Standardized Test Preparation
TEKS (Texas Essential Knowledge and Skills)
References: Texas Education Agency : STAAR Released Tests |
Social Studies - Grade 11
Assessment Exam - TEKS US History| History | eTAP Lesson |
|---|---|
| The student understands the principles included in the Celebrate Freedom Week program. | |
| Analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of Independence
TX.SS.113.41.1.A |
The Constitution of the United States |
| Analyze and evaluate the application of these founding principles to historical events in U.S. history
TX.SS.113.41.1.B |
A More Perfect Union |
| Explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr
TX.SS.113.41.1.C |
American Revolution |
| The student understands traditional historical points of reference in U.S. history from 1877 to the present. | |
| Identify the major characteristics that define an historical era
TX.SS.113.41.2.A |
A Foundation of Religion |
| Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics
TX.SS.113.41.2.B |
A Different Kind of Revolution |
| Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
TX.SS.113.41.2.C |
Inventions |
| Explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama)
TX.SS.113.41.2.D |
The Great Depression |
| The student understands the political, economic, and social changes in the United States from 1877 to 1898. | |
| Analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business
TX.SS.113.41.3.B |
Progressive Reform Big Business |
| Analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists
TX.SS.113.41.3.C |
Social Reform |
| Describe the optimism of the many immigrants who sought a better life in America
TX.SS.113.41.3.D |
Immigration |
| The student understands the emergence of the United States as a world power between 1898 and 1920. | |
| Explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power
TX.SS.113.41.4.A |
Manifest Destiny |
| Evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico
TX.SS.113.41.4.B |
Expanding Horizons |
| Identify the causes of World War I and reasons for U.S. entry
TX.SS.113.41.4.C |
World War I: The Home Front |
| Understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing
TX.SS.113.41.4.D |
The Russian Revolution and the End of WWI |
| Analyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front
TX.SS.113.41.4.E |
Total War |
| Analyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles
TX.SS.113.41.4.F |
Clear and Present Danger |
| Analyze significant events such as the Battle of Argonne Forest
TX.SS.113.41.4.G |
|
| The student understands the effects of reform and third-party movements in the early 20th century. | |
| Evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments
TX.SS.113.41.5.A |
A Time of Unrest |
| Evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society
TX.SS.113.41.5.B |
Working Conditions and Laissez-Faire Policies |
| Evaluate the impact of third parties, including the Populist and Progressive parties
TX.SS.113.41.5.C |
Social Reform |
| The student understands significant events, social issues, and individuals of the 1920s. | |
| Analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women
TX.SS.113.41.6.A |
The Red Scare |
| Analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh
TX.SS.113.41.6.B |
A Time of Unrest A Different World |
| The student understands the domestic and international impact of U.S. participation in World War II. | |
| Identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbo
TX.SS.113.41.7.A |
Drawn Into War |
| Evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort
TX.SS.113.41.7.B |
Wartime America |
| Analyze the function of the U.S. Office of War Information
TX.SS.113.41.7.C |
Politics and the Media |
| Analyze major issues of World War II, including the Holocaust; the internment of German, Italian, and Japanese Americans and Executive Order 9066; and the development of conventional and atomic weapons
TX.SS.113.41.7.D |
Picking up the Pieces |
| Analyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps
TX.SS.113.41.7.E |
Allied Victories |
| Evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton
TX.SS.113.41.7.F |
Allied Victories |
| Explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment; volunteerism; the purchase of war bonds; Victory Gardens; the bravery and contributions of the Tuskegee Airmen, the Flying Tigers, and the Navajo Code Talkers; and opportunities and obstacles for women and ethnic minorities
TX.SS.113.41.7.G |
Wartime America |
| The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. | |
| Describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F. Kennedy's role in the Cuban Missile Crisis
TX.SS.113.41.8.A |
Picking up the Pieces Postwar Politics |
| Describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers
TX.SS.113.41.8.B |
The Cold War Begins |
| Explain reasons and outcomes for U.S. involvement in the Korean War and its relationship to the containment policy
TX.SS.113.41.8.C |
The Cold War Begins |
| Ein reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War
TX.SS.113.41.8.D |
The Vietnam Era |
| Aalyze the major issues and events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon
TX.SS.113.41.8.E |
The Vietnam Era |
| Describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement
TX.SS.113.41.8.F |
Politics of the 1950s and 1960s |
| The student understands the impact of the American civil rights movement. | |
| Trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments
TX.SS.113.41.9.A |
Quest for Civil Rights |
| Describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements
TX.SS.113.41.9.B |
The Continuing Struggle |
| Identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan
TX.SS.113.41.9.C |
Quest for Civil Rights |
| Compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.
TX.SS.113.41.9.D |
The Continuing Struggle |
| Discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream" speech and "Letter from Birmingham Jail" on the civil rights movement
TX.SS.113.41.9.E |
Analyze Historically Significant Speeches |
| Describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965
TX.SS.113.41.9.F |
Politics of the 1950s and 1960s |
| Describe the role of individuals such as governors George Wallace, Orval Faubus, and Lester Maddox and groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo
TX.SS.113.41.9.G |
Civil War and Reconstruction |
| Evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process
TX.SS.113.41.9.H |
Quest for Civil Rights |
| Describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Delgado v. Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement
TX.SS.113.41.9.I |
A Case for Civil Rights |
| The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. | |
| Describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente
TX.SS.113.41.10.A |
The Cold War |
| Describe Ronald Reagan's leadership in domestic and international policies, including Reaganomics and Peace Through Strength
TX.SS.113.41.10.B |
Modern Foreign Policy |
| Compare the impact of energy on the American way of life over time
TX.SS.113.41.10.C |
Contemporary American Issues |
| Describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis
TX.SS.113.41.10.D |
The Middle East |
| Describe the causes and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association
TX.SS.113.41.10.E |
Modern Foreign Policy |
| Describe significant societal issues of this time period
TX.SS.113.41.10.F |
Modern Domestic Policy |
| The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. | |
| Describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror
TX.SS.113.41.11.A |
Modern Foreign Policy |
| Identify significant social and political advocacy organizations, leaders, and issues across the political spectrum
TX.SS.113.41.11.B |
Contemporary American Issues |
| Evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties
TX.SS.113.41.11.C |
Modern Foreign Policy |
| Analyze the impact of third parties on presidential elections
TX.SS.113.41.11.D |
The Political Process |
| Discuss the historical significance of the 2008 presidential election
TX.SS.113.41.11.E |
Modern Foreign Policy |
| Discuss the solvency of long-term entitlement programs such as Social Security and Medicare
TX.SS.113.41.11.F |
Taxation |
| Geography | eTAP Lesson |
| The student understands the impact of geographic factors on major events. | |
| Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina
TX.SS.113.41.12.A |
The Great Depression Geological Regions and Resources |
| Identify and explain reasons for changes in political boundaries such as those resulting from statehood and international confl
TX.SS.113.41.12.B |
American Revolution |
| The student understands the causes and effects of migration and immigration on American society. | |
| Analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt
TX.SS.113.41.13.A |
Immigration Weather and Climate |
| Analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States
TX.SS.113.41.13.B |
Social Reform |
| The student understands the relationship between population growth and modernization on the physical environment. | |
| Identify the effects of population growth and distribution on the physical environment
TX.SS.113.41.14.A |
Trends in Labor |
| Identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act
TX.SS.113.41.14.B |
Ecosystem Changes Towns and Cities |
| Understand the effects of governmental actions on individuals, industries, and communities, including the impact on Fifth Amendment property rights
TX.SS.113.41.14.C |
The Bill of Rights The Basics of Capitalism |
| Economics | eTAP Lesson |
| The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. | |
| Describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century
TX.SS.113.41.15.A |
The Trail West |
| Describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act
TX.SS.113.41.15.B |
Grangerism and Populism Big Business |
| Explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas
TX.SS.113.41.15.C |
Newcomers to California Imperialism in Asia and the Americas |
| Describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States
TX.SS.113.41.15.D |
The Nation Expands |
| Describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money
TX.SS.113.41.15.E |
Managing the Nation’s Economy |
| The student understands significant economic developments between World War I and World War II. | |
| Analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies
TX.SS.113.41.16.A |
A Different World |
| Identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System
TX.SS.113.41.16.B |
The Great Depression |
| Analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others
TX.SS.113.41.16.C |
The Great Depression |
| Compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression
TX.SS.113.41.16.D |
The New Deal The Role of Government |
| Describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens
TX.SS.113.41.16.E |
The New Deal |
| The student understands the economic effects of World War II and the Cold War. | |
| Describe the economic effects of World War II on the home front such as the end of the Great Depression, rationing, and increased opportunity for women and minority employment
TX.SS.113.41.17.A |
The Labor Force |
| Identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business
TX.SS.113.41.17.B |
The Challenge of Prosperity |
| Describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s
TX.SS.113.41.17.C |
A Look Inside Macroeconomics |
| Identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and analyze the unintended consequences of each
TX.SS.113.41.17.D |
Politics of the 1950s and 1960s |
| Describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA)
TX.SS.113.41.17.E |
Issues in Today’s Global Market |
| The student understands the economic effects of increased worldwide interdependence as the United States enters the 21st century. | |
| Discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream
TX.SS.113.41.18.A |
Looking at the Resources |
| Identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy
TX.SS.113.41.18.B |
Resources in the Ecosystem |
| Government | eTAP Lesson |
| The student understands changes over time in the role of government. | |
| Evaluate the impact of New Deal legislation on the historical roles of state and federal government
TX.SS.113.41.19.A |
The New Deal |
| Explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11
TX.SS.113.41.19.B |
Interpreting the Law |
| Describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders
TX.SS.113.41.19.C |
Modern Domestic Policy |
| Discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009
TX.SS.113.41.19.D |
Managing the Nation’s Economy |
| Evaluate the pros and cons of U.S. participation in international organizations and treaties
TX.SS.113.41.19.E |
The Evolution of U.S. Trade Policy |
| The student understands the changing relationships among the three branches of the federal government. | |
| Describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government
TX.SS.113.41.20.A |
Modern Foreign Policy |
| Evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt's attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000
TX.SS.113.41.20.B |
The New Deal |
| The student understands the impact of constitutional issues on American society. | |
| Analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester
TX.SS.113.41.21.A |
Quest for Civil Rights |
| Discuss historical reasons why the constitution has been amended
TX.SS.113.41.21.B |
Amending the Constitution |
| Evaluate constitutional change in terms of strict construction versus judicial interpretation
TX.SS.113.41.21.C |
Interpreting the Law |
| Citizenship | eTAP Lesson |
| The student understands the concept of American exceptionalism. | |
| Discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire
TX.SS.113.41.22.A |
A New Kind of Government |
| Describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nation
TX.SS.113.41.22.B |
A New Kind of Government |
| Describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self-evident truths
TX.SS.113.41.22.C |
Quest for Civil Rights Being an American |
| The student understands efforts to expand the democratic process. | |
| Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the U.S. Constitution
TX.SS.113.41.23.A |
The Balance of Power |
| Evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924
TX.SS.113.41.23.B |
Amending the Constitution |
| Explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union"
TX.SS.113.41.23.C |
The Political Process |
| The student understands the importance of effective leadership in a constitutional republic. | |
| Describe qualities of effective leadership
TX.SS.113.41.24.A |
Unit Preview |
| Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton
TX.SS.113.41.24.B |
A Foundation of Religion Development of Education |
| Culture | eTAP Lesson |
| The student understands the relationship between the arts and the times during which they were created. | |
| Describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature
TX.SS.113.41.25.A |
The Influence of the Historical Period |
| Describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society
TX.SS.113.41.25.B |
The Jazz Age |
| Identify the impact of popular American culture on the rest of the world over time
TX.SS.113.41.25.C |
The Jazz Age |
| Analyze the global diffusion of American culture through the entertainment industry via various media
TX.SS.113.41.25.D |
Traditions in Art, Music & Literature |
| The student understands how people from various groups contribute to our national identity. | |
| Explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society
TX.SS.113.41.26.A |
The Continuing Struggle |
| Discuss the Americanization movement to assimilate immigrants and American Indians into American culture
TX.SS.113.41.26.B |
Spanish Missions Cultures, Traditions, Economies, and Governments |
| Explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture
TX.SS.113.41.26.C |
Immigration |
| Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society
TX.SS.113.41.26.D |
Social Reform |
| Discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust"
TX.SS.113.41.26.E |
A Foundation of Religion |
| Discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez
TX.SS.113.41.26.F |
|
| Science, technology, and society | eTAP Lesson |
| The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. | |
| Explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States
TX.SS.113.41.27.A |
Industrialization |
| Explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines
TX.SS.113.41.27.B |
Economic Specialization |
| Understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management
TX.SS.113.41.27.C |
Transistors The Factors of Production and Distribution |
| The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. | |
| Analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States
TX.SS.113.41.28.A |
Inventions |
| Explain how space technology and exploration improve the quality of life
TX.SS.113.41.28.B |
Global Interdependence |
| Understand how the free enterprise system drives technological innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products
TX.SS.113.41.28.C |
The Basics of Capitalism |
| Social studies skills | eTAP Lesson |
| The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. | |
| Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions
TX.SS.113.41.29.A |
How Visual Image Makers Present the Same Events |
| Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions
TX.SS.113.41.29.B |
Analyzing Historical Accounts |
| Understand how historians interpret the past (historiography) and how their interpretations of history may change over time
TX.SS.113.41.29.C |
Deliver Oral Reports on Historical Investigations |
| Use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence
TX.SS.113.41.29.D |
|
| Evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context
TX.SS.113.41.29.E |
Evaluating Information |
| Identify bias in written, oral, and visual material
TX.SS.113.41.29.F |
Compare and Contrast Media Coverage of the Same Event |
| Identify and support with historical evidence a point of view on a social studies issue or event
TX.SS.113.41.29.G |
|
| Use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons
TX.SS.113.41.29.H |
Unit Preview Politics and the Media |
| The student communicates in written, oral, and visual forms. | |
| Create written, oral, and visual presentations of social studies information
TX.SS.113.41.30.A |
Deliver Oral Reports on Historical Investigations |
| Use correct social studies terminology to explain historical concepts
TX.SS.113.41.30.B |
Historical Documents |
| Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate
TX.SS.113.41.30.C |
Techniques in Media Messages and their Effectiveness |
| The student uses geographic tools to collect, analyze, and interpret data. | |
| Create thematic maps, graphs, and charts representing various aspects of the United States
TX.SS.113.41.31.A |
Geological Regions and Resources |
| Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases
TX.SS.113.41.31.B |
Principal Natural Hazards |
| The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. | |
| Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
TX.SS.113.41.32.A |
The Four Basic Types of Persuasive Speech Information Collection |
| Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision
TX.SS.113.41.32.B |
Business Finance |
