design a flowchart showing how diverse geography affected life in the
North and South
Students analyze viewpoints on slavery from diverse thinkers.
Students represent a historical figure and stand on a spectrum to demonstrate
the figure’s view on slavery.
Students assume the roles of Northerners and Southerners and attempt to
reach compromises on four of the issues that led to the Civil War.
Student re-create an 1861 press conference to discuss how the crisis might
have been avoided.
Students write an editorial to express concerns regarding the grave state of the
Union.
Students label and annotate a map showing how the North and South differed.
Students create a group presentation telling which side, North or South, had the
economic, military, or diplomatic advantage going into the Civil War.
© 2010 Austin Independent School District
 Interactive Student Notebooks
 Student Work Samples
 Teacher observations
 Student essay to the following prompt: “Based on what you have
learned, which side would you say possessed the overall advantage
at the start of the Civil War?”
Course United States History
Page 2 of 23
updated 6/14/2010
Course: United States History
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
2010 – 2011
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks

Students use an interactive map of the Missouri Compromise and primary
source material to explain how the Missouri Compromise affected sectional
relations between the North and the South and explore the differences between
the North and South.
Lesson/Activity/Module Name
History Alive Activity: “A Dividing
Nation”
Teacher Resource
Teacher’s Guide
“Roadmap to the Civil War”
Rubric
Suggested Responses
Teacher background notes
“On the Eve of War: North vs.
South”
Learning Plan
Student Resource
Interactive Student Notebook
Student Handouts
Student charts
Primary Source excerpts
Internet research sites
Student charts
Primary Source excerpts
Internet research sites
Teacher background notes
History Alive Activity:
“Contrasting North and South”
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 1:
Contrasting North and South
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 1:
Contrasting North and South
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 1:
Contrasting North and South
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 1:
Contrasting North and South
History Alive Activity: “Identifying
Multiple Perspectives on Slavery”
History Alive Activity: “The
Spectrum of Views on Slavery”
© 2010 Austin Independent School District
Other
Student Checklist
“An Early Threat of Secession:
The Missouri Compromise of
1820 and the Nullification Crisis”
History Alive Activity: “How
Geography Determined Two
Ways of Life”
Technology (Media, website, etc.)
Course United States History
Interactive map
Interactive map
Page 3 of 23
updated 6/14/2010
Course: United States History
Lesson/Activity/Module Name
History Alive Activity: “From
Crisis to Compromise”
History Alive Activity: “A Press
Conference on the Eve of the
Civil War”
History Alive Activity: “A Letter to
the Editor: To Go to War or Not?”
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Teacher Resource
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 2: The
Coming of the Civil War
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 2: The
Coming of the Civil War
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 2: The
Coming of the Civil War
Student Resource
Technology (Media, website, etc.)
Other
Arc 2: The Civil War
Arc Pacing: 5 days
Resources (if applicable): The American Republic Since 1877, Chapter 7 (Glencoe, 2003); History Alive! Pursuing American Ideals, Chapter 10 (Teachers’
Curriculum Institute, 2007); History Alive! United States History to 1900 – Civil War and Reconstruction: 3.1 Graphing Civil War Data: The Telling Numbers, 3.2
A Visual History of the Civil War, 3.3 Civil War Songs: Changing Attitudes Toward War
Matrix #
106
417
163
233
Established Goals
TEKS Knowledge & Skill
8.1 History. The student
understands traditional historical
points of reference in U.S. history
through 1877.
8.18 Government. The student
understands the dynamic nature of
the powers of the national
government and state
governments in a federal system.
US7 History. The student
understands the impact of the
American civil rights movement.
US9 Geography. The student
understands the impact of
geographic factors on major
events.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
8.1C explain the significance of the
following date: 1861-1865.
Students Will Know…
Students will be able to….


8.18B describe historical conflicts
arising over the issue of states'
rights, including the Nullification
Crisis and the Civil War.
US7A trace the historical
development of the civil rights
movement in the 18th, 19th, and
20th centuries, including the 13th,
14th, 15th amendments.
US9B identify and explain reasons
for changes in political boundaries
such as those resulting from
statehood and international
conflicts.

Key terms: emancipation,
habeas corpus, military
draft/conscription, embargo,
freedman, Anaconda Plan,
Emancipation Proclamation,
Gettysburg Address,
Sherman’s March to the Sea,
draft riot, Copperhead, 54th
Massachusetts Regiment,
Gettysburg, Vicksburg,
Surrender at Appomattox,
Abraham Lincoln, Jefferson
Davis, Ulysses S. Grant,
Robert E. Lee
Northern advantages in
industry, population, and
transportation led to a victory
over the South.
Course United States History
Page 4 of 23





Engage in historical inquiry
through the interpretation of
primary source materials
related to the course of the
Civil War
Use academic vocabulary
specifically related to the study
of the Civil War
Analyze specific reasons the
North won the Civil War
Compare and contrast the
North and South as they
fought the Civil War
Evaluate the roles of Lincoln,
Davis, Grant, and Lee during
the Civil War
Discuss the major battles of
the Civil War, and their
significance
updated 6/14/2010
Course: United States History
523
US18 Citizenship. The student
understands efforts to expand the
democratic process.
622
US20 Culture. The student
understands the relationship
between the arts and the times
during which they were created.
619
US21 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.
620
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
2010 – 2011
US18A 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.
US20A describe hoe the
characteristics and issues if
various eras in U.S. history have
been reflected in works of art,
music, and literature such as the
paintings of Georgia O’Keefe, rock
and roll, and John Steinbeck’s The
Grapes of Wrath.
US21A explain actions taken by
people from racial, ethnic, and
religious groups to expand
economic opportunities and
political rights in American society.
US21C analyze how the
contributions of people of various
racial, ethnic, and religious groups
have helped to shape the national
identity.
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks
 Students analyze photographs of Civil War reenactors, read about the effects of
the Civil War, and then create interactive dramatizations to show how the Civil
War affected Americans on both sides of the conflict. Afterwards, students list the
five most important effects of the Civil War, tell which group or groups were most
affected by the specific effects, and explain why they think the effect is one of the
most important of all the effects.
 Students chart crucial Civil War information and draw conclusions about its impact
on the war.
 Interactive Student Notebooks
 Student work samples
 Teacher observations
 Student written response to the following prompt: “List the five most
important effects of the Civil War, telling which social groups were
most affected by each effect and explaining why you think the effect is
one of the most important.”
 Students view, hear, read, and respond to a number of primary-source materials
from the war
 Compare and contrast the Declaration of Independence and the “Declaration of
Immediate Causes…the Secession of South Carolina from the Federal Union”
and determine if they were both justified.
© 2010 Austin Independent School District
Course United States History
Page 5 of 23
updated 6/14/2010
Course: United States History
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
2010 – 2011
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks
 Create a travel brochure for either Gettysburg or Vicksburg, explaining why that
specific battle was a turning point of the Civil War.
 Students will write a one-page diary entry from the perspective of either a
Northern soldier or Southern civilian during the final months of the Civil War.
 Students research a specific ship from the Civil War and then create a poster that
graphically portrays the vessel and its history.
 Students will read documents (Jigsaw) about controversial decisions made by
Abraham Lincoln during the Civil War and participate in a debate on the
effectiveness of Lincoln’s presidency.
 Students will simulate the 1864 election, taking on the roles of campaign
managers, speech writers, speakers, question writers, and publicists in order to
get their candidate, either McClellan or Lincoln, elected.
Learning Plan
Student Resource
Interactive Student Notebook
Student Handouts
Lesson/Activity/Module Name
History Alive Activity: “The Civil
War”
Teacher Resource
Teacher’s Guide
History Alive Activity: “Graphing
Civil War Data: The Telling
Numbers”
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 3: A
Family Divided: Fighting the Civil
War
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 3: A
Family Divided: Fighting the Civil
War
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 3: A
Family Divided: Fighting the Civil
War
History Alive Activity: “A Visual
History of the Civil War”
History Alive Activity: “Civil War
Songs: Changing Attitudes
Toward War”
© 2010 Austin Independent School District
Course United States History
Technology (Media, website, etc.)
Page 6 of 23
Other
updated 6/14/2010
Course: United States History
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Arc 3: Reconstruction
Arc Pacing: 5 days
Resources (if applicable): The American Republic Since 1877, Chapter 7 (Glencoe, 2003); History Alive! Pursuing American Ideals, Chapter 11 (Teachers’
Curriculum Institute, 2007); History Alive! United States History to 1900 – Civil War and Reconstruction: 4.1 Writing Report Cards on Reconstruction, 4.2
Reconstructing the Nation, 4.3 We Shall Overcome: A Dramatic Presentation
Matrix #
106
417
163
Established Goals
TEKS Knowledge & Skill
8.1 History. The student
understands traditional historical
points of reference in U.S. history
through 1877.
8.18 Government. The student
understands the dynamic nature of
the powers of the national
government and state
governments in a federal system.
US7 History. The student
understands the impact of the
American civil rights movement.
165
233
US9 Geography. The student
understands the impact of
geographic factors on major
events.
523
US18 Citizenship. The student
understands efforts to expand the
democratic process.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
8.1C explain the significance of the
following date: 1861-1865.
Students Will Know…
Students will be able to….


8.18B describe historical conflicts
arising over the issue of states'
rights, including the Nullification
Crisis and the Civil War.
US7A trace the historical
development of the civil rights
movement in the 18th, 19th, and
20th centuries, including the 13th,
14th, 15th amendment.
US7D identify changes in the
United States that have resulted
from the civil rights movement
such as increased participation of
minorities in the political process.
US9B identify and explain reasons
for changes in political boundaries
such as those resulting from
statehood and international
conflicts.
US18A 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.


Key terms: civil rights,
segregation, tenant farming,
sharecropping, poll tax,
literacy test, grandfather
clause, lynch, Thirteenth
Amendment, Freedmen’s
Bureau, black codes, Radical
Republican, Fourteenth
Amendment, Fifteenth
Amendment, scalawag,
carpetbagger, black codes, Ku
Klux Klan, Jim Crow laws,
Plessy v. Ferguson, New
South
The North’s victory over the
South and Reconstruction set
the stage for the dominance of
the national government over
states’ rights.
As a result of the Civil War and
Reconstruction, slavery was
abolished; however, social,
political, and economic
equality for African Americans
was not achieved
Course United States History
Page 7 of 23






Engage in historical inquiry
through the interpretation of
primary source materials
related to Reconstruction
Use academic vocabulary
specifically related to the study
of Reconstruction
Explore the impact of the
assassination of Lincoln on
postwar America
Compare and contrast the
plans for Reconstruction of
Lincoln, Johnson, and the
Radical Republican Congress
Examine the Civil War
amendments and civil rights
legislation passed by
Congress
Explain the conflict between
Johnson and Congress
Evaluate the effects of
Reconstruction, including the
social and economic condition
of the South and of AfricanAmericans
updated 6/14/2010
Course: United States History
Matrix #
622
619
620
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Established Goals
TEKS Knowledge & Skill
US20 Culture. The student
understands the relationship
between the arts and the times
during which they were created.
Established Goals
TEKS Student Expectation
US20A 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, rock
and roll, and John Steinbeck's The
Grapes of Wrath.
US21 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.
US21A explain actions taken by
people from racial, ethnic, and
religious groups to expand
economic opportunities and
political rights in American society.
US21C analyze how the
contributions of people of various
racial, ethnic, and religious groups
have helped to shape the national
identity.
Students Will Know…
2010 – 2011
Students will be able to….
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks
 Students examine political cartoons about Reconstruction, read about important
Reconstruction issues, and then create their own political cartoon commenting on
the nation’s commitment to its founding ideals during Reconstruction.
 Students will view images and respond to critical thinking questions exploring
attempts to rebuild the South on the basis of racial equality and the ultimate failure
of those efforts.
 Students will use primary source documents to examine conditions in the South
during Reconstruction.
 Students will read primary source testimony about Reconstruction policy, from the
perspective of someone making policy or someone affected by policy, and make a
list of specific problems that were hindering social equality and give proposals to
solve these problems.
 Students will simulate a committee on post-war Reconstruction policy by debating
on Lincoln’s plan vs. Congress’s plan.
 Students will read primary source documents and use an interactive timeline to
© 2010 Austin Independent School District
 Interactive Student Notebooks
 Student work samples
 Teacher observations
 Unit exam or quiz covering the Road to Civil War, the Civil War, and
Reconstruction
 Culmination Project: History Alive! United States History to 1900 –
Civil War and Reconstruction: 5.1 Creating a Visual Metaphor About
the Civil War
 Student essay to the following prompt: “Based on what you have
learned, evaluate the challenges that faced the nation during
Reconstruction and consider what, realistically, could be expected
from Reconstruction policy.”
 Student essay to the following prompt: “Based on what you have
learned, in what ways do the effects of Reconstruction continue to
affect our politics today?”
Course United States History
Page 8 of 23
updated 6/14/2010
Course: United States History
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
2010 – 2011
prepare a TV news report on the impeachment trial of President Johnson.
 Students will simulate a Congressional committee examining the effects of
Reconstruction by using primary source documents and an interactive map of
Reconstruction to prepare a presentation highlighting their findings.
 Students will prepare a brief summarizing the impact of the debate over voting
rights on the politics of the nation in 1877 after analyzing primary source
documents and the Fourteenth Amendment.
Learning Plan
Student Resource
Interactive Student Notebook
Student Handouts
Lesson/Activity/Module Name
History Alive Activity:
“Reconstruction”
Teacher Resource
Teacher’s Guide
History Alive Activity: “Writing
Report Cards on Reconstruction”
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 4:
Reconstructing the Union
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 4:
Reconstructing the Union
From History Alive! United States
History to 1900 – Civil War and
Reconstruction Section 4:
Reconstructing the Union
History Alive Activity:
“Reconstructing the Nation”
History Alive Activity: “We Shall
Overcome: A Dramatic
Presentation”
© 2010 Austin Independent School District
Course United States History
Technology (Media, website, etc.)
Page 9 of 23
Other
updated 6/14/2010
Course: United States History
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Arc 4: Westward Expansion
Arc Pacing: 1 day
Resources (if applicable): The American Republic Since 1877, Chapter 8 (Glencoe, 2003); History Alive! Pursuing American Ideals, Chapter 12 (Teachers’
Curriculum Institute, 2007)
Matrix #
103
158
176
220
Established Goals
TEKS Knowledge & Skill
US1 History. The student
understands traditional historical
points of reference in U.S. history
from 1877 to the present.
US2 History. The student
understands the political,
economic, and social changes in
the United States from 1877 to
1898.
US9 Geography. The student
understands the impact of
geographic factors on major
events.
233
231
229
331
US10 Geography. The student
understands the effects of
migration and immigration on
American society.
US11 Geography. The student
understands the relationship
between population growth and
modernization on the physical
environment.
US12 Economics. The student
understands domestic and foreign
issues related to U.S. economic
growth from the 1870s to 1920.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
US1A identify the major eras in
U.S. history from 1877 to the
present and describe their defining
characteristics.
US2A analyze political issues such
as Indian policies, the growth of
political machines, and civil service
reform.
US2B analyze economic issues
such as industrialization, the
growth of railroads, the growth of
labor unions, farm issues, and the
rise of big business.
US9A analyze the effects of
physical and human geographic
factors on major events including
the building of the Panama Canal.
US9B identify and explain reasons
for changes in political boundaries
such as those resulting from
statehood and international
conflicts.
Students Will Know…
Students will be able to….




Key terms: reservation,
assimilation, Dawes Act,
Homestead Act, Exodusters,
transcontinental railroad,
Treaty of Fort Laramie, 1868,
Battle of Little Big Horn,
Wounded Knee, Ghost Dance
Movement, Sand Creek
Massacre, Chief Joseph,
Frederick Jackson Turner, A
Century of Dishonor
Policies promoting territorial
expansion, social pressures,
and economic opportunities
led to a westward migration
during the mid- to late-1800s.
Westward expansion led to
interactions between settlers
and American Indians, to the
detriment of the Native
America culture and society.




Engage in historical inquiry
through the interpretation of
primary source materials
related to Westward
Expansion.
Use academic vocabulary
specifically related to the study
of Westward Expansion.
Compare and contrast the
different groups of people who
migrated to the West and
describe the problems they
experienced.
Evaluate the impact that the
settlement of the West had
upon different groups of
people and the environment.
Describe innovations in
agricultural technology and
business practices and assess
their impact on the West.
US10A analyze the effects of
changing demographic patterns
resulting from migration within the
United States.
US11A identify the effects of
population growth and distribution
and predict future effects on the
physical environment.
US12A analyze the relationship
between private property rights
and the settlement of the Great
Plains.
Course United States History
Page 10 of 23
updated 6/14/2010
Course: United States History
Matrix #
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Established Goals
TEKS Knowledge & Skill
335
701
US 22 Science, technology, and
society. The student understands
the impact of science and
technology on the economic
development of the United States.
712
US22 Science, technology, and
society. The student understands
the impact of science and
technology on the economic
development of the United States.
Established Goals
TEKS Student Expectation
US12B compare the purpose of
the Interstate Commerce
Commission with its performance
over time.
US22A 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.
US22B explain how scientific
discoveries and technological
innovations such as those in
agriculture, the military, and
medicine resulted from specific
needs.
Students Will Know…
2010 – 2011
Students will be able to….
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks


Students will analyze primary source and secondary sources to create a
graphic organizer on the positive and negative effects of the settlement of the
West on different groups of people and then write lyrics to a song summarizing
the impact of the settlement of the West on one social group.
Students will examine primary and secondary sources about settlement of the
West and complete a series of comprehension questions online and then
develop a job notice advertising for someone moving to the West, listing job
skills, qualities needed, and working conditions.
Lesson/Activity/Module Name
History Alive Activity: “Change
and Conflict in the American
West”
Teacher Resource
Teacher’s Guide
© 2010 Austin Independent School District
 Interactive Student Notebooks
 Student work samples
 Teacher observations
Learning Plan
Student Resource
Interactive Student Notebook
Student Handouts
Course United States History
Technology (Media, website, etc.)
Page 11 of 23
Other
updated 6/14/2010
Course: United States History
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Concept (Big Idea): Innovation – The Gilded Age
Enduring Understanding: Transformations brought about by
industrialization, urbanization, and immigration lead to a growing gap
between the rich and the poor.
Concept Pacing: 15 days
Essential Questions:
1. How has conflict in society led to change?
2. What consequences, both intended and unintended, have technological
innovations had on society?
3. How have economics shaped the U.S. and its relationships with other
countries in the world?
4. How has the movement and migration of peoples and ideas affected
people?
Unit 1: The Gilded Age
Unit Pacing: 14 days
Resources (if applicable): The American Republic Since 1877 (Glencoe, 2003); History Alive! Pursuing American Ideals (Teachers’ Curriculum Institute,
2007); History Alive! United States History to 1900
Arc 1: The Rise of Industry
Arc Pacing: 5 days
Resources (if applicable): The American Republic Since 1877, Chapter 9 (Glencoe, 2003); History Alive! Pursuing American Ideals, Chapter 13 (Teachers’
Curriculum Institute, 2007); History Alive! United States History to 1900 – The Rise of Industrial America: 1.1 Toward Industrialization, 1.2 Graphing America’s
Rising Industrialism, 1.3 Experiencing the Assembly Line
Matrix #
158
176
204
302
512
517
Established Goals
TEKS Knowledge & Skill
US2 History. The student
understands the political,
economic, and social changes in
the United States from 1877 to
1898.
US12 Economics. The student
understands domestic and foreign
issues related to U.S. economic
growth from the 1870s to 1920.
US14 Economics. The student
understands the economic effects
of World War II, the Cold War, and
increased worldwide competition
on contemporary society.
US19 Citizenship. The student
understands the importance of
effective leadership in a
democratic society.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
US2A analyze political issues such
as Indian policies, the growth of
political machines, and civil service
reform.
US2B analyze economic issues
such as industrialization, the
growth of railroads, the growth of
labor unions, farm issues, and the
rise of big business.
US12C describe the impact of the
Sherman Antitrust Act on
businesses.
US14D identify actions of
government and the private sector
to expand economic opportunities
to all citizens.
Students Will Know…
Students will be able to….




Key terms: industrialization,
laissez faire, mass production,
corporation, stock, robber
barons, trust, monopoly, Social
Darwinism, Andrew Carnegie,
John D. Rockefeller, Sherman
Anti-Trust, Ida B. Wells
Scientific and business
innovations led to a period of
industrialization in the late 19th
century.
The economic growth of the
late 1800s led to social,
political, and environmental
problems.




Engage in historical inquiry
through the interpretation of
primary source materials
related to the rise of industry.
Use academic vocabulary
specifically related to the study
of Industrialization.
Examine the factors the led to
the rise of modern capitalists
and the free market economy.
Describe the changing role of
government in economic and
political affairs.
Explain how business and
industrial leaders accumulated
wealth and wielded political
and economic power.
US19A describe qualities of
effective leadership.
US19B evaluate the contributions
of significant political and social
Course United States History
Page 12 of 23
updated 6/14/2010
Course: United States History
Matrix #
701
712
Established Goals
TEKS Knowledge & Skill
US22 Science, Technology, and
Society. The student understands
the impact of science and
technology on the economic
development of the United States.
707
708
US23 Science, Technology, and
Society. The student understands
the influence of scientific
discoveries and technological
innovations on daily life in the
United States.
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Established Goals
TEKS Student Expectation
leaders in the United States such
as Andrew Carnegie, Shirley
Chisholm, and Franklin D.
Roosevelt.
US22A 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.
US22B explain how scientific
discoveries and technological
innovations such as those in
agriculture, the military, and
medicine resulted from specific
needs.
US22C analyze the impact of
technological innovations on the
nature of work, the American labor
movement, and businesses.
US23A analyze how scientific
discoveries and technological
innovations, including those in
transportation and communication,
have changed the standard of
living in the United States.
Students Will Know…
2010 – 2011
Students will be able to….
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks




Students will graph data and analyze images to learn about the rise and impact
of industrialism in America, and then take on the role of an industrialist to
participate in an “interview” about the impact of industrialism.
Students view and discuss slides that document America’s move from an
agrarian based economy to an industrial one.
Students will analyze data and images illustrating many of the changes brought
about by industrialism following the Civil War.
Students will examine primary and secondary sources about the 1892
© 2010 Austin Independent School District
 Interactive Student Notebooks
 Student work samples
 Teacher observations
Course United States History
Page 13 of 23
updated 6/14/2010
Course: United States History
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
2010 – 2011
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks
Homestead Mill Strike and complete a series of comprehension questions
online and then write an editorial that describe the factors that led to violence.
Lesson/Activity/Module Name
History Alive Activity: “The Age
of Innovation and Industry”
History Alive Activity: “Toward
Industrialization”
History Alive Activity:
“Graphing America’s Rising
Indstrialism”
History Alive Activity:
“Experiencing the Assembly
Line”
Teacher Resource
Teacher’s Guide
Learning Plan
Student Resource
Interactive Student Notebook
Student Handouts
Technology (Media, website, etc.)
Other
From History Alive! United
States History to 1900 – The
Rise of Industrial America
Section 1: Industrializing
America
From History Alive! United
States History to 1900 – The
Rise of Industrial America
Section 1: Industrializing
America
From History Alive! United
States History to 1900 – The
Rise of Industrial America
Section 1: Industrializing
America
© 2010 Austin Independent School District
Course United States History
Page 14 of 23
updated 6/14/2010
Course: United States History
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Arc 2: The Labor Movement
Arc Pacing: 2 days
Resources (if applicable): The American Republic Since 1877, Chapter 9 (Glencoe, 2003); History Alive! Pursuing American Ideals, Chapter 14 (Teachers’
Curriculum Institute, 2007); History Alive! United States History to 1900 – The Rise of Industrial America: 1.4 Labor’s Response to Industrialism, 1.5 Labor and
Management Talk It Out
Matrix #
158
Established Goals
TEKS Knowledge & Skill
US2 History. The student
understands the political,
economic, and social changes in
the United States from 1877 to
1898.
176
517
707
US19 Citizenship. The student
understands the importance of
effective leadership in a
democratic society.
US22 Science, technology, and
society. The student understands
the impact of science and
technology on the economic
development of the United States.
Established Goals
TEKS Student Expectation
US2A analyze political issues such
as Indian policies, the growth of
political machines, and civil service
reform.
Students Will Know…
Students will be able to….


Key terms: Knights of Labor,
Haymarket Riot, Pullman
Strike, American Federation of
Labor, collective bargaining,
strike, Samuel Gompers

US2B analyze economic issues
such as industrialization, the
growth of railroads, the growth of
labor unions, farm issues, and the
rise of big business.
US19A describe qualities of
effective leadership.


Engage in historical inquiry
through the interpretation of
primary source materials
related to the rise of labor in
the U.S.
Use academic vocabulary
specifically related to the study
of the labor movement.
Trace the history and struggle
of the labor movements.
Assess the impact of labor
unions on industry and the
lives of workers.
US22C analyze the impact of
technological innovations on the
nature of work, the American labor
movement, and businesses.
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks





Students will learn about labor’s response to industrialism and then play a game
that simulates some of the experiences, benefits, and frustrations associated
with the formation of labor unions.
Students seethe with unrest as they labor on an assembly line to mass-produce
a drawing.
Students discover how long hours, hazardous conditions, and low pay led to the
formation of the labor movement.
Students engage in a fiery management-versus-labor debate and write dialogs.
Students will examine primary and secondary sources about life in tenements
during the late 19th century to complete a series of comprehension questions
online and then write a series of interview questions for a fictional immigrant,
along with potential answers from the interviewee.
© 2010 Austin Independent School District
 Interactive Student Notebooks
 Student work samples
 Teacher observations
Course United States History
Page 15 of 23
updated 6/14/2010
Course: United States History
Lesson/Activity/Module Name
History Alive Activity: “Labor’s
Response to Industrialization”
History Alive Activity: “Labor’s
Response to Industrialism”
History Alive Activity: “Labor and
Management Talk It Out”
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Learning Plan
Student Resource
Interactive Student Notebook
Student Handouts
Teacher Resource
Teacher’s Guide
Technology (Media, website, etc.)
Other
From History Alive! United States
History to 1900 – The Rise of
Industrial America Section 1:
Industrializing America
From History Alive! United States
History to 1900 – The Rise of
Industrial America Section 1:
Industrializing America
Arc 3: Urbanization and Immigration
Arc Pacing: 3 days
Resources (if applicable): The American Republic Since 1877, Chapter 10 (Glencoe, 2003); History Alive! Pursuing American Ideals, Chapter 15 and 16
(Teachers’ Curriculum Institute, 2007); History Alive! United States History to 1900 – The Rise of Industrial America: 2.1 The Great Wave of Immigration, 2.2
The Rising Tide of Immigration, 2.3 Voices of Chinese Immigrants: Poems from Angel Island, 2.4 Analyzing Attitudes on Immigration Through Political
Cartoons, 2.5 Interviewing a Recent Immigrant
Matrix #
258
176
Established Goals
TEKS Knowledge & Skill
US2 History. The student
understands the political,
economic, and social changes in
the United States from 1877 to
1898.
154
Established Goals
TEKS Student Expectation
US2A analyze political issues such
as Indian policies, the growth of
political machines, and civil service
reform.
US2B analyze economic issues
such as industrialization, the
growth of railroads, the growth of
labor unions, farm issues, and the
rise of big business.
US2C analyze social issues such
as the treatment of minorities, child
labor, growth of cities, and
problems of immigrants.
Students Will Know…
Students will be able to….




130
US5 History. The student
understands significant individuals,
events, and issues of the 1920s.
© 2010 Austin Independent School District
US5A analyze causes and effects
of significant issues such as
immigration, the Red Scare,
Prohibition, and the changing role
of women.
Key terms: immigration,
urbanization, child labor,
Social Darwinism, settlement
house, Jane Addams, Hull
House, ghetto, tenement, Ellis
Island, assimilation, Chinese
Exclusion Act, “gentleman’s
agreement, department store,
mail-order catalog.
The economic growth of the
late 1800s led to social,
political, and environmental
problems.
Industrialization and
immigration helped create a
growth of population in large
cities.
Course United States History
Page 16 of 23


Engage in historical inquiry
through the interpretation of
primary source materials.
Use academic vocabulary
specifically related to the study
of immigration and
urbanization at the turn of the
19th century.
Evaluate the influence of
immigration and rapid
industrialization on urban life.
updated 6/14/2010
Course: United States History
Matrix #
231
Established Goals
TEKS Knowledge & Skill
US10 Geography. The student
understands the effects of
migration and immigration on
American society.
232
229
622
619
617
US11 Geography. The student
understands the relationship
between population growth and
modernization on the physical
environment.
US20 Culture. The student
understands the relationship
between the arts and the times
during which they were created.
US21 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.
620
616
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Established Goals
TEKS Student Expectation
US10A analyze the effects of
changing demographic patterns
resulting from migration within the
United States.
US10B analyze the effects of
changing demographic patterns
resulting from immigration to the
United States.
US11A identify the effects of
population growth and distribution
and predict future effects on the
physical environment.
Students Will Know…
2010 – 2011
Students will be able to….
US20A 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, rock
and roll, and John Steinbeck's The
Grapes of Wrath.
US21A explain actions taken by
people from racial, ethnic, and
religious groups to expand
economic opportunities and
political rights in American society.
US21B explain efforts of the
Americanization movement to
assimilate immigrants into
American culture.
US21C analyze how the
contributions of people of various
racial, ethnic, and religious groups
have helped to shape the national
identity.
US21D identify the political, social,
and economic contributions of
women to American society.
Student Work Products/Assessment Evidence
© 2010 Austin Independent School District
Course United States History
Page 17 of 23
updated 6/14/2010
Course: United States History
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks







Students discover what it might have been like to be a European immigrant
passing though Ellis Island at the turn of the century and complete a series of
sensory figures.
Students assume the role of muckrakers to uncover information from primary
sources and write an investigative newspaper report about issues in American
society in the early 20th century.
Students experience immigrating from one “country” to another and discuss the
impact on natives and immigrants.
Students view and discuss slides to investigate the changing nature of
immigration and the attitudes encountered by the immigrants when they arrived
in America.
Students explore tales of life on Angel Island and create poems about the
Chinese experience.
Students inspect a series of turn-of-the-century political cartoons to uncover
attitudes of the time.
Students meet with a recent immigrant to discover the challenges and dreams
facing immigrants.
 Interactive Student Notebooks
 Student work samples
 Teacher observations
Learning Plan
Student Resource
Interactive Student Notebook
Student Handouts
Lesson/Activity/Module Name
History Alive Activity: “Through
Ellis Island and Angel Island: The
Immigrant Experience”
History Alive Activity:
“Uncovering Problems at the
Turn of the Century”
Teacher Resource
Teacher’s Guide
Teacher’s Guide
Interactive Student Notebook
Student Handouts
Lesson/Activity/Module Name
History Alive Activity: “The Great
Wave of Immigration”
Teacher Resource
From History Alive! United States
History to 1900 – The Rise of
Industrial America Section 2:
Immigration: The Changing Face
of America
From History Alive! United States
History to 1900 – The Rise of
Industrial America Section 2:
Immigration: The Changing Face
of America
From History Alive! United States
History to 1900 – The Rise of
Student Resource
History Alive Activity: “The Rising
Tide of Immigration”
History Alive Activity: “Voices of
Chinese Immigrants: Poems from
© 2010 Austin Independent School District
2010 – 2011
Course United States History
Technology (Media, website, etc.)
Other
Technology (Media, website, etc.)
Other
Page 18 of 23
updated 6/14/2010
Course: United States History
Angel Island”
History Alive Activity: “Analyzing
Attitudes on Immigration Through
Political Cartoons”
History Alive Activity:
“Interviewing a Recent
Immigrant”
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Industrial America Section 2:
Immigration: The Changing Face
of America
From History Alive! United States
History to 1900 – The Rise of
Industrial America Section 2:
Immigration: The Changing Face
of America
From History Alive! United States
History to 1900 – The Rise of
Industrial America Section 2:
Immigration: The Changing Face
of America
Arc 4: Politics and Reform
Resources (if applicable): The American Republic Since 1877, Chapter 11 (Glencoe, 2003)
Matrix #
158
176
116
Established Goals
TEKS Knowledge & Skill
US2 History. The student
understands the political,
economic, and social changes in
the United States from 1877 to
1898.
US4 History. The student
understands the effects of reform
and third party movements on
American society.
125
115
US5 History. The student
understands significant individuals,
events, and issues of the 1920s.
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
US2A analyze political issues such
as Indian policies, the growth of
political machines, and civil service
reform.
US2B analyze economic issues
such as industrialization, the
growth of railroads, the growth of
labor unions, farm issues, and the
rise of big business.
US4B evaluate the impact of
reform leaders such as Susan B.
Anthony, W.E.B. DuBois, and
Robert LaFollette on American
society.
US4C evaluate the impact of third
parties and their candidates such
as Eugene Debs, H. Ross Perot,
and George Wallace.
US5B analyze the impact of
significant individuals such as
Clarence Darrow, William Jennings
Bryan, Henry Ford, and Charles A.
Lindbergh.
Arc Pacing: 3 day
Students Will Know…
Students will be able to….



Key terms: Interstate
Commerce Commission,
political machine, Boss Tweed,
graft, Thomas Nast, civil
service, populism, monetary
policy, gold standard, William
Jennings Bryan, “Cross of
Gold” speech, the Grange, the
Greenback Party, The
Farmer’s Alliance, protective
tariff, civil service, W.E.B.
DuBois, NAACP, Plessy v.
Ferguson,
The economic growth of the
late 1800s led to social,
political, and environmental
problems.
Course United States History
Page 19 of 23




Apply absolute and relative
chronology when sequencing
significant issues and events
in American history.
Engage in historical inquiry
through the interpretation of
primary source materials.
Use academic vocabulary
specifically related to the study
of Gilded Age politics.
Describe the causes and
effects of the financial
difficulties that plagued the
American farmer and trace the
rise and decline of Populism.
Describe the changing role of
government in economic and
political affairs.
updated 6/14/2010
Course: United States History
Matrix #
163
Established Goals
TEKS Knowledge & Skill
US7 History. The student
understands the impact of the
American civil rights movement.
Established Goals
TEKS Student Expectation
US7A trace the historical
development of the civil rights
movement in the 18th, 19th, and
20th centuries, including the 13th,
14th, 15th amendments.
US7B identify significant leaders of
the civil rights movement.
US10 Geography. The student
understands the effects of
migration and immigration on
American society.
US12 Economics. The student
understands domestic and foreign
issues related to U.S. economic
growth from the 1870s to 1920.
US10A analyze the effects of
changing demographic patterns
resulting from migration within the
United States.
US12B compare the purpose of
the Interstate Commerce
Commission with its performance
over time.
US12C describe the impact of the
Sherman Antitrust Act on
businesses.
US15C evaluate the effects of
political incidents such as Teapot
dome and Watergate on the views
of U.S. citizens concerning the role
of the federal government.
US18A 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.
US21A explain actions taken by
people from racial, ethnic, and
religious groups to expand
economic opportunities and
political rights in American society.
124
231
204
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
331
427
US15 Government. The student
understands changes in the role of
government over time.
523
US18 Citizenship. The student
understands efforts to expand the
democratic process.
619
US21 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.
Students Will Know…
2010 – 2011
Students will be able to….
Student Work Products/Assessment Evidence
Performance Tasks
© 2010 Austin Independent School District
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Course United States History
Page 20 of 23
updated 6/14/2010
Course: United States History
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Student Work Products/Assessment Evidence
Performance Tasks

Students will examine documents related to the Populist Party platforms to
determine how third parties impact politics in the United States.
Lesson/Activity/Module Name
The People’s Party - Populism
Teacher Resource
Teacher’s Guide
Answer Key




Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Interactive Student Notebooks
Student work samples
Teacher observations
Culmination Project: History Alive! United States History to 1900 –
The Rise of Industrial America: 4.1 Publishing a Newspaper About
the Rise of Industry
Learning Plan
Student Resource
Document Packet
Document Analysis Worksheet
Concept (Big Idea): Civic Engagement
Enduring Understanding: The heart of a healthy democracy, illustrated
by Celebrate Freedom Week and Constitution Day (week of September 17),
is a citizenry actively engaged in civic life—taking responsibility for building
communities, solving community problems and participating in the electoral
and political process.
Technology (Media, website, etc.)
Other
Concept Pacing: 1-5 days
Essential Questions:
1. What beliefs, ideas, and philosophies have shaped and will shape America?
Unit 1: Celebrate Freedom Week and Constitution Day
Unit Pacing: 1-5 days
Vocabulary (if applicable): Declaration of Independence, unalienable rights, pursuit of happiness, democracy, broadside, Second Continental Congress,
Constitution
Resources (if applicable): “The Declaration of Independence: A Living Blueprint for Democracy DVD or VHS, Scholastic, 2002; Texas Law Related Education
Games on Constitution Day and Celebrate Freedom Week at http://texaslre.org/games.html; Declaration of Independence website at
www.declarationofindependence.org
Arc 1: Celebrate Freedom Week and Constitution Day
Arc Pacing: 1-5 days
Resources (if applicable): “The Declaration of Independence: A Living Blueprint for Democracy DVD or VHS, Scholastic, 2002; Texas Law Related Education
Games on Constitution Day and Celebrate Freedom Week at http://texaslre.org/games.html; Declaration of Independence website at
www.declarationofindependence.org
Matrix #
424
Established Goals
TEKS Knowledge & Skill
8.16 Government. The student
understands the American beliefs
and principles reflected in the U.S.
Constitution and other important
historic documents.
420
© 2010 Austin Independent School District
Established Goals
TEKS Student Expectation
8.16A Identify the influence of
ideas from historic documents
including the Declaration of
Independence on the U.S. system
of government.
8.16C Identify colonial grievances
listed in the Declaration of
Students Will Know…
Students will be able to….


Key terms: Declaration of
Independence, unalienable
rights, pursuit of happiness,
democracy, broadside,
Second Continental Congress,
Constitution.
Course United States History
Page 21 of 23
Recite and interpret the
section of the Declaration of
Independence required by state
legislation in House Bill 1776.
 Trace the sequence of events
that led to the creation of the
updated 6/14/2010
Course: United States History
Matrix #
Established Goals
TEKS Knowledge & Skill
410
508
518
8.20 Citizenship. The student
understands the rights and
responsibilities of citizens in the
United States.
510
815
8.30 Social Studies Skills. The
student applies critical-thinking
skills to organize and use
information acquired from a variety
of sources including electronic
technology.
2010 – 2011
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
Established Goals
TEKS Student Expectation
Independence and explain how
those grievances were addressed
in the U.S. Constitution and the Bill
of Rights.
8.16D Analyze how the U.S.
Constitution reflects the principles
of limited government,
republicanism, checks and
balances, federalism, separation of
powers, popular sovereignty, and
individual rights.
8.20A Give examples of
unalienable rights.
8.20B Summarize rights
guaranteed in the Bill of Rights.
8.20F Explain how the rights and
responsibilities of U.S. citizens
reflect or national identity.
8.30A Differentiate between,
locate, and use primary and
secondary sources such as
computer software; interviews;
biographies; oral, print, and visual
material; and artifacts to acquire
information about the United
States.
Students Will Know…




The reasons and purpose for
the writing of the Declaration
of Independence.
Rights listed specifically in the
Declaration of Independence
and the United States
Constitution.
The purpose of civic
engagement in their
community.
The purpose of government.
Students will be able to….
Declaration of Independence.
Research local civic events
and understand the reason for
establishing these events.
 Identify historic examples of
civic actions that have led to
improved ways of life in the
United States.

Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks

Recite and interpret the section of the Declaration of Independence required by
state legislation in House Bill 1776
 Transcribe the original text of the Declaration of Independence to student-friendly
language
 Use a graphic organizer to differentiate between the causes and effects of the
Declaration of Independence
 Interactive Student Notebooks
 Short cycle assessments
 Student Work Samples
 Teacher observations
 Research significant events leading to the adoption and signing of the Declaration
of Independence
 Identify the colonial grievances listed in the Declaration of Independence and
compose a letter to King George III citing specific complaints on these grievances
© 2010 Austin Independent School District
Course United States History
Page 22 of 23
updated 6/14/2010
Course: United States History
Austin ISD Curriculum Road Map
1st 6 Weeks – August 24-October 2, 2010 (29 days)
2010 – 2011
Student Work Products/Assessment Evidence
Other Evidence (i.e. unit tests, open ended exams, quiz, essay,
student work samples, observations, etc.)
Performance Tasks
 Create a classroom mural or display that depicts different aspects of the
Declaration of Independence
Lesson/Activity/Module Name
Teacher Resource
“I Do Declare”
I Do Declare Chart with
Translated Answers
© 2010 Austin Independent School District
Learning Plan
Student Resource
Technology (Media, website,
etc.)
Other
I Do Declare Chart
Course United States History
Page 23 of 23
updated 6/14/2010