click: http://www.tea.state.tx.us/student.assessment/resources/online/2006/grade10/ela/10ela.htm for a skills test of Grade 10 English/Language Arts materials. For any incorrect answers, use the eTap lesson pages to reinforce your knowledge of the subject.
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Pre-Test |
Texas Essential Knowledge Skills | eTAP Lessons |  |
Post-Test | |
| Glossary | Outside Link | ||||
Objective 1. The student will demonstrate an understanding of issues and events in U.S. history. (8.1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to |
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| Q&A | (C) | explain the significance of the following dates: [1607,] |
American History: Colonial America | Q&A | |
| Glossary: 1607 | |||||
| Q&A | 1776, | Declaration of Independence, The: A Foundation of Ideas for a New Age | Q&A | ||
| Glossary: 1776, Declaration of Independence | |||||
| Q&A | Glossary: 1776, Declaration of Independence | Declaration of Independence, The: A Foundation of Ideas for a New Age | Q&A | ||
| Q&A | 1787, | American History: Foundations of American Government | Q&A | ||
| Glossary: 1787, Articles of Confederation | |||||
| Q&A | [1803,] and | Manifest Destiny | American History: East Meets West: Americans on the Move | Q&A | |
| Glossary: 1803, Manifest Destiny | http://en.wikipedia.org/wiki/Louisiana_Purchase |
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| Q&A | 1861–1865. | American History: The Civil War: A Nation Divided | Q&A | ||
| Glossary: 1861–1865, Abolitionist Movement, Emancipation Proclamation, Gettysburg Address, Slave Trade | |||||
(8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to |
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| Q&A | (B) |
explain the roles played
by significant individuals during the Revolution, including [Samuel Adams, |
Assignment Discovery: Revolution: The Call to Battle | Q&A | |
| Glossary: Founding Fathers, Philadelphia Convention of 1787 | http://www.historycentral.com/bio/RevoltBIO |
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| Q&A | Benjamin Franklin, | The Real Ben Franklin | Q&A | ||
| Glossary: Founding Fathers, Philadelphia Convention of 1787 | http://www.ushistory.org/franklin/info/index.htm http://www.crystalinks.com/franklin.html | ||||
| Q&A | King George III,] | The Events Leading Up to War: The Revolutionary War Series | Q&A | ||
| Glossary: 1776, Declaration of Independence, French and Indian War | http://www.britannia.com/history/monarchs/mon55.html | ||||
| Thomas Jefferson, | American History: Portraits of Power: American Presidents | Q&A | |||
| Glossary: Founding Fathers, Philadelphia Convention of 1787, Virginia House of Burgesses, War of 1812 | http://www.whitehouse.gov/history/presidents/tj3.html http://sc94.ameslab.gov/TOUR/tjefferson.html |
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| Q&A | [the Marquis de Lafayette, | Assignment Discovery: Revolution: The Call to Battle | Q&A | ||
| http://www.ushistory.org/valleyforge/s erved/lafayette.html |
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| Q&A | Thomas Paine,] | American History: Road to Revolution | Q&A | ||
| Glossary: Founding Fathers, Philadelphia Convention of 1787, Virginia House of Burgesses | http://www.bartelby.org/133/ | ||||
| Q&A | and George Washington; and | American History: Portraits of Power: American Presidents | Q&A | ||
| Glossary: Founding Fathers, Philadelphia Convention of 1787, Washington’s Farewell Address | http://www.whitehouse.gov/history/presid ents/gw1.html http://www.pbs.org/georgewashington/ |
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| Q&A | (C) | explain the issues surrounding [important events of] the American Revolution, including: declaring independence; [writing] the Articles of Confederation; |
American History: Foundations of American Government | Q&A | |
| Glossary: Declaration of Independence, Articles of Confederation, Philadelphia Convention of 1787, Unalienable (Inalienable) Rights | http://www.law.ou.edu/hist/artconf.html http://www.barefootsworld.net/aoc1777.html http://www.ushistory.org/declaration/ |
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| Q&A | [fighting the battles of Lexington, Concord, | A More Perfect Union | Assignment Discovery: Revolution: The Call to Battle | Q&A | |
| Glossary: Points of View, Frames of Reference, and Historical Context | http://www.theamericanrevolution.org/battles.asp | ||||
| Q&A | Saratoga, and | A More Perfect Union | Assignment Discovery: Revolution: The Call to Battle | Q&A | |
| Glossary: Points of View, Frames of Reference, and Historical Context | http://www.theamericanrevolution.org/battles.asp | ||||
| Q&A | Yorktown; and signing the Treaty of Paris]. | A More Perfect Union | Q&A | ||
| Glossary: Points of View, Frames of Reference, and Historical Context | http://www.let.rug.nl/usa/D/1776-1800/war/peace.htm http://www.theamericanrevolution.org/battles.asp |
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| (8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to | |||||
| Q&A | (C) | identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. | A New Kind of Government | American History: Foundations of American Government | Q&A |
| http://memory.loc.gov/learn/features/timeline /amrev/rebelln/rebelln.html |
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Objective 2. The student will demonstrate an understanding of geographic influences on historical issues and events. (8.10) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to |
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| Q&A | (B) | [pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases]. | How to Study Cultures: How Geography Defines a Culture | Q&A | |
| Glossary: geographic distributions, cultural patterns | |||||
| (WG1) History. The student understands how geographic contexts (the geography of places in the past) and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to | |||||
| Q&A | (A) | analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today (correlates with WH12B); and | Destiny Determined: Power and Ritual in Asia | Q&A | |
| Glossary: geographic distributions, patterns in the size and distribution of cities, physical and human geographic patterns and processes | |||||
| Q&A | (B) | trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, [or the diffusion of American slang] (correlates with WH11B). | Changing China: Farming North and South | ||
| Glossary: diffusion | http://www.themiddleages.net/plague.html | ||||
| (WG6) Geography. The student understands the types and patterns of settlement, the factors that affect where people settle, and processes of settlement development over time. The student is expected to | |||||
| Q&A | (A) | [locate settlements and] observe patterns in the size and distribution of cities using maps, graphics, and other information (correlates with WH26C). | How to Study Cultures: How Geography Defines a Culture | Q&A | |
| Glossary: Thematic maps, patterns in the size and distribution of cities | http://www.maps.com/FreeStuff.aspx?nav=FF# | ||||
| (WH12) Geography. The student understands the impact of geographic factors on major historic events. The student is expected to | |||||
| Q&A | (C) | interpret historical [and contemporary] maps to identify and explain geographic factors [such as control of the Straits of Hormuz] that have influenced people and events in the past (correlates with WG21C). | How to Study Cultures: How Geography Defines a Culture | Q&A | |
| Glossary: Character of a Place, natural resources, resources | http://ce.eng.usf.edu/pharos/wonders/ | ||||
| (WH23) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. The student is expected to | |||||
| Q&A | (A) | give examples of [major mathematical and scientific discoveries and] technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations (correlates with WG19A and WG20A). | European Tour: History and Tradition | Q&A | |
| Glossary: cultural change | http://library.thinkquest.org/10098/ | ||||
Objective 3. The student will demonstrate an understanding of economic and social influences on historical issues and events. (WG5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to |
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| Q&A | (B) | analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations (correlates with WH14C). | Asia Pacific: Korea: Microchip Miracle | Q&A | |
| Glossary: standard of living | http://cesr.org/adequate?PHPSESSID=9 1a78f9969da61bd9 |
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| (WG10) Economics. The student understands the distribution and characteristics of economic systems throughout the world. The student is expected to | |||||
| Q&A | (C) | compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market-oriented agriculture or cottage industries versus commercial industries (correlates with WH14C). | Asia Pacific: The Philippines: Rice Against Time | Q&A | |
| Glossary: subsistence agriculture, market-oriented agriculture, cottage industries, commercial industries | http://www.fao.org/newsroom/en/new s/2004/49917/index.html |
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| (WG18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to | |||||
| Q&A | (A) | describe the impact of general processes such as migration, war, trade, independent inventions, and diffusion of ideas and motivations on cultural change (correlates with WH1B). | Greece: Isle of Revelation | Q&A | |
| Glossary: general processes, diffusion, cultural change | http://www7.nationalgeographic.com/ngm/data/20 01/07/01/sights_n_sounds/media.2.2.html |
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Objective 4. The student will demonstrate an understanding of political influences on historical issues and events. (8.3) History. The student understands the foundations of representative government in the United States. The student is expected to |
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| Q&A | (A) | explain the reasons for the growth of representative government and institutions during the colonial period. | Early European Political Systems | America in a Changing World, 1793-1799 | Q&A |
| http://chnm.gmu.edu/revolution/chap3a.html | |||||
| (8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to identify the influence of ideas from historic documents including: | |||||
| Q&A | (A) | the Magna Carta, |
American Revolution, The: From Colonies to Constitution: Shaping the New Nation | Q&A | |
| Glossary: Magna Carta | http://www.archives.gov/exhibits/fe atured_documents/magna_carta/ |
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| Q&A | the English Bill of Rights, | English Bill of Rights | Q&A | ||
| Glossary: English Bill of Rights | http://www.yale.edu/lawweb/avalon/england.htm | ||||
| Q&A | [the Mayflower Compact,] | Mayflower Compact | The New England Colonists: The Pilgrims and Puritans | Q&A | |
| Glossary: Mayflower Compact | http://www.infoplease.com/ipa/A0101029.html | ||||
| Q&A | the Declaration of Independence, | Declaration of Independence | American History: Foundations of American Government | Q&A | |
| Glossary: Declaration of Independence | http://www.ushistory.org/declaration/ | ||||
| Q&A | the Federalist Papers, | The American Revolution: From Colonies to Constitution: Shaping the New Nation | Q&A | ||
| Glossary: Articles of Confederation | http://www.foundingfathers.info/federalistpapers/ http://www.law.ou.edu/hist/artconf.html |
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| Q&A | [and selected anti-federalist writings] on the U.S. system of government; and | The Constitution of the United States | The American Revolution: From Colonies to Constitution: Shaping the New Nation | Q&A | |
| Glossary: anti-federalist writings | http://www.infoplease.com/t/hist/antifederalist/ | ||||
| Q&A | (D) | analyze how the U.S. Constitution reflects the principles of: limited government, |
The Constitution of the United States | An American Nation Begins, 1789-1792 | Q&A |
| Glossary: Limited Government | http://memory.loc.gov/learn/features/tim eline/newnatn/usconst/consmenu.html |
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| Q&A | republicanism, | The Three Branches of Government | The Almost Painless Guide to the U.S. Constitution | Q&A | |
| Glossary: republicanism | http://www.digitalhistory.uh.edu/database/ar ticle_display.cfm?HHID=288 |
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| Q&A | checks and balances, | Balance of Power | The Almost Painless Guide to the U.S. Constitution | Q&A | |
| Glossary: checks and balances | http://www2.semo.edu/vending/PS103/us%20 checks%20and%20balances.jpg |
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| Q&A | federalism, | A New Kind of Government | The Almost Painless Guide to the U.S. Constitution | Q&A | |
| Glossary: federalism | http://www.usconstitution.net/consttop_fedr.html | ||||
| Q&A | separation of powers, | The Balance of Power | The Almost Painless Guide to the U.S. Constitution | Q&A | |
| Glossary: separation of powers | http://www.constitutioncenter.org/explore/Basic GoverningPrinciples/SeparationofPowersanda SystemofChecksandBalances.shtml |
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| Q&A | popular sovereignty, and | A New Kind of Government | The Almost Painless Guide to the U.S. Constitution | Q&A | |
| Glossary: popular sovereignty | http://www.infoplease.com/ce6/history/A 0839723.html |
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| Q&A | individual rights. | The Bill of Rights | 2nd Amendment: The Right to Bear Arms | Q&A | |
| Glossary: individual rights | http://usinfo.state.gov/products/pubs/rightsof/ | ||||
| (8.17) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to | |||||
| Q&A | (B) | describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States. | Amending the Constitution | The Road to Reconciliation: Farmville's Fight for Equality | Q&A |
| Glossary: 13th, 14th, and 15th amendments | http://www.historicaldocuments.com/ 13thAmendment.htm |
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| (8.18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to | |||||
| Q&A | (B) | describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War. | Civil War and Reconstruction | American History: The Civil War: A Nation Divided | Q&A |
| Glossary: Nullification Crisis, Civil War | http://www.let.rug.nl/~usa/H/1994/ch5_p5.htm | ||||
| (8.20) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to | |||||
| Q&A | (A) | define and give examples of unalienable rights; and | Declaration of Independence | Q&A | |
| Glossary: unalienable rights | http://www.lexrex.com/enlightened/ AmericanIdeal/yardstick/pr3.html |
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| Q&A | (B) | summarize rights guaranteed in the Bill of Rights. | The Bill of Rights | American History: Foundations of American Government | Q&A |
| Glossary: Bill of Rights | http://www.billofrightsinstitute.org/ | ||||
| (8.22) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to | |||||
| Q&A | (B) | describe the importance of free speech and press in a democratic society. | Being an American | The Cost of Freedom: Civil Liberties, Security, and the USA PATRIOT Act | Q&A |
| Glossary: free speech | http://www.youthnoise.com/page.p hp?page_id=2270&e_id=433 |
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