A Correlation of Texas United States...

A Correlation of

Texas United States History Colonization through Reconstruction

Digital Courseware ©2016

To the Texas Essential Knowledge and Skills (TEKS)

for Social Studies and the Texas English Language Proficiency Standards (ELPS)

Grade 8

Chapter 113. Texas Essential Knowledge and Skills for Social Studies §113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012. Proclamation 2015

Page 1 of 543 Pearson Education, Inc., publishing as Prentice Hall: 9780133306804 Student Material

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter A. Elementary§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Prentice HallTexas United States History: Colonization through Reconstruction, Digital Courseware

(1) In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills in subsection (b) of this section comprise the first part of a two-year study of U.S. history. The second part, comprising U.S. history from Reconstruction to the present, is provided in §113.41 of this title (relating to United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012). The content in Grade 8 builds upon that from Grade 5 but provides more depth and breadth. Historical content focuses on the political, economic, religious, and social events and issues related to the colonial and revolutionary eras, the creation and ratification of the U.S. Constitution, challenges of the early republic, the Age of Jackson, westward expansion, sectionalism, Civil War, and Reconstruction. Students describe the physical characteristics of the United States and their impact on population distribution and settlement patterns in the past and present. Students analyze the various economic factors that influenced the development of colonial America and the early years of the republic and identify the origins of the free enterprise system. Students examine the American beliefs and principles, including limited government, checks and balances, federalism, separation of powers, and individual rights, reflected in the U.S. Constitution and other historical documents. Students evaluate the impact of Supreme Court cases and major reform movements of the 19th century and examine the rights and responsibilities of citizens of the United States as well as the importance of effective leadership in a constitutional republic. Students evaluate the impact of scientific discoveries and technological innovations on the development of the United States. Students use critical-thinking skills, including the identification of bias in written, oral, and visual material.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution and the Declaration of Independence, landmark cases of the U.S. Supreme Court, biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.

9780133306804

(a) Introduction.



Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects

(i) identify the major eras in U.S. history through 1877, including colonization

Instruction 9780133306804

Topic 2: Lesson 1, Text 3 (screen 3)

Lesson 1, Text 3: The Colonization of New Spain (screen 3)

Assessment 9780133306804Topic 2 Review and Assessment

Topic 2 Review and Assessment (item 74)

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(b) Knowledge and Skills.

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."






(ii) describe [the] causes [of colonization]


Topic 2: Lesson 1, Text 3 (screen 1); Lesson 2, Text 2 (screen 1); Lesson 2, Text 4 (screen 4); Lesson 3, Text 1 (screen 1)

Lesson 1, Text 3: The Colonization of New Spain (screen 1); Lesson 2, Text 2: New France Is Colonized (screen 1); Lesson 2, Text 4: Roanoke and Jamestown (screen 4); Lesson 3, Text 1: Seeking Religious Freedom (screen 1)





(iii) describe [the] effects [of colonization]

Instruction 9780133306804 Topic 2: Lesson 1, Text 3 (screen 5); Lesson 2, Text 3 (screen 4); Lesson 3, Text 7 (screen 4)

Lesson 1, Text 3: The Colonization of New Spain (screen 5); Lesson 2, Text 3: The Dutch Establish New Netherland (screen 4); Lesson 3, Text 7: The Towns of New England (screen 4)





Topic 2 Review and Assessment (items 3, 4, and 9)



(iv) identify the major eras in U.S. history through 1877, including revolution



Lesson 3, Text 3: The Battles of Lexington and Concord (screen 5)








(v) describe [the] causes [of revolution]



Lesson 3, Text 2: King George III Strikes Back at Boston (screen 1)


Topic 3 Review and Assessment (items 4 and 9)



(vi) describe [the] effects [of revolution]



Lesson 3, Text 6: The War Comes to Boston (screen 2)








(vii) identify the major eras in U.S. history through 1877, including early republic



Lesson 1, Text 1: The First American Presidency (screen 1)








(viii) describe [the] causes [of early republic]








(ix) describe [the] effects [of early republic]


Topic 5: Lesson 1, Text 1 (all screens)

Lesson 1, Text 1: The First American Presidency (all screens)








(x) identify the major eras in U.S. history through 1877, including the Age of Jackson



Lesson 1, Text 1: Democracy Expands (screen 1)








(xi) describe [the] causes [of the Age of Jackson]


Topic 6: Lesson 1, Text 1 (screen 1); Lesson 1, Text 4 (screen 4)

Lesson 1, Text 1: Democracy Expands (screen 1); Lesson 1, Text 4: Jacksonian Democracy (screen 4)





(xii) describe [the] effects [of the Age of Jackson]


Topic 6: Lesson 1, Text 1 (screens 2, 3, and 4); Lesson 1, Text 4 (screens 4 and 5)

Lesson 1, Text 1: Democracy Expands (screens 2, 3, and 4); Lesson 1, Text 4: Jacksonian Democracy (screens 4 and 5)








(xiii) identify the major eras in U.S. history through 1877, including westward expansion



Lesson 7, Text 4: Settling the Mexican Cession (screen 1)








(xiv) describe [the] causes [of westward expansion]



Lesson 7, Text 2: Manifest Destiny (screen 1)


Topic 6 Review and Assessment (items 33, 34, 48, and 49)



(xv) describe [the] effects [of westward expansion]



Lesson 7, Text 5: The Effects of Migration to California (all screens)





Topic 6 Review and Assessment (items 28, 32, 33, 34, 38, 40, 48, and 49)



(xvi) identify the major eras in U.S. history through 1877, including [the era of] reform movements



Lesson 3, Text 1: An Era of Reform (screen 1)








(xvii) describe [the] causes [of reform movements]


Topic 7: Lesson 3, Text 1 (all screens); Lesson 4, Text 2 (screen 7)

Lesson 3, Text 1: An Era of Reform (all screens); Lesson 4, Text 2: Abolitionism Gains Momentum (screen 7)





(xviii) describe [the] effects [of reform movements]



Lesson 3, Text 2: Social Reform Movements (all screens)








(xix) identify the major eras in U.S. history through 1877, including sectionalism



Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1)








(xx) describe [the] causes [of sectionalism]








(xxi) describe [the] effects [of sectionalism]



Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1); Lesson 1, Text 2: Western Expansion Heightens Tension Over Slavery (screen 2)








(xxii) identify the major eras in U.S. history through 1877, including the Civil War



Lesson 3, Text 3: War Breaks Out (screen 6)








(xxiii) describe [the] causes [of the Civil War]


Topic 8: Lesson 3, Text 2 (screens 3, 4, and 5)

Lesson 3, Text 2: The Nation Moves Toward Civil War (screens 3, 4, and 5)





(xxiv) describe [the] effects [of the Civil War]



Lesson 6, Text 7: The Nation Begins a New Chapter (all screens)





Topic 8 Review and Assessment (items 32, 45, 46, 48, and 59)



(xxv) identify the major eras in U.S. history through 1877, including Reconstruction



Lesson 1, Text 2: The Causes and Effects of Reconstruction (screen 1)








(xxvi) describe [the] causes [of Reconstruction]








(xxvii) describe [the] effects [of Reconstruction]


Topic 9: Lesson 1, Text 2 (screens 2 and 3)

Lesson 1, Text 2: The Causes and Effects of Reconstruction (screens 2 and 3)





Topic 9 Review and Assessment (items 5, 10, 11, 13, 15, 16, 18, 20, and 25)



(xxviii) identify the major events in U.S. history through 1877, including drafting of the Declaration of Independence



Lesson 4, Text 2: Choosing Independence (screens 2 and 3)








(xxix) describe [the] causes [of drafting the Declaration of Independence]



Lesson 4, Text 2: Choosing Independence (screen 1)





(xxx) describe [the] effects [of drafting the Declaration of Independence]











(xxxi) identify the major events in U.S. history through 1877, including creation and ratification of the Constitution



Lesson 4, Text 3: The Ratification Process (all screens); Lesson 2, Text 1: A Historic Convention (screen 1)








(xxxii) describe [the] causes [of creation and ratification of the Constitution]


Topic 4: Lesson 1, Text 5 (screens 2 and 3); Lesson 4, Text 3 (all screens)

Lesson 1, Text 5: Economic Problems Lead to Change (screens 2 and 3); Lesson 4, Text 3: The Ratification Process (all screens)





(xxxiii) describe [the] effects [of creation and ratification of the Constitution]


Topic 4: Lesson 2, Text 5 (screen 3); Lesson 4, Text 3 (all screens)

Lesson 2, Text 5: The Convention Comes to a Conclusion (screen 3); Lesson 4, Text 3: The Ratification Process (all screens)








(xxxiv) identify the major events in U.S. history through 1877, including religious revivals



Lesson 6, Text 3: A New Religious Movement (all screens)





Lesson 3, Text 1: An Era of Reform (screens 3 and 4)






(xxxv) describe [the] causes [of religious revivals}



Lesson 6, Text 3: A New Religious Movement (screens 1 and 2)











(xxxvi) describe [the] effects [of religious revivals]










(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(i) apply absolute chronology through the sequencing of significant individuals

Instruction 9780133306804 Topic 8: Lesson 4, History Tools (all screens)

Lesson 4, History Tools: Measuring Time (all screens)








(ii) apply absolute chronology through the sequencing of significant events







(iii) apply absolute chronology through the sequencing of significant time periods







(iv) apply relative chronology through the sequencing of significant individuals







(v) apply relative chronology through the sequencing of significant events










(vi) apply relative chronology through the sequencing of significant time periods






(C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

(i) explain the significance of 1607, founding of Jamestown



Lesson 2, Text 4: Roanoke and Jamestown (screen 3)








(ii) explain the significance of 1620, arrival of the Pilgrims and signing of the Mayflower Compact



Lesson 3, Text 2: Plymouth Colony (all screens)





(iii) explain the significance of 1776, adoption of the Declaration of Independence











(iv) explain the significance of 1787, writing of the U.S. Constitution



Lesson 2, Text 1: A Historic Convention (screen 1)





(v) explain the significance of 1803, Louisiana Purchase



Lesson 4, Text 3: The Louisiana Purchase (screen 4)








(vi) explain the significance of 1861-1865, Civil War

Instruction 9780133306804Topic 8: Lesson 3, Text 3 (screen 6); Lesson 6, Text 7 (screen 1)

Lesson 3, Text 3: War Breaks Out (screen 6); Lesson 6, Text 7: The Nation Begins a New Chapter (screen 1)



(2) History. The student understands the causes of exploration and colonization eras. The student is expected to:

(A) identify reasons for European exploration and colonization of North America

(i) identify reasons for European exploration of North America Instruction 9780133306804 Topic 1:

Lesson 3, Text 2 (screen 3)

Lesson 3, Text 2: The Voyages of Columbus (screen 3)





Lesson 2, Text 1: European Rivalries (screen 3)

Activity 9780133306804

Topic 1: Lesson 3, Interactive Chart: Reasons to Explore (all screens)

Lesson 3, Interactive Chart: Reasons to Explore (all screens)






(ii) identify reasons for European colonization of North America Instruction 9780133306804


Lesson 2, Text 2: New France Is Colonized (screen 1); Lesson 3, Text 1: Seeking Religious Freedom (all screens)




(B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

(i) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies



Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 5); Lesson 5, Text 2: Settlement in the Carolinas and Georgia (screen 3)


Topic 2 Review and Assessment (items 21, 26, 33, 34, 46, and 47)

(3) History. The student understands the foundations of representative government in the United States. The student is expected to:

(A) explain the reasons for the growth of representative government and institutions during the colonial period

(i) explain the reasons for the growth of representative government and institutions during the colonial period

Instruction 9780133306804Topic 2: Lesson 7, Text 3 (screens 2 and 4)

Lesson 7, Text 3: Foundations of Representative Government (screens 2 and 4)







(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

(i) analyze the importance of the Mayflower Compact to the growth of representative government Instruction 9780133306804


Lesson 3, Text 2: Plymouth Colony (screen 3)





(ii) analyze the importance of the Fundamental Orders of Connecticut to the growth of representative government Instruction 9780133306804


Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 2)





(iii) analyze the importance of the Virginia House of Burgesses to the growth of representative government Instruction 9780133306804


Lesson 3, Text 3: America Draws on Its Own Traditions (screen 1)







(C) describe how religion and virtue contributed to the growth of representative government in the American colonies

(i) describe how religion contributed to the growth of representative government in the American colonies

Instruction 9780133306804 Topic 2: Lesson 3, Text 2 (screen 3)






(ii) describe how virtue contributed to the growth of representative government in the American colonies





(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War

(i) analyze causes of the American Revolution, including the Proclamation of 1763



Lesson 2, Text 2: Causes of the American Revolution—The Proclamation of 1763 (all screens)








(ii) analyze causes of the American Revolution, including the Intolerable Acts



Lesson 3, Text 2: King George III Strikes Back at Boston (all screens)





(iii) analyze causes of the American Revolution, including the Stamp Act



Lesson 2, Text 4: Causes of the American Revolution—The Stamp Act (all screens)








(iv) analyze causes of the American Revolution, including mercantilism



Lesson 2, Text 3: Causes of the American Revolution—Mercantilism and Taxation (screen 1)





(v) analyze causes of the American Revolution, including lack of representation in Parliament



Lesson 2, Text 4: Causes of the American Revolution—The Stamp Act (screen 3)








(vi) analyze causes of the American Revolution, including British economic policies following the French and Indian War







(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington

(i) explain the roles played by significant individuals during the American Revolution, including Abigail Adams



Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 2)








(ii) explain the roles played by significant individuals during the American Revolution, including John Adams








(iii) explain the roles played by significant individuals during the American Revolution, including Wentworth Cheswell



Lesson 5, Text 5: African Americans in the War (screens 2 and 3)








(iv) explain the roles played by significant individuals during the American Revolution, including Samuel Adams








(v) explain the roles played by significant individuals during the American Revolution, including Mercy Otis Warren











(vi) explain the roles played by significant individuals during the American Revolution, including James Armistead



Lesson 5, Text 5: African Americans in the War (screen 2)








(vii) explain the roles played by significant individuals during the American Revolution, including Benjamin Franklin








(viii) explain the roles played by significant individuals during the American Revolution, including Bernardo de Gálvez



Lesson 5, Text 6: Native Americans and the Spanish Choose Sides (screen 3)








(ix) explain the roles played by significant individuals during the American Revolution, including Crispus Attucks



Lesson 2, Text 7: The Boston Massacre (screen 2)





(x) explain the roles played by significant individuals during the American Revolution, including King George III











(xi) explain the roles played by significant individuals during the American Revolution, including Haym Salomon



Lesson 5, Text 1: Early Challenges for the Continental Army (screen 3)








(xii) explain the roles played by significant individuals during the American Revolution, including Patrick Henry








(xiii) explain the roles played by significant individuals during the American Revolution, including Thomas Jefferson











(xiv) explain the roles played by significant individuals during the American Revolution, including the Marquis de Lafayette



Lesson 5, Text 2: The Tide Turns for the Americans (screen 5); Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screen 2)





(xv) explain the roles played by significant individuals during the American Revolution, including Thomas Paine



Lesson 4, Text 1: Thomas Paine's Common Sense (all screens)






Activity 9780133306804

Topic 3: Lesson 4, Interactive Gallery: Thomas Paine's Common Sense (all screens)

Lesson 4, Interactive Gallery: Thomas Paine's Common Sense (all screens)



(xvi) explain the roles played by significant individuals during the American Revolution, including George Washington


Topic 3: Lesson 5, Text 1 (all screens); Lesson 5, Text 9 (screens 3 and 4)

Lesson 5, Text 1: Early Challenges for the Continental Army (all screens); Lesson 5, Text 9: Explaining the American Victory (screens 3 and 4)







(C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783

(i) explain the issues surrounding important events of the American Revolution, including declaring independence



Lesson 4, Text 2: Choosing Independence (all screens)





(ii) explain the issues surrounding important events of the American Revolution, including writing the Articles of Confederation



Lesson 1, Text 2: The Articles of Confederation (screens 1, 2, and 3)








(iii) explain the issues surrounding important events of the American Revolution, including fighting the battle of Lexington



Lesson 3, Text 3: The Battles of Lexington and Concord (all screens)





(iv) explain the issues surrounding important events of the American Revolution, including fighting the battle of Concord











(v) explain the issues surrounding important events of the American Revolution, including fighting the battle of Saratoga



Lesson 5, Text 2: The Tide Turns for the Americans (screens 2, 3, and 4)





(vi) explain the issues surrounding important events of the American Revolution, including fighting the battle of Yorktown



Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screens 2, 3, and 4)








(vii) explain the issues surrounding important events of the American Revolution, including enduring the winter at Valley Forge



Lesson 5, Text 3: Winter at Valley Forge (all screens)





(viii) explain the issues surrounding important events of the American Revolution, including signing the Treaty of Paris of 1783



Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screen 5)







(D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise

(i) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise Instruction 9780133306804 Topic 4:

Lesson 2, Text 3 (all screens)

Lesson 2, Text 3: The Great Compromise (all screens)





(ii) analyze the issues of the Constitutional Convention of 1787, including the Three-Fifths Compromise

Instruction 9780133306804 Topic 4: Lesson 2, Text 4 (screens 1 and 2)

Lesson 2, Text 4: The Three-Fifths Compromise (screens 1 and 2)




(E) analyze the arguments for and against ratification

(i) analyze the arguments for ratification Instruction 9780133306804


Lesson 4, Text 1: The Federalists and the Antifederalists (screens 1, 2, and 3)





(ii) analyze the arguments against ratification Instruction 9780133306804


Lesson 4, Text 1: The Federalists and the Antifederalists (screens 3 and 4)






(5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:

(A) describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government

(i) describe major domestic problems faced by the leaders of the new republic


Topic 5: Lesson 1, Text 1 (screen 3); Lesson 1, Text 2 (screen 1); Lesson 1, Text 3 (screen 1); Lesson 1, Text 4 (screen 3); Lesson 5, Text 3 (all screens)

Lesson 1, Text 1: The First American Presidency (screen 3); Lesson 1, Text 2: Alexander Hamilton and the National Debt (screen 1); Lesson 1, Text 3: Creating a Stable Economy (screen 1); Lesson 1, Text 4: Taxation Sparks The Whiskey Rebellion (screen 3); Lesson 5, Text 3: Early Events in the War of 1812 (all screens)


Topic 5 Review and Assessment (items 4, 8, 10, 12, 19, 26, 35, 36, 40, 41, and 47)


(B) summarize arguments regarding protective tariffs, taxation, and the banking system

(i) summarize arguments regarding protective tariffs Instruction 9780133306804


Lesson 2, Text 1: A Conflict Over States' Rights (screens 2 and 3)





(ii) summarize arguments regarding taxation Instruction 9780133306804 Topic 5:


Lesson 1, Text 3: Creating a Stable Economy (screen 2)








(iii) summarize arguments regarding the banking system Instruction 9780133306804


Lesson 2, Text 2: The Bank War (screens 1 and 2)




(C) explain the origin and development of American political parties

(i) explain the origin of American political parties Instruction 9780133306804 Topic 5:


Lesson 2, Text 3: The Origin of American Political Parties (all screens)





(ii) explain the development of American political parties Instruction 9780133306804


Lesson 1, Text 3: The Presidency of John Quincy Adams (screens 2, 3, and 4)




(D) explain the causes, important events, and effects of the War of 1812

(i) explain the causes of the War of 1812 Instruction 9780133306804 Topic 5:


Lesson 5, Text 2: The Causes of the War of 1812 (all screens)








(ii) explain the important events of the War of 1812 Instruction 9780133306804 Topic 5:


Lesson 5, Text 5: The War's Conclusion (all screens)





(iii) explain the effects of the War of 1812 Instruction 9780133306804


Lesson 5, Text 6: The Effects of the War of 1812 (screens 2 and 3)




(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

(i) identify the foreign policies of presidents Washington through Monroe


Topic 5: Lesson 1, Text 5 (screens 4 and 5); Lesson 3, Text 1 (all screens); Lesson 4, Text 6 (screens 1 and 2); Lesson 1, Text 5 (screens 4 and 5); Lesson 5, Text 2 (screens 2 and 3); Lesson 6, Text 6 (screen 2)

Lesson 1, Text 5: Americans React to the French Revolution (screens 4 and 5); Lesson 3, Text 1: Escalating Conflict With France (all screens); Lesson 4, Text 6: A Painful Embargo (screens 1 and 2); Lesson 1, Text 5: Americans React to the French Revolution (screens 4 and 5); Lesson 5, Text 2: The Causes of the War of 1812 (screens 2 and 3); Lesson 6, Text 6: The Monroe Doctrine (screen 2)








(ii) explain the impact of Washington's Farewell Address

Instruction 9780133306804Topic 5: Lesson 1, Text 6 (screen 2)

Lesson 1, Text 6: Washington Defends Neutrality (screen 2)





(iii) explain the impact of the Monroe Doctrine


Lesson 6, Text 6: The Monroe Doctrine (screens 2 and 3)




(F) explain the impact of the election of Andrew Jackson, including expanded suffrage

(i) explain the impact of the election of Andrew Jackson, including expanded suffrage Instruction 9780133306804

Topic 6: Lesson 1, Text 1 (screens 2 and 3); Lesson 1, Text 4 (screens 4 and 5)

Lesson 1, Text 1: Democracy Expands (screens 2 and 3); Lesson 1, Text 4: Jacksonian Democracy (screens 4 and 5)







(G) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

(i) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act


Lesson 3, Text 2: Indian Removal (screens 4 and 5)





(ii) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including Worcester v. Georgia







(iii) analyze . . . the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Trail of Tears Instruction 9780133306804 Topic 6:

Lesson 3, Text 3 (screens 3 and 4)

Lesson 3, Text 3: Southern Native Americans On the Trail of Tears (screens 3 and 4)






(6) History. The student understands westward expansion and its effects on the political, economic, and social development of the nation. The student is expected to:

(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

(i) explain how the Northwest Ordinance established principles for orderly expansion of the United States


Lesson 1, Text 4: An Orderly Expansion (screens 2 and 3)





(ii) explain how the Northwest Ordinance established procedures for orderly expansion of the United States






(B) explain the political, economic, and social roots of Manifest Destiny

(i) explain the political roots of Manifest Destiny Instruction 9780133306804


Lesson 7, Text 2: Manifest Destiny (screens 1 and 2)








(ii) explain the economic roots of Manifest Destiny Instruction 9780133306804







(iii) explain the social roots of Manifest Destiny Instruction 9780133306804






(C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

(i) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation






(D) explain the causes and effects of the U.S.-Mexican War and their impact on the United States

(i) explain the causes of the U.S.-Mexican War


Lesson 7, Text 3: The U.S.-Mexican War (screen 1)








(ii) explain the effects of the U.S.-Mexican War


Lesson 7, Text 3: The U.S.-Mexican War (screens 4 and 5)





(iii) explain their impact on the United States






(E) identify areas that were acquired to form the United States, including the Louisiana Purchase

(i) identify areas that were acquired to form the United States, including the Louisiana Purchase



Lesson 4, Text 3: The Louisiana Purchase (screens 3 and 4)





Lesson 5, Text 1: In Search of New Territory (screen 1); Lesson 7, Text 1: New Mexico Territory and California (screen 1)




(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(A) analyze the impact of tariff policies on sections of the United States before the Civil War

(i) analyze the impact of tariff policies on sections of the United States before the Civil War



Lesson 6, Text 2: Creating a Stable Economy After the War (screens 3 and 4)





Lesson 2, Text 1: A Conflict Over States' Rights (screens 1, 2, and 3)


(B) compare the effects of political, economic, and social factors on slaves and free blacks

(i) compare the effects of political factors on slaves and free blacks Instruction 9780133306804


Lesson 1, Text 1: Democracy Expands (screens 2 and 4)





(ii) compare the effects of economic factors on slaves and free blacks Instruction 9780133306804 Topic 7:


Lesson 2, Text 4: Southern African Americans (screen 4)





(iii) compare the effects of social factors on slaves and free blacks Instruction 9780133306804 Topic 7:









(C) analyze the impact of slavery on different sections of the United States

(i) analyze the impact of slavery on different sections of the United States Instruction 9780133306804


Lesson 4, Text 1: Early Opposition to Slavery (screens 2 and 3)




(D) identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster

(i) identify the provisions of congressional conflicts and compromises prior to the Civil War


Topic 6: Lesson 1, Text 2 (screen 3); Lesson 2, Text 1 (screens 3 and 4)

Lesson 1, Text 2: The Election of 1824 Leads to a Bargain (screen 3); Lesson 2, Text 1: A Conflict Over States' Rights (screens 3 and 4)





Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 2); Lesson 1, Text 5: Congress Reaches a Compromise (screens 1 and 4)






(ii) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams Instruction 9780133306804


Lesson 1, Text 2: The Election of 1824 Leads to a "Bargain" (screen 3)





(iii) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John C. Calhoun Instruction 9780133306804







Lesson 1, Text 4: California Reignites the Slavery Debate (screens 2 and 3)






(iv) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of Henry Clay Instruction 9780133306804


Lesson 2, Text 2: The Bank War (screens 2, 3, and 4)





Lesson 1, Text 4: California Reignites the Slavery Debate (screens 2 and 3)



(v) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of Daniel Webster Instruction 9780133306804







Lesson 1, Text 4: California Reignites the Slavery Debate (screen 4)




(8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A) explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

(i) explain the roles played by significant individuals during the Civil War, including Jefferson Davis



Lesson 3, Text 6: The Leadership Roles of Lincoln and Davis (screens 1 and 2)





(ii) explain the roles played by significant individuals during the Civil War, including Ulysses S. Grant



Lesson 6, Text 4: Union Forces Move Southward (screens 1 and 2)








(iii) explain the roles played by significant individuals during the Civil War, including Robert E. Lee



Lesson 4, Text 3: Confederate Forces Win in the East (screens 4, 6, and 7)





(iv) explain the roles played by significant individuals during the Civil War, including Abraham Lincoln



Lesson 3, Text 6: The Leadership Roles of Lincoln and Davis (screen 2)








(v) explain the roles played by significant individuals during the Civil War, including heroes

Instruction 9780133306804Topic 8: Lesson 5, Text 2 (screen 3); Lesson 6, Text 6 (screens 3 and 4)

Lesson 5, Text 2: African Americans Fight Heroically for the Union (screen 3); Lesson 6, Text 6: The Confederacy Surrenders at Appomattox (screens 3 and 4)




(B) explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln

(i) explain the causes of the Civil War, including sectionalism



Lesson 2, Text 1: The Question of Slavery in Kansas and Nebraska (screen 2); Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5)








(ii) explain the causes of the Civil War, including states' rights



Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5)





(iii) explain the causes of the Civil War, including slavery











(iv) explain significant events of the Civil War, including the firing on Fort Sumter








(v) explain significant events of the Civil War, including the battle of Antietam



Lesson 4, Text 2: The Beginnings of a Long War (screens 6 and 7)








(vi) explain significant events of the Civil War, including the battle of Gettysburg



Lesson 6, Text 2: The Battle of Gettysburg (all screens)








(vii) explain significant events of the Civil War, including the battle of Vicksburg



Lesson 6, Text 1: The Siege of Vicksburg (all screens)





(viii) explain significant events of the Civil War, including the announcement of the Emancipation Proclamation



Lesson 5, Text 1: The Emancipation Proclamation (all screens)








(ix) explain significant events of the Civil War, including Lee's surrender at Appomattox Court House



Lesson 6, Text 6: The Confederacy Surrenders at Appomattox (screens 1 and 2)





(x) explain significant events of the Civil War, including the assassination of Abraham Lincoln



Lesson 1, Text 3: The Assassination of Abraham Lincoln (all screens)







(C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address

(i) analyze Abraham Lincoln's ideas about liberty as contained in his first and second inaugural addresses and the Gettysburg Address Instruction 9780133306804

Topic 8: Lesson 3, Text 3 (screens 2 and 4); Lesson 6, Text 3 (screens 3, 4, and 5); Lesson 6, Text 5 (all screens)

Lesson 3, Text 3: War Breaks Out (screens 2 and 4); Lesson 6, Text 3: The Gettysburg Address (screens 3, 4, and 5); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (all screens)





(ii) analyze Abraham Lincoln's ideas about equality as contained in his first and second inaugural addresses and the Gettysburg Address Instruction 9780133306804










(iii) analyze Abraham Lincoln's ideas about union as contained in his first and second inaugural addresses and the Gettysburg Address Instruction 9780133306804

Topic 8: Lesson 3, Text 3 (screens 2, 3, and 4); Lesson 6, Text 3 (screen 1); Lesson 6, Text 5 (screens 3 and 5)

Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4); Lesson 6, Text 3: The Gettysburg Address (screen 1); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 3 and 5)





(iv) analyze Abraham Lincoln's ideas about government as contained in his first and second inaugural addresses and the Gettysburg Address Instruction 9780133306804


Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 1 and 2)








(v) contrast them with the ideas contained in Jefferson Davis's inaugural address


Topic 8: Lesson 6, Text 5 (screens 1 and 2); Lesson 3, Text 3 (screens 2, 3, and 4)

Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 1 and 2); Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4)



(9) History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments

(i) evaluate legislative reform programs of the Radical Reconstruction Congress Instruction 9780133306804 Topic 9:


Lesson 2, Text 2: Reforms of the Radical Reconstruction Congress (screens 1 and 2)





(ii) evaluate legislative reform programs of the reconstructed state governments Instruction 9780133306804 Topic 9:


Lesson 3, Text 3: Political Problems and Legislative Reform (all screens)







(B) evaluate the impact of the election of Hiram Rhodes Revels

(i) evaluate the impact of the election of Hiram Rhodes Revels Instruction 9780133306804


Lesson 3, Text 1: New Political Groups in the South (screens 4 and 5)




(C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

(i) explain the economic problems during Reconstruction Instruction 9780133306804 Topic 9:


Lesson 3, Text 4: Economic Problems During Reconstruction (screens 2 and 3)





(ii) explain the political problems during Reconstruction Instruction 9780133306804 Topic 9:




Topic 9 Review and Assessment (items 1, 2, 10, 14, 15, 16, 21, 25, 26, and 28)



(iii) explain the social problems during Reconstruction Instruction 9780133306804 Topic 9:

Lesson 3, Text 2 (screens 1, 2, and 3)

Lesson 3, Text 2: Conservatives Resist Reform (screens 1, 2, and 3)








(iv) evaluate their impact on different groups


Topic 9: Lesson 3, Text 2 (screens 1, 2, and 3); Lesson 3, Text 3 (screens 2 and 3); Lesson 3, Text 4 (screens 2 and 3)

Lesson 3, Text 2: Conservatives Resist Reform (screens 1, 2, and 3); Lesson 3, Text 3: Political Problems and Legislative Reform (screens 2 and 3); Lesson 3, Text 4: Economic Problems During Reconstruction (screens 2 and 3)


Topic 9 Review and Assessment (items 6, 9, 10, 13, 14, 15, 16, 20, 24, 27, 28, and 29)


(D) identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act

(i) identify the effects of legislative acts


Topic 9: Lesson 5, Text 4 (screens 1 and 2); Lesson 5, Text 5 (all screens); Lesson 6, Text 7 (screens 2 and 3)

Lesson 5, Text 4: Effects of the Homestead Act (screens 1 and 2); Lesson 5, Text 5: Effects of the Morrill Acts (all screens); Lesson 6, Text 7: Calls to Reform Native American Policies (screens 2 and 3)






(10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to:

(A) locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(i) locate places of importance in the United States during the 17th century

Instruction 9780133306804 Topic 2: Lesson 3, Text 5 (all screens)

Lesson 3, Text 5: New Colonies Form Over Religious Differences (all screens)





(ii) locate places of importance in the United States during the 18th century


Lesson 3, Text 3: The Battles of Lexington and Concord (screens 1 and 3)





(iii) locate places of importance in the United States during the 19th century


Lesson 4, Text 1: Heading into the West (all screens)





(iv) locate regions of importance in the United States during the 17th century










(v) locate regions of importance in the United States during the 18th century Instruction 9780133306804

Topic 3: Lesson 5, Text 8 (screens 2, 3, and 4); Lesson 5, Text 6 (screen 3)

Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screens 2, 3, and 4); Lesson 5, Text 6: Native Americans and the Spanish Choose Sides (screen 3)





(vi) locate regions of importance in the United States during the 19th century






(B) compare places and regions of the United States in terms of physical and human characteristics

(i) compare places and regions of the United States in terms of physical characteristics


Lesson 7, Text 1: New Mexico Territory and California (screen 1)








(ii) compare places and regions of the United States in terms of human characteristics


Lesson 7, Text 4: Settling the Mexican Cession (all screens)





Lesson 2, Text 3: Southern Whites (screen 3)


(C) analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(i) analyze the effects of physical geographic factors on major historical events in the United States Instruction 9780133306804 Topic 8:







(ii) analyze the effects of physical geographic factors on major contemporary events in the United States Instruction 9780133306804 Topic 6:


Lesson 6, Text 1: Americans Colonize Mexican Texas (screen 2)








(iii) analyze the effects of human geographic factors on major historical events in the United States Instruction 9780133306804 Topic 6:


Lesson 7, Text 4: Settling the Mexican Cession (screens 2 and 3)





(iv) analyze the effects of human geographic factors on major contemporary events in the United States Instruction 9780133306804 Topic 6:





(11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to:

(A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(i) analyze how physical characteristics of the environment influenced population distribution during the 17th century Instruction 9780133306804


Lesson 1, Text 7: Culture and the Physical Characteristics of North America (screen 1)





Lesson 5, Text 3: Two Regions Develop Differently (all screens)






(ii) analyze how physical characteristics of the environment influenced settlement patterns during the 17th century Instruction 9780133306804










(iii) analyze how physical characteristics of the environment influenced economic activities during the 17th century Instruction 9780133306804


Lesson 3, Text 7: The Towns of New England (screen 3)





(iv) analyze how physical characteristics of the environment influenced population distribution during the 18th century Instruction 9780133306804










(v) analyze how physical characteristics of the environment influenced settlement patterns during the 18th century Instruction 9780133306804







(vi) analyze how physical characteristics of the environment influenced economic activities during the 18th century Instruction 9780133306804










(vii) analyze how physical characteristics of the environment influenced population distribution during the 19th century Instruction 9780133306804







(viii) analyze how physical characteristics of the environment influenced settlement patterns during the 19th century Instruction 9780133306804


Lesson 7, Text 5: The Effects of Migration to California (screen 1)





(ix) analyze how physical characteristics of the environment influenced economic activities during the 19th century Instruction 9780133306804


Lesson 1, Text 2: Factories Come to America (screen 5)







(B) describe the positive and negative consequences of human modification of the physical environment of the United States

(i) describe the positive consequences of human modification of the physical environment of the United States


Lesson 4, Text 4: Canals Connect the Country (screen 1)





(ii) describe the negative consequences of human modification of the physical environment of the United States


Lesson 1, Text 4: Cities Expand (screens 2 and 3)




(C) describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries

(i) describe how different immigrant groups interacted with the environment in the United States during the 17th century










(ii) describe how different immigrant groups interacted with the environment in the United States during the 18th century


Lesson 5, Text 3: Two Regions Develop Differently (screen 6)





(iii) describe how different immigrant groups interacted with the environment in the United States during the 19th century





(12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(A) identify economic differences among different regions of the United States

(i) identify economic differences among different regions of the United States Instruction 9780133306804


Lesson 2, Text 2: Reliance on Agriculture (screens 3 and 4)




(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

(i) explain reasons for the development of the plantation system Instruction 9780133306804


Lesson 5, Text 3: Two Regions Develop Differently (screens 1 and 2)








(ii) explain reasons for the transatlantic slave trade


Lesson 1, Text 5: The Transatlantic Slave Trade (all screens)





(iii) explain reasons for the spread of slavery






(C) explain the reasons for the increase in factories and urbanization

(i) explain the reasons for the increase in factories Instruction 9780133306804


Lesson 1, Text 2: Factories Come to America (screens 2 and 4)








(ii) explain the reasons for the increase in urbanization Instruction 9780133306804 Topic 7:


Lesson 1, Text 4: Cities Expand (screen 1)




(D) analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

(i) analyze the causes of economic differences among different regions of the United States at selected times in U.S. history










(ii) analyze the effects of economic differences among different regions of the United States at selected times in U.S. history







Lesson 2, Text 2: Reliance on Agriculture (all screens)






Lesson 3, Text 5: Strengths and Weaknesses of the North and South (screens 1, 2, and 3)

(13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

(A) analyze the War of 1812 as a cause of economic changes in the nation

(i) analyze the War of 1812 as a cause of economic changes in the nation Instruction 9780133306804 Topic 7:






(B) identify the economic factors that brought about rapid industrialization and urbanization

(i) identify the economic factors that brought about rapid industrialization Instruction 9780133306804


Lesson 1, Text 1: The Industrial Revolution Begins (screens 3 and 4)





(ii) identify the economic factors that brought about rapid urbanization Instruction 9780133306804 Topic 7:








(14) Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(A) explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights

(i) explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion


Lesson 4, Text 1: Jefferson's Leadership Redefines Government (screens 2 and 3)





(ii) explain why a free enterprise system of economics developed in the new nation, including taxation







(iii) explain why a free enterprise system of economics developed in the new nation, including property rights


Lesson 3, Text 3: America Draws on Its Own Traditions (screens 3 and 4)







(B) describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

(i) describe the characteristics of the U.S. free enterprise system during the 18th century Instruction 9780133306804 Topic 2:


Lesson 4, Text 2: New Jersey Forms Out of New York (screen 3)





(ii) describe the characteristics of the U.S. free enterprise system during the 19th century Instruction 9780133306804 Topic 7:







(iii) describe the benefits of the U.S. free enterprise system during the 18th century Instruction 9780133306804 Topic 2:










(iv) describe the benefits of the U.S. free enterprise system during the 19th century Instruction 9780133306804 Topic 7:





(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:

(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government

(i) identify the influence of ideas from historic documents, including the Magna Carta, on the U.S. system of government Instruction 9780133306804


Lesson 3, Text 2: English Influences (screens 1 and 2)





(ii) identify the influence of ideas from historic documents, including the English Bill of Rights, on the U.S. system of government Instruction 9780133306804


Lesson 7, Text 3: Foundations of Representative Government (screen 4)








(iii) identify the influence of ideas from historic documents, including the Mayflower Compact, on the U.S. system of government Instruction 9780133306804


Lesson 3, Text 3: America Draws on Its Own Traditions (all screens)





(iv) identify the influence of ideas from historic documents, including the Federalist Papers, on the U.S. system of government Instruction 9780133306804










(v) identify the influence of ideas from historic documents, including selected Anti-Federalist writings, on the U.S. system of government Instruction 9780133306804


Lesson 4, Text 2: A Bill of Rights (screen 2)




(B) summarize the strengths and weaknesses of the Articles of Confederation

(i) summarize the strengths of the Articles of Confederation Instruction 9780133306804


Lesson 1, Text 2: The Articles of Confederation (screens 2 and 3)





(ii) summarize the weaknesses of the Articles of Confederation Instruction 9780133306804


Lesson 1, Text 2: The Articles of Confederation (screen 3); Lesson 1, Text 3: Weaknesses of the Confederation (all screens)







(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

(i) identify colonial grievances listed in the Declaration of Independence Instruction 9780133306804 Topic 3:


Lesson 4, Text 3: The Declaration of Independence (screens 2 and 3)





(ii) explain how those grievances were addressed in the U.S. Constitution








(iii) explain how those grievances were addressed in the Bill of Rights










(D) 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

(i) analyze how the U.S. Constitution reflects the principle of limited government


Lesson 5, Text 2: Seven Basic Principles (screens 1 and 2)





(ii) analyze how the U.S. Constitution reflects the principle of republicanism



Lesson 5, Text 2: Seven Basic Principles (screen 3)





(iii) analyze how the U.S. Constitution reflects the principle of checks and balances











(iv) analyze how the U.S. Constitution reflects the principles of federalism








(v) analyze how the U.S. Constitution reflects the principle of separation of powers








(vi) analyze how the U.S. Constitution reflects the principle of popular sovereignty











(vii) analyze how the U.S. Constitution reflects the principle of individual rights





(16) 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:

(A) summarize the purposes for and process of amending the U.S. Constitution

(i) summarize the purposes for amending the U.S. Constitution Instruction 9780133306804 Topic 4:


Lesson 6, Text 1: Constitutional Amendment (screen 1)





(ii) summarize the process of amending the U.S. Constitution Instruction 9780133306804 Topic 4:


Lesson 6, Text 1: Constitutional Amendment (all screens)







(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

(i) describe the impact of 19th-century amendments, including the 13th amendment, on life in the United States


Lesson 1, Text 4: President Johnson's Reconstruction Plan (screens 1 and 2)





(ii) describe the impact of 19th-century amendments, including the 14th amendment, on life in the United States







(iii) describe the impact of 19th-century amendments, including the 15th amendment, on life in the United States


Lesson 2, Text 4: Political Problems and a New President (screens 3 and 4)






(17) 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:

(A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

(i) analyze the arguments of the Federalists, including those of Alexander Hamilton Instruction 9780133306804


Lesson 4, Text 1: The Federalists and the Antifederalists (screen 2)





(ii) analyze the arguments of the Federalists, including those of James Madison








(iii) analyze the arguments of the Anti-Federalists, including those of Patrick Henry Instruction 9780133306804










(iv) analyze the arguments of the Anti-Federalists, including those of George Mason Instruction 9780133306804






(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War

(i) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis

Instruction 9780133306804Topic 6: Lesson 2, Text 1 (screens 3, 4, 5, and 6)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 3, 4, 5, and 6)





(ii) explain constitutional issues arising over the issue of states' rights, including the Civil War

Instruction 9780133306804Topic 8: Lesson 3, Text 2 (screens 3, 4, and 5)




(18) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(A) identify the origin of judicial review and analyze examples of congressional and presidential responses

(i) identify the origin of judicial review Instruction 9780133306804 Topic 4:


Lesson 5, Text 5: The Judicial Branch—The Supreme Court (screen 3)








Lesson 4, Text 2: Landmark Supreme Court Cases (screen 3)



(ii) analyze examples of congressional responses Instruction 9780133306804 Topic 5:







(iii) analyze examples of presidential responses Instruction 9780133306804


Lesson 4, Text 2: Landmark Supreme Court Cases (screens 3 and 4)





Lesson 3, Text 2: Indian Removal (screen 3)


(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(i) summarize the issues of landmark Supreme Court cases, including Marbury v. Madison Instruction 9780133306804


Lesson 4, Text 2: Landmark Supreme Court Cases (all screens)








(ii) summarize the decisions of landmark Supreme Court cases, including Marbury v. Madison Instruction 9780133306804







(iii) summarize the significance of landmark Supreme Court cases, including Marbury v. Madison Instruction 9780133306804







(iv) summarize the issues of landmark Supreme Court cases, including McCulloch v. Maryland Instruction 9780133306804


Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screen 1)








(v) summarize the decisions of landmark Supreme Court cases, including McCulloch v. Maryland Instruction 9780133306804 Topic 5:


Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screens 1 and 2)





(vi) summarize the significance of landmark Supreme Court cases, including McCulloch v. Maryland Instruction 9780133306804 Topic 5:







(vii) summarize the issues of landmark Supreme Court cases, including Gibbons v. Ogden Instruction 9780133306804










(viii) summarize the decisions of landmark Supreme Court cases, including Gibbons v. Ogden Instruction 9780133306804







(ix) summarize the significance of landmark Supreme Court cases, including Gibbons v. Ogden Instruction 9780133306804 Topic 5:






(C) evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States

(i) evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States


Lesson 2, Text 4: The Impact of the Dred Scott Case (screens 2 and 3)






(19) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(A) define and give examples of unalienable rights

(i) define unalienable rightsInstruction 9780133306804


Lesson 4, Text 3: The Declaration of Independence (screen 2)





(ii) give examples of unalienable rights Instruction 9780133306804






(B) summarize rights guaranteed in the Bill of Rights

(i) summarize rights guaranteed in the Bill of Rights

Instruction 9780133306804Topic 4: Lesson 6, Text 2 (all screens)

Lesson 6, Text 2: The Bill of Rights (all screens)




(C) explain the importance of personal responsibilities, including accepting responsibility for one's behavior and supporting one's family

(i) explain the importance of personal responsibilities, including accepting responsibility for one's behavior


Lesson 7, Text 2: The Importance of Civic Virtue (screens 2 and 3)








(ii) explain the importance of personal responsibilities, including supporting one's family Instruction 9780133306804 Topic 4:






(D) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

(i) identify examples of responsible citizenship, including obeying rules and laws Instruction 9780133306804 Topic 4:


Lesson 7, Text 3: Responsible Citizenship (screens 1 and 2)





(ii) identify examples of responsible citizenship, including staying informed on public issues Instruction 9780133306804 Topic 4:










(iii) identify examples of responsible citizenship, including voting Instruction 9780133306804 Topic 4:


Lesson 7, Text 3: Responsible Citizenship (screen 1)





(iv) identify examples of responsible citizenship, including serving on juries Instruction 9780133306804 Topic 4:






(E) summarize the criteria and explain the process for becoming a naturalized citizen of the United States

(i) summarize the criteria for becoming a naturalized citizen of the United States Instruction 9780133306804

Topic 4: Lesson 7, Government Core Concepts (all screens)

Lesson 7, Government Core Concepts: Citizenship (all screens)





(ii) explain the process for becoming a naturalized citizen of the United States Instruction 9780133306804









(F) explain how the rights and responsibilities of U.S. citizens reflect our national identity

(i) explain how the rights of U.S. citizens reflect our national identity Instruction 9780133306804


Lesson 7, Text 1: American Citizenship (screens 3 and 4)





(ii) explain how the responsibilities of U.S. citizens reflect our national identity






(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

(A) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America

(i) explain the role of significant individuals in the development of self-government in colonial America Instruction 9780133306804

Topic 2: Lesson 3, Text 5 (screen 1); Lesson 4, Text 3 (screen 2); Lesson 7, Text 3 (screen 3)

Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 1); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 2); Lesson 7, Text 3: Foundations of Representative Government (screen 3)








Lesson 3, Text 3: America Draws on Its Own Traditions (screens 3, 4, and 5)


(B) evaluate the contributions of the Founding Fathers as models of civic virtue

(i) evaluate the contributions of the Founding Fathers as models of civic virtue


Lesson 7, Text 2: The Importance of Civic Virtue (screen 1)




(C) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax

(i) analyze reasons for selected examples of civil disobedience in U.S. history


Lesson 3, Text 1: The Boston Tea Party (screens 5 and 6)





Lesson 4, Text 2: Abolitionism Gains Momentum (screens 5 and 6); Lesson 6, Text 3: The Development of Transcendentalism (all screens)






(ii) analyze the impact of selected examples of civil disobedience in U.S. history







Lesson 4, Text 2: Abolitionism Gains Momentum (screen 6); Lesson 6, Text 3: The Development of Transcendentalism (all screens)

(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(A) identify different points of view of political parties and interest groups on important historical and contemporary issues

(i) identify different points of view of political parties on important historical issues Instruction 9780133306804 Topic 5:


Lesson 4, Text 6: A Painful Embargo (all screens)








(ii) identify different points of view of political parties on important contemporary issues


Lesson 5, Text 3: The Legislative Branch—Congress (screen 4)








(iii) identify different points of view of interest groups on important historical issues Instruction 9780133306804 Topic 7:


Lesson 4, Text 3: Abolitionism Faces Opposition (all screens)





(iv) identify different points of view of interest groups on important contemporary issues


Lesson 5, Text 3: Women Gain New Opportunities (screen 4)




(B) describe the importance of free speech and press in a constitutional republic

(i) describe the importance of free speech in a constitutional republic Instruction 9780133306804


Lesson 6, Text 2: The Bill of Rights (screens 1 and 2)








(ii) describe the importance of free press in a constitutional republic Instruction 9780133306804






(C) summarize a historical event in which compromise resulted in a peaceful resolution

(i) summarize a historical event in which compromise resulted in a peaceful resolution


Lesson 1, Text 5: Congress Reaches a Compromise (screen 4)



(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln

(i) analyze the leadership qualities of elected leaders of the United States



Lesson 1, Text 1: The First American Presidency (all screens); Lesson 3, Text 1: Escalating Conflict With France (screen 3)





Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screen 5)






(ii) analyze the leadership qualities of appointed leaders of the United States



Lesson 1, Text 2: Alexander Hamilton and the National Debt (screen 2); Lesson 4, Text 2: Landmark Supreme Court Cases (screen 2)




(B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton

(i) describe the contributions of significant political leaders of the United States

Instruction 9780133306804Topic 5: Lesson 1, Text 2 (all screens); Lesson 6, Text 6 (screens 2 and 3)

Lesson 1, Text 2: Alexander Hamilton and the National Debt (all screens); Lesson 6, Text 6: The Monroe Doctrine (screens 2 and 3)





(ii) describe the contributions of significant social leaders of the United States


Topic 7: Lesson 4, Text 2 (all screens); Lesson 5, Text 1 (all screens); Lesson 5, Text 2 (screens 2 and 3)

Lesson 4, Text 2: Abolitionism Gains Momentum (all screens); Lesson 5, Text 1: Early Calls for Women's Rights (all screens); Lesson 5, Text 2: A Women's Movement Organizes (screens 2 and 3)








(iii) describe the contributions of significant military leaders of the United States



Lesson 5, Text 7: Fighting for Independence in the Southern Colonies and at Sea (screen 1)





Lesson 1, Text 4: Taxation Sparks The Whiskey Rebellion (screen 2)




(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

(A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

(i) identify selected racial groups that settled in the United States Instruction 9780133306804 Topic 2:


Lesson 5, Text 4: The Slave Trade Expands (all screens)








(ii) identify selected ethnic groups that settled in the United States Instruction 9780133306804


Lesson 2, Text 6: The Jamestown Colony Grows (screen 2); Lesson 4, Text 3: Pennsylvania Becomes a Colony (all screens)





Lesson 1, Text 8: Ethnic Minorities in the North (screens 2 and 4)



(iii) identify selected religious groups that settled in the United States Instruction 9780133306804


Lesson 3, Text 4: Forming Massachusetts Bay Colony (screen 1); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 2)





(iv) explain their reasons for immigration


Topic 2: Lesson 3, Text 4 (all screens); Lesson 4, Text 3 (screen 4); Lesson 5, Text 4 (all screens)

Lesson 3, Text 4: Forming Massachusetts Bay Colony (all screens); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 4); Lesson 5, Text 4: The Slave Trade Expands (all screens)








Lesson 1, Text 8: Ethnic Minorities in the North (screens 2 and 3)


(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs

(i) explain the relationship between urbanization and conflicts resulting from differences in religion Instruction 9780133306804 Topic 7:


Lesson 1, Text 8: Ethnic Minorities in the North (screen 5)





(ii) explain the relationship between urbanization and conflicts resulting from differences in social class Instruction 9780133306804 Topic 7:


Lesson 1, Text 7: Workers Respond to Challenges (screens 4 and 5)





(iii) explain the relationship between urbanization and conflicts resulting from differences in political beliefs


Lesson 5, Text 4: Political Challenges in the North and South (screens 2 and 3)







(C) identify ways conflicts between people from various racial, ethnic, and religious groups were resolved

(i) identify ways conflicts between people from various racial groups were resolved



Lesson 3, Text 1: Native Americans and the Frontier (screen 1); Lesson 3, Text 2: Indian Removal (all screens)





(ii) identify ways conflicts between people from various ethnic groups were resolved


Lesson 1, Text 8: Ethnic Minorities in the North (all screens)





(iii) identify ways conflicts between people from various religious groups were resolved






(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

(i) analyze the contributions of people of various racial groups to our national identity


Lesson 5, Text 9: Explaining the American Victory (screen 2)








(ii) analyze the contributions of people of various ethnic groups to our national identity


Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 4)





(iii) analyze the contributions of people of various religious groups to our national identity









(E) identify the political, social, and economic contributions of women to American society

(i) identify the political contributions of women to American society Instruction 9780133306804 Topic 7:


Lesson 5, Text 2: A Women's Movement Organizes (all screens)








(ii) identify the social contributions of women to American society Instruction 9780133306804 Topic 7:







(iii) identify the economic contributions of women to American society Instruction 9780133306804 Topic 7:


Lesson 1, Text 3: Daily Life in Factory Towns (screen 2)



(24) Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(A) describe the historical development of the abolitionist movement

(i) describe the historical development of the abolitionist movement

Instruction 9780133306804Topic 7: Lesson 4, Text 2 (all screens)

Lesson 4, Text 2: Abolitionism Gains Momentum (all screens)




(B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(i) evaluate the impact of reform movements, including educational reform



Lesson 3, Text 3: The Impact of Educational Reform (all screens)








(ii) evaluate the impact of reform movements, including temperance



Lesson 3, Text 2: Social Reform Movements (screen 4)





(iii) evaluate the impact of reform movements, including the women's rights movement


Lesson 5, Text 3: Women Gain New Opportunities (screens 2 and 3)








(iv) evaluate the impact of reform movements, including prison reform


Lesson 3, Text 2: Social Reform Movements (screens 2 and 3)





(v) evaluate the impact of reform movements, including abolition



Lesson 4, Text 2: Abolitionism Gains Momentum (screen 7)





(vi) evaluate the impact of reform movements, including the labor reform movement










(vii) evaluate the impact of reform movements, including the care of the disabled





(25) Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(A) trace the development of religious freedom in the United States

(i) trace the development of religious freedom in the United States







Lesson 6, Text 2: The Bill of Rights (screen 2)


(B) describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings

(i) describe religious motivation for immigration










(ii) describe religious influence on social movements, including the impact of the first Great Awakening


Lesson 6, Text 3: A New Religious Movement (screen 3)





(iii) describe religious influence on social movements, including the impact of the second Great Awakening



Lesson 3, Text 1: An Era of Reform (screen 4); Lesson 3, Text 2: Social Reform Movements (screen 1)




(C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

(i) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life








(26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A) describe developments in art, music, and literature that are unique to American culture such as the Hudson River School artists, John James Audubon, "Battle Hymn of the Republic," transcendentalism, and other cultural activities in the history of the United States

(i) describe developments in art that are unique to American culture



Lesson 6, Text 1: A New American Art Style (all screens)





(ii) describe developments in music that are unique to American culture



Lesson 6, Text 2: A New Nation Finds a Voice (screens 6 and 7)





Lesson 2, Text 7: John Brown's Antislavery Campaign (screen 3)






(iii) describe developments in literature that are unique to American culture

Instruction 9780133306804Topic 7: Lesson 6, Text 2 (all screens); Lesson 6, Text 3 (all screens)

Lesson 6, Text 2: A New Nation Finds a Voice (all screens); Lesson 6, Text 3: The Development of Transcendentalism (all screens)




(B) identify examples of American art, music, and literature that reflect society in different eras

(i) identify examples of American art that reflect society in different eras Instruction 9780133306804 Topic 2:


Lesson 6, Text 2: Colonial Art, Literature, and Music (screen 2)







(ii) identify examples of American music that reflect society in different eras Instruction 9780133306804 Topic 2:













(iii) identify examples of American literature that reflect society in different eras



Lesson 6, Text 2: Colonial Art, Literature, and Music (screens 2 and 3)





Lesson 6, Text 2: A New Nation Finds a Voice (all screens)


(C) analyze the relationship between fine arts and continuity and change in the American way of life

(i) analyze the relationship between fine arts and continuity in the American way of life


Lesson 6, Text 1: A New American Art Style (screen 2)





(ii) analyze the relationship between fine arts and change in the American way of life








(27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts

(i) explain the effects of technological and scientific innovations Instruction 9780133306804


Lesson 4, Text 3: The Age of Steam (screens 1 and 2)





Lesson 1, Text 2: Factories Come to America (screens 3 and 4); Lesson 1, Text 6: The Age of Steam Power (all screens); Lesson 2, Text 1: The Cotton Kingdom (screens 2 and 3)


(B) analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(i) analyze the impact of transportation systems on the growth of the United States Instruction 9780133306804







(ii) analyze the impact of transportation systems on the development of the United States Instruction 9780133306804










(iii) analyze the impact of transportation systems on the urbanization of the United States Instruction 9780133306804


Lesson 1, Text 6: The Age of Steam Power (screen 3)





(iv) analyze the impact of communication systems on the growth of the United States Instruction 9780133306804


Lesson 1, Text 5: New Technological Innovations (screen 5)





(v) analyze the impact of communication systems on the development of the United States Instruction 9780133306804










(vi) analyze the impact of communication systems on the urbanization of the United States Instruction 9780133306804






(C) analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally

(i) analyze how technological innovations changed the way goods were manufactured, nationally and internationally


Lesson 1, Text 1: The Industrial Revolution Begins (screen 2)





(ii) analyze how technological innovations changed the way goods were marketed, nationally and internationally


Lesson 1, Text 5: New Technological Innovations (screens 5 and 6)







(D) explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west

(i) explain how technological innovations brought about economic growth



Lesson 1, Text 1: The Industrial Revolution Begins (all screens); Lesson 1, Text 2: Factories Come to America (screens 3 and 4)





Lesson 7, Text 3: The Railroad Encourages Economic Growth (all screens)

(28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

(A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history

(i) compare the effects of scientific discoveries that have influenced daily life in different periods in U.S. history


Lesson 6, Text 5: A New World of Ideas (screen 3)





Lesson 1, Text 5: New Technological Innovations (all screens)



(ii) compare the effects of technological innovations that have influenced daily life in different periods in U.S. history


Lesson 2, Text 2: The Middle East (screen 2)








Lesson 1, Text 5: New Technological Innovations (all screens)


(B) identify examples of how industrialization changed life in the United States

(i) identify examples of how industrialization changed life in the United States



Lesson 1, Text 3: Daily Life in Factory Towns (screens 2 and 3); Lesson 1, Text 7: Workers Respond to Challenges (screens 1 and 2)



(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States

(i) differentiate between valid primary and secondary sources


Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens)

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens)








(ii) locate valid primary sources to acquire information about the United States








(iii) locate valid secondary sources to acquire information about the United States








(iv) use valid primary sources to acquire information about the United States











(v) use valid secondary sources to acquire information about the United States







(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

(i) analyze information by sequencing

Instruction 9780133306804Topic 8: Lesson 4, 21st Century Skills: Sequence (all screens)

Lesson 4, 21st Century Skills: Sequence (all screens)








(ii) analyze information by categorizing

Instruction 9780133306804Topic 8: Lesson 4, 21st Century Skills: Categorize (all screens)

Lesson 4, 21st Century Skills: Categorize (all screens)





(iii) analyze information by identifying cause-and-effect relationships


Topic 8: Lesson 3, 21st Century Skills: Analyze Cause and Effect (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)

Lesson 3, 21st Century Skills: Analyze Cause and Effect (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)








(iv) analyze information by comparing

Instruction 9780133306804 Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast (all screens)

Lesson 5, 21st Century Skills: Compare and Contrast (all screens)





(v) analyze information by contrasting

Instruction 9780133306804 Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast (all screens)









(vi) analyze information by finding the main idea

Instruction 9780133306804Topic 8: Lesson 2, 21st Century Skills: Identify Main Ideas and Details (all screens)

Lesson 2, 21st Century Skills: Identify Main Ideas and Details (all screens)





(vii) analyze information by summarizing

Instruction 9780133306804Topic 8: Lesson 6, 21st Century Skills: Summarize (all screens)

Lesson 6, 21st Century Skills: Summarize (all screens)








(viii) analyze information by making generalizations and predictions


Topic 8: Lesson 3, 21st Century Skills: Generalize (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)

Lesson 3, 21st Century Skills: Generalize (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)





(ix) analyze information by drawing inferences and conclusions


Topic 8: Lesson 1, 21st Century Skills: Draw Conclusions (all screens); Lesson 2, 21st Century Skills: Draw Inferences (all screens)

Lesson 1, 21st Century Skills: Draw Conclusions (all screens); Lesson 2, 21st Century Skills: Draw Inferences (all screens)




(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(i) organize information from outlines


Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all screens)

Lesson 1, 21st Century Skills: Interpret Sources (all screens)








(ii) organize information from reports








(iii) organize information from databases


Topic 7: Lesson 1, 21st Century Skills: Create Databases (all screens)

Lesson 1, 21st Century Skills: Create Databases (all screens)





(iv) organize information from visuals, including graphs Instruction 9780133306804

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens)

Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens)








(v) organize information from visuals, including charts Instruction 9780133306804







(vi) organize information from visuals, including timelines Instruction 9780133306804

Topic 8: Lesson 4, 21st Century Skills: Sequence (all screens)






(vii) organize information from visuals, including maps Instruction 9780133306804

Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map (all screens)

Lesson 1, 21st Century Skills: Use Parts of a Map (all screens)








(viii) interpret information from outlines








(ix) interpret information from reports








(x) interpret information from databases











(xi) interpret information from visuals, including graphs Instruction 9780133306804







(xii) interpret information from visuals, including charts Instruction 9780133306804







(xiii) interpret information from visuals, including timelines Instruction 9780133306804










(xiv) interpret information from visuals, including maps


Topic 6: Lesson 4, 21st Century Skills: Read Special-Purpose Maps (all screens)

Lesson 4, 21st Century Skills: Read Special-Purpose Maps (all screens)




(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

(i) identify points of view from the historical context surrounding an event Instruction 9780133306804

Topic 7: Inquiry (all screens)

Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)





(ii) identify the frame of reference which influenced the participants Instruction 9780133306804









(E) support a point of view on a social studies issue or event

(i) support a point of view on a social studies issue or event Instruction 9780133306804 Topic 4:

Civic Discussion (all screens)

Civic Discussion: Student Instructions (all screens)




(F) identify bias in written, oral, and visual material

(i) identify bias in written material








(ii) identify bias in oral material











(iii) identify bias in visual material







(G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author

(i) evaluate the validity of a source based on language


Topic 1: Inquiry (all screens); Pigafetta’s account of the Easter Mutiny (all screens)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Pigafetta’s account of the Easter Mutiny (all screens)





(ii) evaluate the validity of a source based on corroboration with other sources Instruction 9780133306804

Topic 1: Inquiry (all screens); Excerpt from the log of the pilot of the Trinidad (all screens)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Excerpt from the log of the pilot of the Trinidad (all screens)








(iii) evaluate the validity of a source based information about the author Instruction 9780133306804

Topic 1: Inquiry (all screens); Interpretation of a modern historian (all screens)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Interpretation of a modern historian (all screens)




(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs

(i) use appropriate mathematical skills to interpret social studies information Instruction 9780133306804









(I) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(i) create thematic maps representing various aspects of the United States Instruction 9780133306804


Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)








(ii) create graphs representing various aspects of the United States Instruction 9780133306804







(iii) create charts representing various aspects of the United States Instruction 9780133306804







(iv) create models representing various aspects of the United States Instruction 9780133306804










(v) create databases representing various aspects of the United States Instruction 9780133306804






(J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(i) pose questions about geographic distributions and patterns shown on maps Instruction 9780133306804

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps (all screens)

Lesson 2, 21st Century Skills: Read Physical Maps (all screens)





(ii) pose questions about geographic distributions and patterns shown on graphs Instruction 9780133306804










(iii) pose questions about geographic distributions and patterns shown on charts Instruction 9780133306804







(iv) pose questions about geographic distributions and patterns shown on models Instruction 9780133306804

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Models (all screens)

Lesson 6, 21st Century Skills: Analyze Data and Models (all screens)





(v) pose questions about geographic distributions and patterns shown on databases Instruction 9780133306804










(vi) answer questions about geographic distributions and patterns shown on maps Instruction 9780133306804







(vii) answer questions about geographic distributions and patterns shown on graphs Instruction 9780133306804







(viii) answer questions about geographic distributions and patterns shown on charts Instruction 9780133306804










(ix) answer questions about geographic distributions and patterns shown on models Instruction 9780133306804







(x) answer questions about geographic distributions and patterns shown on databases Instruction 9780133306804





(30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly

(i) use social studies terminology correctly Instruction 9780133306804 Topic 3:

Inquiry (all screens)

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)




(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

(i) use standard grammar

Instruction 9780133306804Topic 3: Inquiry (all screens)









(ii) use standard spelling







(iii) use standard sentence structure







(iv) use standard punctuation










(v) use proper citation of sources






(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate

(i) transfer information from one medium to another, including written to visual, using computer software as appropriate



Inquiry: Build a Website on the Impact of the Civil War Project Student Instructions (all screens)





(ii) transfer information from one medium to another, including statistical to written or visual, using computer software as appropriate



Inquiry: Build a Website on the Impact of the Civil War ProjectStudent Instructions (all screens)




(D) create written, oral, and visual presentations of social studies information

(i) create written presentations of social studies information

Instruction 9780133306804 Topic 3: Inquiry (all screens)









(ii) create oral presentations of social studies information

(Drop-down menu) 9780133306804

Topic 6: Civic Discussion (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation (all screens)

Civic Discussion: Student Instructions (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation (all screens)





(iii) create visual presentations of social studies information

Instruction 9780133306804 Topic 2: Inquiry (all screens)




(31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) 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

(i) 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



Inquiry: Hold a Mock Cabinet Meeting Project Student Instructions (all screens)







(B) 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

(i) 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







Page 155 of 543 Pearson Education, Inc., publishing as Prentice Hall: 9780133306804 Teacher Material


Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter A. Elementary§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Prentice HallTexas United States History: Colonization through Reconstruction, Digital Courseware9780133306804

(a) Introduction.

(1) In Grade 8, students study the history of the United States from the early colonial period through Reconstruction. The knowledge and skills in subsection (b) of this section comprise the first part of a two-year study of U.S. history. The second part, comprising U.S. history from Reconstruction to the present, is provided in §113.41 of this title (relating to United States History Studies Since 1877 (One Credit), Beginning with School Year 2011-2012). The content in Grade 8 builds upon that from Grade 5 but provides more depth and breadth. Historical content focuses on the political, economic, religious, and social events and issues related to the colonial and revolutionary eras, the creation and ratification of the U.S. Constitution, challenges of the early republic, the Age of Jackson, westward expansion, sectionalism, Civil War, and Reconstruction. Students describe the physical characteristics of the United States and their impact on population distribution and settlement patterns in the past and present. Students analyze the various economic factors that influenced the development of colonial America and the early years of the republic and identify the origins of the free enterprise system. Students examine the American beliefs and principles, including limited government, checks and balances, federalism, separation of powers, and individual rights, reflected in the U.S. Constitution and other historical documents. Students evaluate the impact of Supreme Court cases and major reform movements of the 19th century and examine the rights and responsibilities of citizens of the United States as well as the importance of effective leadership in a constitutional republic. Students evaluate the impact of scientific discoveries and technological innovations on the development of the United States. Students use critical-thinking skills, including the identification of bias in written, oral, and visual material.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution and the Declaration of Independence, landmark cases of the U.S. Supreme Court, biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).






(i) identify the major eras in U.S. history through 1877, including colonization


Topic 2: Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain")

Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain")





Lesson 1, Text 3: The Colonization of New Spain (screen 3)

(b) Knowledge and Skills.

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."






(ii) describe [the] causes [of colonization]


Topic 2: Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain"); Lesson 2, Teacher Support ("Digital Text 2: New France Is Colonized"); Lesson 3, Teacher Support ("Digital Text 1: Seeking Religious Freedom")

Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain"); Lesson 2, Teacher Support ("Digital Text 2: New France Is Colonized"); Lesson 3, Teacher Support ("Digital Text 1: Seeking Religious Freedom")




Topic 2: Lesson 1, Text 3 (screen 1); Lesson 2, Text 2 (screen 1); Lesson 2, Text 4 (screen 4); Lesson 3, Text 1 (screen 1)

Lesson 1, Text 3: The Colonization of New Spain (screen 1); Lesson 2, Text 2: New France Is Colonized (screen 1); Lesson 2, Text 4: Roanoke and Jamestown (screen 4); Lesson 3, Text 1: Seeking Religious Freedom (screen 1)






(iii) describe [the] effects [of colonization]


Topic 2: Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain"); Lesson 2, Teacher Support ("Digital Text 3: The Dutch Establish New Netherland"); Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England")

Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain"); Lesson 2, Teacher Support ("Digital Text 3: The Dutch Establish New Netherland"); Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England")





Lesson 1, Text 3: The Colonization of New Spain (screen 5); Lesson 2, Text 3: The Dutch Establish New Netherland (screen 4); Lesson 3, Text 7: The Towns of New England (screen 4)






(iv) identify the major eras in U.S. history through 1877, including revolution

Instruction 9780133306811 Topic 3: Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord")

Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord")





Lesson 3, Text 3: The Battles of Lexington and Concord (screen 5)






(v) describe [the] causes [of revolution]


Topic 3: Lesson 3, Teacher Support ("Digital Text 6: The War Comes to Boston")

Lesson 3, Teacher Support ("Digital Text 6: The War Comes to Boston")











(vi) describe [the] effects [of revolution]


Topic 3: Lesson 3, Teacher Support ("Digital Text 6: The War Comes to Boston")

Lesson 3, Teacher Support ("Digital Text 6: The War Comes to Boston")





Lesson 3, Text 6: The War Comes to Boston (screen 2)






(vii) identify the major eras in U.S. history through 1877, including early republic


Topic 5: Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency")

Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency")











(viii) describe [the] causes [of early republic]














(ix) describe [the] effects [of early republic]








Lesson 1, Text 1: The First American Presidency (all screens)






(x) identify the major eras in U.S. history through 1877, including the Age of Jackson


Topic 6: Lesson 1, Teacher Support ("Digital Text 4: Jacksonian Democracy")

Lesson 1, Teacher Support ("Digital Text 4: Jacksonian Democracy")





Lesson 1, Text 1: Democracy Expands (screen 1)






(xi) describe [the] causes [of the Age of Jackson]


Topic 6: Lesson 1, Teacher Support ("Digital Text 1: Democracy Expands")

Lesson 1, Teacher Support ("Digital Text 1: Democracy Expands")





Lesson 1, Text 1: Democracy Expands (screen 1); Lesson 1, Text 4: Jacksonian Democracy (screen 4)






(xii) describe [the] effects [of the Age of Jackson]








Lesson 1, Text 1: Democracy Expands (screens 2, 3, and 4); Lesson 1, Text 4: Jacksonian Democracy (screens 4 and 5)






(xiii) identify the major eras in U.S. history through 1877, including westward expansion


Topic 6: Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California")

Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California")





Lesson 7, Text 4: Settling the Mexican Cession (screen 1)






(xiv) describe [the] causes [of westward expansion]


Topic 6: Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny")

Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny")











(xv) describe [the] effects [of westward expansion]





Topic 6 Review and Assessment (items 28, 32, 33, 34, 38, 40, 48, and 49)



Lesson 7, Text 5: The Effects of Migration to California (all screens)






(xvi) identify the major eras in U.S. history through 1877, including [the era of] reform movements


Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform")

Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform")











(xvii) describe [the] causes [of reform movements]








Lesson 3, Text 1: An Era of Reform (all screens); Lesson 4, Text 2: Abolitionism Gains Momentum (screen 7)






(xviii) describe [the] effects [of reform movements]














(xix) identify the major eras in U.S. history through 1877, including sectionalism

Instruction 9780133306811 Topic 8: Lesson 1, Teacher Support ("Digital Text 2: Western Expansion Heightens Tension Over Slavery")

Lesson 1, Teacher Support ("Digital Text 2: Western Expansion Heightens Tension Over Slavery")











(xx) describe [the] causes [of sectionalism]













(xxi) describe [the] effects [of sectionalism]







Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1); Lesson 1, Text 2: Western Expansion Heightens Tension Over Slavery (screen 2)






(xxii) identify the major eras in U.S. history through 1877, including the Civil War


Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out")

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out")











(xxiii) describe [the] causes [of the Civil War]

Instruction 9780133306811 Topic 8: Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War")

Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War")











(xxiv) describe [the] effects [of the Civil War]

Instruction 9780133306811 Topic 8: Lesson 6, Teacher Support ("Digital Text 7: The Nation Begins a New Chapter")

Lesson 6, Teacher Support ("Digital Text 7: The Nation Begins a New Chapter")





Lesson 6, Text 7: The Nation Begins a New Chapter (all screens)






(xxv) identify the major eras in U.S. history through 1877, including Reconstruction

Instruction 9780133306811 Topic 9: Lesson 1, Teacher Support ("Digital Text 2: The Causes and Effects of Reconstruction")

Lesson 1, Teacher Support ("Digital Text 2: The Causes and Effects of Reconstruction")











(xxvi) describe [the] causes [of Reconstruction]













(xxvii) describe [the] effects [of Reconstruction]




Topic 9 Review and Assessment (items 5, 10, 11, 13, 15, 16, 18, 20, and 25)



Lesson 1, Text 2: The Causes and Effects of Reconstruction (screens 2 and 3)






(xxviii) identify the major events in U.S. history through 1877, including drafting of the Declaration of Independence


Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence")

Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence")











(xxix) describe [the] causes [of drafting the Declaration of Independence]














(xxx) describe [the] effects [of drafting the Declaration of Independence]














(xxxi) identify the major events in U.S. history through 1877, including creation and ratification of the Constitution


Topic 4: Lesson 2, Teacher Support ("Digital Text 2: Disagreements Over a New Government"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process")

Lesson 2, Teacher Support ("Digital Text 2: Disagreements Over a New Government"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process")





Lesson 4, Text 3: The Ratification Process (all screens); Lesson 2, Text 1: A Historic Convention (screen 1)






(xxxii) describe [the] causes [of creation and ratification of the Constitution]


Topic 4: Lesson 1, Teacher Support ("Digital Text 5: Economic Problems Lead to Change"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process")

Lesson 1, Teacher Support ("Digital Text 5: Economic Problems Lead to Change"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process")





Lesson 1, Text 5: Economic Problems Lead to Change (screens 2 and 3); Lesson 4, Text 3: The Ratification Process (all screens)






(xxxiii) describe [the] effects [of creation and ratification of the Constitution]


Topic 4: Lesson 2, Teacher Support ("Digital Text 5: The Convention Comes to a Conclusion"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process")

Lesson 2, Teacher Support ("Digital Text 5: The Convention Comes to a Conclusion"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process")





Lesson 2, Text 5: The Convention Comes to a Conclusion (screen 3); Lesson 4, Text 3: The Ratification Process (all screens)






(xxxiv) identify the major events in U.S. history through 1877, including religious revivals














(xxxv) describe [the] causes [of religious revivals}








Lesson 6, Text 3: A New Religious Movement (screens 1 and 2)






(xxxvi) describe [the] effects [of religious revivals]











(i) apply absolute chronology through the sequencing of significant individuals


Lesson 4, History Tools: Measuring Time Teacher Support (all screens)



Instruction 9780133306811Topic 8: Lesson 4, History Tools (all screens)







(ii) apply absolute chronology through the sequencing of significant events









(iii) apply absolute chronology through the sequencing of significant time periods









(iv) apply relative chronology through the sequencing of significant individuals












(v) apply relative chronology through the sequencing of significant events









(vi) apply relative chronology through the sequencing of significant time periods












(i) explain the significance of 1607, founding of Jamestown

Instruction 9780133306811 Topic 2: Lesson 2, Teacher Support ("Digital Text 4: Roanoke and Jamestown")

Lesson 2, Teacher Support ("Digital Text 4: Roanoke and Jamestown")








(ii) explain the significance of 1620, arrival of the Pilgrims and signing of the Mayflower Compact

Instruction 9780133306811Topic 2: Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony")

Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony")





Lesson 3, Text 2: Plymouth Colony (all screens)






(iii) explain the significance of 1776, adoption of the Declaration of Independence

Instruction 9780133306811 Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence")









(iv) explain the significance of 1787, writing of the U.S. Constitution

Instruction 9780133306811Topic 4: Lesson 2, Teacher Support ("Digital Text 1: A Historic Convention")

Lesson 2, Teacher Support ("Digital Text 1: A Historic Convention")





Lesson 2, Text 1: A Historic Convention (screen 1)






(v) explain the significance of 1803, Louisiana Purchase

Instruction 9780133306811 Topic 5: Lesson 4, Teacher Support ("Digital Text 3: The Louisiana Purchase")

Lesson 4, Teacher Support ("Digital Text 3: The Louisiana Purchase")





Lesson 4, Text 3: The Louisiana Purchase (screen 4)



(vi) explain the significance of 1861-1865, Civil War


Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 7: The Nation Begins a New Chapter")

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 7: The Nation Begins a New Chapter")








Lesson 3, Text 3: War Breaks Out (screen 6); Lesson 6, Text 7: The Nation Begins a New Chapter (screen 1)



(i) identify reasons for European exploration of North America Instruction 9780133306811

Topic 1: Lesson 3, Teacher Support ("Digital Text 2: The Voyages of Columbus")

Lesson 3, Teacher Support ("Digital Text 2: The Voyages of Columbus")





Lesson 3, Text 2: The Voyages of Columbus (screen 3)


Topic 2: Lesson 2, Teacher Support ("Digital Text 1: European Rivalries")

Lesson 2, Teacher Support ("Digital Text 1: European Rivalries")






(ii) identify reasons for European colonization of North America


Topic 2: Lesson 2, Teacher Support ("Digital Text 2: New France Is Colonized"); Lesson 3, Teacher Support ("Digital Text 1: Seeking Religious Freedom")

Lesson 2, Teacher Support ("Digital Text 2: New France Is Colonized"); Lesson 3, Teacher Support ("Digital Text 1: Seeking Religious Freedom")





Lesson 2, Text 2: New France Is Colonized (screen 1); Lesson 3, Text 1: Seeking Religious Freedom (all screens)


(B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

(i) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies


Topic 2: Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 5, Teacher Support ("Digital Text 2: Settlement in the Carolinas and Georgia")

Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 5, Teacher Support ("Digital Text 2: Settlement in the Carolinas and Georgia")








Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 5); Lesson 5, Text 2: Settlement in the Carolinas and Georgia (screen 3)


(A) explain the reasons for the growth of representative government and institutions during the colonial period

(i) explain the reasons for the growth of representative government and institutions during the colonial period


Topic 2: Lesson 7, Teacher Support ("Digital Text 3: Foundations of Representative Government")

Lesson 7, Teacher Support ("Digital Text 3: Foundations of Representative Government")





Lesson 7, Text 3: Foundations of Representative Government (screens 2 and 4)



(i) analyze the importance of the Mayflower Compact to the growth of representative government Instruction 9780133306811

Topic 2: Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony")












(ii) analyze the importance of the Fundamental Orders of Connecticut to the growth of representative government Instruction 9780133306811

Topic 2: Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences")

Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences")








(iii) analyze the importance of the Virginia House of Burgesses to the growth of representative government Instruction 9780133306811

Topic 4: Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions")

Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions")











(i) describe how religion contributed to the growth of representative government in the American colonies Instruction 9780133306811










(ii) describe how virtue contributed to the growth of representative government in the American colonies Instruction 9780133306811










(i) analyze causes of the American Revolution, including the Proclamation of 1763


Topic 3: Lesson 2, Teacher Support ("Digital Text 2: Causes of the American Revolution: The Proclamation of 1763")

Lesson 2, Teacher Support ("Digital Text 2: Causes of the American Revolution: The Proclamation of 1763")








Lesson 2, Text 2: Causes of the American Revolution—The Proclamation of 1763 (all screens)



(ii) analyze causes of the American Revolution, including the Intolerable Acts


Topic 3: Lesson 3, Teacher Support ("Digital Text 2: King George III Strikes Back at Boston")

Lesson 3, Teacher Support ("Digital Text 2: King George III Strikes Back at Boston")





Lesson 3, Text 2: King George III Strikes Back at Boston (all screens)



(iii) analyze causes of the American Revolution, including the Stamp Act


Topic 3: Lesson 2, Teacher Support ("Digital Text 4: Causes of the American Revolution: The Stamp Act")

Lesson 2, Teacher Support ("Digital Text 4: Causes of the American Revolution: The Stamp Act")








Lesson 2, Text 4: Causes of the American Revolution—The Stamp Act (all screens)



(iv) analyze causes of the American Revolution, including mercantilism


Topic 3: Lesson 2, Teacher Support ("Digital Text 3: Causes of the American Revolution: Mercantilism and Taxation")

Lesson 2, Teacher Support ("Digital Text 3: Causes of the American Revolution: Mercantilism and Taxation")








(v) analyze causes of the American Revolution, including lack of representation in Parliament


Topic 3: Lesson 2, Teacher Support ("Digital Text 4: Causes of the American Revolution: The Stamp Act")

Lesson 2, Teacher Support ("Digital Text 4: Causes of the American Revolution: The Stamp Act")





Lesson 2, Text 4: Causes of the American Revolution—The Stamp Act (screen 3)






(vi) analyze causes of the American Revolution, including British economic policies following the French and Indian War


Topic 3: Lesson 2, Teacher Support ("Digital Text 3: Causes of the American Revolution: Mercantilism and Taxation")

Lesson 2, Teacher Support ("Digital Text 3: Causes of the American Revolution: Mercantilism and Taxation")








(i) explain the roles played by significant individuals during the American Revolution, including Abigail Adams

Instruction 9780133306811 Topic 3: Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Colonial Leadership")

Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Colonial Leadership")











(ii) explain the roles played by significant individuals during the American Revolution, including John Adams














(iii) explain the roles played by significant individuals during the American Revolution, including Wentworth Cheswell


Topic 3: Lesson 5, Teacher Support ("Digital Text 5: African Americans in the War")

Lesson 5, Teacher Support ("Digital Text 5: African Americans in the War")





Lesson 5, Text 5: African Americans in the War (screens 2 and 3)



(iv) explain the roles played by significant individuals during the American Revolution, including Samuel Adams













(v) explain the roles played by significant individuals during the American Revolution, including Mercy Otis Warren













(vi) explain the roles played by significant individuals during the American Revolution, including James Armistead


Topic 3: Lesson 5, Teacher Support ("Digital Text 5: African Americans in the War")

Lesson 5, Teacher Support ("Digital Text 5: African Americans in the War")





Lesson 5, Text 5: African Americans in the War (screen 2)



(vii) explain the roles played by significant individuals during the American Revolution, including Benjamin Franklin














(viii) explain the roles played by significant individuals during the American Revolution, including Bernardo de Gálvez

Instruction 9780133306811Topic 3: Lesson 5, Teacher Support ("Digital Text 6: Native Americans and the Spanish Choose Sides")

Lesson 5, Teacher Support ("Digital Text 6: Native Americans and the Spanish Choose Sides")





Lesson 5, Text 6: Native Americans and the Spanish Choose Sides (screen 3)






(ix) explain the roles played by significant individuals during the American Revolution, including Crispus Attucks


Topic 3: Lesson 2, Teacher Support ("Digital Text 7: The Boston Massacre")

Lesson 2, Teacher Support ("Digital Text 7: The Boston Massacre")





Lesson 2, Text 7: The Boston Massacre (screen 2)



(x) explain the roles played by significant individuals during the American Revolution, including King George III


Topic 3: Lesson 3, Teacher Support ("Digital Text 4: The Fighting Continues")

Lesson 3, Teacher Support ("Digital Text 4: The Fighting Continues")











(xi) explain the roles played by significant individuals during the American Revolution, including Haym Salomon

Instruction 9780133306811 Topic 3: Lesson 5, Teacher Support ("Digital Text 1: Early Challenges for the Continental Army")

Lesson 5, Teacher Support ("Digital Text 1: Early Challenges for the Continental Army")





Lesson 5, Text 1: Early Challenges for the Continental Army (screen 3)






(xii) explain the roles played by significant individuals during the American Revolution, including Patrick Henry










(xiii) explain the roles played by significant individuals during the American Revolution, including Thomas Jefferson














(xiv) explain the roles played by significant individuals during the American Revolution, including the Marquis de Lafayette

Instruction 9780133306811Topic 3: Lesson 5, Teacher Support ("Digital Text 8: A Decisive Win Brings the War to a Close")

Lesson 5, Teacher Support ("Digital Text 8: A Decisive Win Brings the War to a Close")





Lesson 5, Text 2: The Tide Turns for the Americans (screen 5); Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screen 2)






(xv) explain the roles played by significant individuals during the American Revolution, including Thomas Paine

Instruction 9780133306811Topic 3: Lesson 4, Teacher Support ("Digital Text 1: Thomas Paine’s Common Sense")

Lesson 4, Teacher Support ("Digital Text 1: Thomas Paine’s Common Sense")





Lesson 4, Text 1: Thomas Paine's Common Sense (all screens)



(xvi) explain the roles played by significant individuals during the American Revolution, including George Washington


Topic 3: Lesson 5, Teacher Support ("Digital Text 1 Early Challenges for the Continental Army and Digital Text 9: Explaining the American Victory")

Lesson 5, Teacher Support ("Digital Text 1 Early Challenges for the Continental Army and Digital Text 9: Explaining the American Victory")








Lesson 5, Text 1: Early Challenges for the Continental Army (all screens); Lesson 5, Text 9: Explaining the American Victory (screens 3 and 4)



(i) explain the issues surrounding important events of the American Revolution, including declaring independence

Instruction 9780133306811 Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence")






Lesson 4, Text 2: Choosing Independence (all screens)






(ii) explain the issues surrounding important events of the American Revolution, including writing the Articles of Confederation

Instruction 9780133306811Topic 4: Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederation")

Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederation")





Lesson 1, Text 2: The Articles of Confederation (screens 1, 2, and 3)



(iii) explain the issues surrounding important events of the American Revolution, including fighting the battle of Lexington


Topic 3: Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord")












(iv) explain the issues surrounding important events of the American Revolution, including fighting the battle of Concord











(v) explain the issues surrounding important events of the American Revolution, including fighting the battle of Saratoga

Instruction 9780133306811 Topic 3: Lesson 5, Teacher Support ("Digital Text 2: The Tide Turns for the Americans")

Lesson 5, Teacher Support ("Digital Text 2: The Tide Turns for the Americans")





Lesson 5, Text 2: The Tide Turns for the Americans (screens 2, 3, and 4)






(vi) explain the issues surrounding important events of the American Revolution, including fighting the battle of Yorktown







Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screens 2, 3, and 4)



(vii) explain the issues surrounding important events of the American Revolution, including enduring the winter at Valley Forge

Instruction 9780133306811 Topic 3: Lesson 5, Teacher Support ("Digital Text 3: Winter at Valley Forge")

Lesson 5, Teacher Support ("Digital Text 3: Winter at Valley Forge")








Lesson 5, Text 3: Winter at Valley Forge (all screens)



(viii) explain the issues surrounding important events of the American Revolution, including signing the Treaty of Paris of 1783







Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screen 5)



(i) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise Instruction 9780133306811

Topic 4: Lesson 2, Teacher Support ("Digital Text 3: The Great Compromise")

Lesson 2, Teacher Support ("Digital Text 3: The Great Compromise")





Lesson 2, Text 3: The Great Compromise (all screens)






(ii) analyze the issues of the Constitutional Convention of 1787, including the Three-Fifths Compromise


Topic 4: Lesson 2, Teacher Support ("Digital Text 4: The Three-Fifths Compromise")

Lesson 2, Teacher Support ("Digital Text 4: The Three-Fifths Compromise")





Lesson 2, Text 4: The Three-Fifths Compromise (screens 1 and 2)



(i) analyze the arguments for ratification


Topic 4: Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalists")

Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalists")





Lesson 4, Text 1: The Federalists and the Antifederalists (screens 1, 2, and 3)






(ii) analyze the arguments against ratification













(A) describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government

(i) describe major domestic problems faced by the leaders of the new republic


Topic 5: Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency", "Digital Text 2: Alexander Hamilton and the National Debt", "Digital Text 3: Creating a Stable Economy", and "Digital Text 4: Taxation Sparks The Whiskey Rebellion"); Lesson 5, Teacher Support ("Digital Text 3: Early Events in the War of 1812")

Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency", "Digital Text 2: Alexander Hamilton and the National Debt", "Digital Text 3: Creating a Stable Economy", and "Digital Text 4: Taxation Sparks The Whiskey Rebellion"); Lesson 5, Teacher Support ("Digital Text 3: Early Events in the War of 1812")


Topic 5 Review and Assessment (items 4, 8, 10, 12, 19, 26, 35, 36, 40, 41, and 47)





Topic 5: Lesson 1, Text 1 (screen 3); Lesson 1, Text 2 (screen 1); Lesson 1, Text 3 (screen 1); Lesson 1, Text 4 (screen 3); Lesson 5, Text 3 (all screens)

Lesson 1, Text 1: The First American Presidency (screen 3); Lesson 1, Text 2: Alexander Hamilton and the National Debt (screen 1); Lesson 1, Text 3: Creating a Stable Economy (screen 1); Lesson 1, Text 4: Taxation Sparks The Whiskey Rebellion (screen 3); Lesson 5, Text 3: Early Events in the War of 1812 (all screens)



(i) summarize arguments regarding protective tariffs


Topic 6: Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights")

Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights")








(ii) summarize arguments regarding taxation


Topic 5: Lesson 1, Teacher Support ("Digital Text 3: Creating a Stable Economy")

Lesson 1, Teacher Support ("Digital Text 3: Creating a Stable Economy")











(iii) summarize arguments regarding the banking system Instruction 9780133306811

Topic 6: Lesson 2, Teacher Support ("Digital Text 2: The Bank War")

Lesson 2, Teacher Support ("Digital Text 2: The Bank War")








(i) explain the origin of American political parties


Topic 5: Lesson 2, Teacher Support ("Digital Text 3: The Origin of American Political Parties")

Lesson 2, Teacher Support ("Digital Text 3: The Origin of American Political Parties")





Lesson 2, Text 3: The Origin of American Political Parties (all screens)






(ii) explain the development of American political parties


Topic 6: Lesson 1, Teacher Support ("Digital Text 3: The Presidency of John Quincy Adams")

Lesson 1, Teacher Support ("Digital Text 3: The Presidency of John Quincy Adams")








(i) explain the causes of the War of 1812


Topic 5: Lesson 5, Teacher Support ("Digital Text 2: The Causes of the War of 1812")

Lesson 5, Teacher Support ("Digital Text 2: The Causes of the War of 1812")





Lesson 5, Text 2: The Causes of the War of 1812 (all screens)



(ii) explain the important events of the War of 1812


Topic 5: Lesson 5, Teacher Support ("Digital Text 5: The War's Conclusion")

Lesson 5, Teacher Support ("Digital Text 5: The War's Conclusion")








Lesson 5, Text 5: The War's Conclusion (all screens)



(iii) explain the effects of the War of 1812


Topic 5: Lesson 5, Teacher Support ("Digital Text 6: The Effects of the War of 1812")

Lesson 5, Teacher Support ("Digital Text 6: The Effects of the War of 1812")





Lesson 5, Text 6: The Effects of the War of 1812 (screens 2 and 3)






(i) identify the foreign policies of presidents Washington through Monroe


p Lesson 1, Teacher Support ("Digital Text 5: Americans React to the French Revolution"); Lesson 3, Teacher Support ("Digital Text 1: Escalating Conflict With France"); Lesson 4, Teacher Support ("Digital Text 6: A Painful Embargo"); Lesson 5, Teacher Support ("Digital Text 2: The Causes of the War of 1812"); Lesson 6, Teacher Support

Lesson 1, Teacher Support ("Digital Text 5: Americans React to the French Revolution"); Lesson 3, Teacher Support ("Digital Text 1: Escalating Conflict With France"); Lesson 4, Teacher Support ("Digital Text 6: A Painful Embargo"); Lesson 5, Teacher Support ("Digital Text 2: The Causes of the War of 1812"); Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine")







Topic 5: Lesson 1, Text 5 (screens 4 and 5); Lesson 3, Text 1 (all screens); Lesson 4, Text 6 (screens 1 and 2); Lesson 1, Text 5 (screens 4 and 5); Lesson 5, Text 2 (screens 2 and 3); Lesson 6, Text 6 (screen 2)

Lesson 1, Text 5: Americans React to the French Revolution (screens 4 and 5); Lesson 3, Text 1: Escalating Conflict With France (all screens); Lesson 4, Text 6: A Painful Embargo (screens 1 and 2); Lesson 1, Text 5: Americans React to the French Revolution (screens 4 and 5); Lesson 5, Text 2: The Causes of the War of 1812 (screens 2 and 3); Lesson 6, Text 6: The Monroe Doctrine (screen 2)



(ii) explain the impact of Washington's Farewell Address


Topic 5: Lesson 1, Teacher Support ("Digital Text 6: Washington Defends Neutrality")

Lesson 1, Teacher Support ("Digital Text 6: Washington Defends Neutrality")





Lesson 1, Text 6: Washington Defends Neutrality (screen 2)






(iii) explain the impact of the Monroe Doctrine


Topic 5: Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine")

Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine")





Lesson 6, Text 6: The Monroe Doctrine (screens 2 and 3)


(F) explain the impact of the election of Andrew Jackson, including expanded suffrage

(i) explain the impact of the election of Andrew Jackson, including expanded suffrage Instruction 9780133306811







Lesson 1, Text 1: Democracy Expands (screens 2 and 3); Lesson 1, Text 4: Jacksonian Democracy (screens 4 and 5)






(i) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act


Topic 6: Lesson 3, Teacher Support ("Digital Text 2: Indian Removal")

Lesson 3, Teacher Support ("Digital Text 2: Indian Removal")








(ii) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including Worcester v. Georgia














(iii) analyze . . . the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Trail of Tears Instruction 9780133306811

Topic 6: Lesson 3, Teacher Support ("Digital Text 3: Southern Native Americans On the Trail of Tears")

Lesson 3, Teacher Support ("Digital Text 3: Southern Native Americans On the Trail of Tears")





Lesson 3, Text 3: Southern Native Americans On the Trail of Tears (screens 3 and 4)



(i) explain how the Northwest Ordinance established principles for orderly expansion of the United States


Topic 4: Lesson 1, Teacher Support ("Digital Text 4: An Orderly Expansion")

Lesson 1, Teacher Support ("Digital Text 4: An Orderly Expansion")








(ii) explain how the Northwest Ordinance established procedures for orderly expansion of the United States


Topic 4: Lesson 1, Teacher Support ("Digital Text 4: An Orderly Expansion")

Lesson 1, Teacher Support ("Digital Text 4: An Orderly Expansion")











(i) explain the political roots of Manifest Destiny











(ii) explain the economic roots of Manifest Destiny














(iii) explain the social roots of Manifest Destiny










(C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

(i) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation











(i) explain the causes of the U.S.-Mexican War


Topic 6: Lesson 7, Teacher Support ("Digital Text 3: The U.S.-Mexican War")

Lesson 7, Teacher Support ("Digital Text 3: The U.S.-Mexican War")








Lesson 7, Text 3: The U.S.-Mexican War (screen 1)



(ii) explain the effects of the U.S.-Mexican War











(iii) explain their impact on the United States













(E) identify areas that were acquired to form the United States, including the Louisiana Purchase

(i) identify areas that were acquired to form the United States, including the Louisiana Purchase Instruction 9780133306811

Topic 5: Lesson 4, Teacher Support ("Digital Text 3: The Louisiana Purchase")

Lesson 4, Teacher Support ("Digital Text 3: The Louisiana Purchase")





Lesson 4, Text 3: The Louisiana Purchase (screens 3 and 4)


Topic 6: Lesson 5, Teacher Support ("Digital Text 1: In Search of New Territory"); Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny")

Lesson 5, Teacher Support ("Digital Text 1: In Search of New Territory"); Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny")


(A) analyze the impact of tariff policies on sections of the United States before the Civil War

(i) analyze the impact of tariff policies on sections of the United States before the Civil War


Topic 5: Lesson 6, Teacher Support ("Digital Text 2: Creating a Stable Economy After the War")

Lesson 6, Teacher Support ("Digital Text 2: Creating a Stable Economy After the War")








Lesson 6, Text 2: Creating a Stable Economy After the War (screens 3 and 4)






(i) compare the effects of political factors on slaves and free blacks Instruction 9780133306811

Topic 6: Lesson 1, Teacher Support ("Digital Text 1: Democracy Expands")

Lesson 1, Teacher Support ("Digital Text 1: Democracy Expands")





Lesson 1, Text 1: Democracy Expands (screens 2 and 4)



(ii) compare the effects of economic factors on slaves and free blacks


Topic 7: Lesson 2, Teacher Support ("Digital Text 4: Southern African Americans")

Lesson 2, Teacher Support ("Digital Text 4: Southern African Americans")











(iii) compare the effects of social factors on slaves and free blacks


Topic 7: Lesson 2, Teacher Support ("Digital Text 4: Southern African Americans")

Lesson 2, Teacher Support ("Digital Text 4: Southern African Americans")







(C) analyze the impact of slavery on different sections of the United States

(i) analyze the impact of slavery on different sections of the United States


Topic 7: Lesson 4, Teacher Support ("Digital Text 1: Early Opposition to Slavery")

Lesson 4, Teacher Support ("Digital Text 1: Early Opposition to Slavery")





Lesson 4, Text 1: Early Opposition to Slavery (screens 2 and 3)






(i) identify the provisions of congressional conflicts and compromises prior to the Civil War


Topic 6: Lesson 1, Teacher Support ("Digital Text 2: The Election of 1824 Leads to a Bargain"); Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights")

Lesson 1, Teacher Support ("Digital Text 2: The Election of 1824 Leads to a Bargain"); Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights")





Lesson 1, Text 2: The Election of 1824 Leads to a Bargain (screen 3); Lesson 2, Text 1: A Conflict Over States' Rights (screens 3 and 4)


Topic 8: Lesson 1, Teacher Support ("Digital Text 1: Henry Clay's Missouri Compromise" and "Digital Text 5: Congress Reaches a Compromise")

Lesson 1, Teacher Support ("Digital Text 1: Henry Clay's Missouri Compromise" and "Digital Text 5: Congress Reaches a Compromise")






(ii) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams Instruction 9780133306811

Topic 6: Lesson 1, Teacher Support ("Digital Text 2: The Election of 1824 Leads to a Bargain")

Lesson 1, Teacher Support ("Digital Text 2: The Election of 1824 Leads to a Bargain")





Lesson 1, Text 2: The Election of 1824 Leads to a "Bargain" (screen 3)



(iii) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John C. Calhoun Instruction 9780133306811












Topic 8: Lesson 1, Teacher Support ("Digital Text 4: California Reignites the Slavery Debate")

Lesson 1, Teacher Support ("Digital Text 4: California Reignites the Slavery Debate")



(iv) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of Henry Clay Instruction 9780133306811







Lesson 2, Text 2: The Bank War (screens 2, 3, and 4)









(v) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of Daniel Webster Instruction 9780133306811













(i) explain the roles played by significant individuals during the Civil War, including Jefferson Davis


Topic 8: Lesson 3, Teacher Support ("Digital Text 6: The Leadership Roles of Lincoln and Davis")

Lesson 3, Teacher Support ("Digital Text 6: The Leadership Roles of Lincoln and Davis")








Lesson 3, Text 6: The Leadership Roles of Lincoln and Davis (screens 1 and 2)



(ii) explain the roles played by significant individuals during the Civil War, including Ulysses S. Grant

Instruction 9780133306811Topic 8: Lesson 6, Teacher Support ("Digital Text 4: Union Forces Move Southward")

Lesson 6, Teacher Support ("Digital Text 4: Union Forces Move Southward")





Lesson 6, Text 4: Union Forces Move Southward (screens 1 and 2)



(iii) explain the roles played by significant individuals during the Civil War, including Robert E. Lee


Topic 8: Lesson 4, Teacher Support ("Digital Text 3: Confederate Forces Win in the East")

Lesson 4, Teacher Support ("Digital Text 3: Confederate Forces Win in the East")








Lesson 4, Text 3: Confederate Forces Win in the East (screens 4, 6, and 7)



(iv) explain the roles played by significant individuals during the Civil War, including Abraham Lincoln


Topic 8: Lesson 3, Teacher Support ("Digital Text 6: The Leadership Roles of Lincoln and Davis")

Lesson 3, Teacher Support ("Digital Text 6: The Leadership Roles of Lincoln and Davis")





Lesson 3, Text 6: The Leadership Roles of Lincoln and Davis (screen 2)






(v) explain the roles played by significant individuals during the Civil War, including heroes


Topic 8: Lesson 5, Teacher Support ("Digital Text 2: African Americans Fight Heroically for the Union"); Lesson 6, Teacher Support ("Digital Text 6: The Confederacy Surrenders at Appomattox")

Lesson 5, Teacher Support ("Digital Text 2: African Americans Fight Heroically for the Union"); Lesson 6, Teacher Support ("Digital Text 6: The Confederacy Surrenders at Appomattox")





Lesson 5, Text 2: African Americans Fight Heroically for the Union (screen 3); Lesson 6, Text 6: The Confederacy Surrenders at Appomattox (screens 3 and 4)






(i) explain the causes of the Civil War, including sectionalism


Topic 8: Lesson 2, Teacher Support ("Digital Text 1: The Question of Slavery in Kansas and Nebraska"); Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War")

Lesson 2, Teacher Support ("Digital Text 1: The Question of Slavery in Kansas and Nebraska"); Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War")





Lesson 2, Text 1: The Question of Slavery in Kansas and Nebraska (screen 2); Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5)






(ii) explain the causes of the Civil War, including states' rights










(iii) explain the causes of the Civil War, including slavery













(iv) explain significant events of the Civil War, including the firing on Fort Sumter


Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out")

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out")











(v) explain significant events of the Civil War, including the battle of Antietam

Instruction 9780133306811Topic 8: Lesson 4, Teacher Support ("Digital Text 2: The Beginnings of a Long War")

Lesson 4, Teacher Support ("Digital Text 2: The Beginnings of a Long War")








(vi) explain significant events of the Civil War, including the battle of Gettysburg


Topic 8: Lesson 6, Teacher Support ("Digital Text 2: The Battle of Gettysburg")

Lesson 6, Teacher Support ("Digital Text 2: The Battle of Gettysburg")








Lesson 6, Text 2: The Battle of Gettysburg (all screens)



(vii) explain significant events of the Civil War, including the battle of Vicksburg


Topic 8: Lesson 6, Teacher Support ("Digital Text 1: The Siege of Vicksburg")

Lesson 6, Teacher Support ("Digital Text 1: The Siege of Vicksburg")











(viii) explain significant events of the Civil War, including the announcement of the Emancipation Proclamation

Instruction 9780133306811 Topic 8: Lesson 5, Teacher Support ("Digital Text 1: The Emancipation Proclamation")

Lesson 5, Teacher Support ("Digital Text 1: The Emancipation Proclamation")





Lesson 5, Text 1: The Emancipation Proclamation (all screens)



(ix) explain significant events of the Civil War, including Lee's surrender at Appomattox Court House

Instruction 9780133306811Topic 8: Lesson 6, Teacher Support ("Digital Text 6: The Confederacy Surrenders at Appomattox")

Lesson 6, Teacher Support ("Digital Text 6: The Confederacy Surrenders at Appomattox")








Lesson 6, Text 6: The Confederacy Surrenders at Appomattox (screens 1 and 2)



(x) explain significant events of the Civil War, including the assassination of Abraham Lincoln

Instruction 9780133306811 Topic 9: Lesson 1, Teacher Support ("Digital Text 3: The Assassination of Abraham Lincoln")

Lesson 1, Teacher Support ("Digital Text 3: The Assassination of Abraham Lincoln")





Lesson 1, Text 3: The Assassination of Abraham Lincoln (all screens)






(i) analyze Abraham Lincoln's ideas about liberty as contained in his first and second inaugural addresses and the Gettysburg Address


Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 3: The Gettysburg Address" and "Digital Text 5: Contrasting Ideas of Liberty and Union")

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 3: The Gettysburg Address" and "Digital Text 5: Contrasting Ideas of Liberty and Union")











(ii) analyze Abraham Lincoln's ideas about equality as contained in his first and second inaugural addresses and the Gettysburg Address














(iii) analyze Abraham Lincoln's ideas about union as contained in his first and second inaugural addresses and the Gettysburg Address







Topic 8: Lesson 3, Text 3 (screens 2, 3, and 4); Lesson 6, Text 3 (screen 1); Lesson 6, Text 5 (screens 3 and 5)

Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4); Lesson 6, Text 3: The Gettysburg Address (screen 1); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 3 and 5)






(iv) analyze Abraham Lincoln's ideas about government as contained in his first and second inaugural addresses and the Gettysburg Address


Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union")

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union")





Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 1 and 2)



(v) contrast them with the ideas contained in Jefferson Davis's inaugural address


Topic 8: Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union"); Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out")

Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union"); Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out")







Topic 8: Lesson 6, Text 5 (screens 1 and 2); Lesson 3, Text 3 (screens 2, 3, and 4)

Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 1 and 2); Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4)



(i) evaluate legislative reform programs of the Radical Reconstruction Congress


Topic 9: Lesson 2, Teacher Support ("Digital Text 2: Reforms of the Radical Reconstruction Congress")

Lesson 2, Teacher Support ("Digital Text 2: Reforms of the Radical Reconstruction Congress")








(ii) evaluate legislative reform programs of the reconstructed state governments


Topic 9: Lesson 3, Teacher Support ("Digital Text 3: Political Problems and Legislative Reform")

Lesson 3, Teacher Support ("Digital Text 3: Political Problems and Legislative Reform")










(B) evaluate the impact of the election of Hiram Rhodes Revels

(i) evaluate the impact of the election of Hiram Rhodes Revels


Topic 9: Lesson 3, Teacher Support ("Digital Text 1: New Political Groups in the South")

Lesson 3, Teacher Support ("Digital Text 1: New Political Groups in the South")





Lesson 3, Text 1: New Political Groups in the South (screens 4 and 5)



(i) explain the economic problems during Reconstruction


Topic 9: Lesson 3, Teacher Support ("Digital Text 4: Economic Problems During Reconstruction")

Lesson 3, Teacher Support ("Digital Text 4: Economic Problems During Reconstruction")





Lesson 3, Text 4: Economic Problems During Reconstruction (screens 2 and 3)






(ii) explain the political problems during Reconstruction


Topic 9: Lesson 3, Teacher Support ("Digital Text 3: Political Problems and Legislative Reform")

Lesson 3, Teacher Support ("Digital Text 3: Political Problems and Legislative Reform")


Topic 9 Review and Assessment (items 1, 2, 10, 14, 15, 16, 21, 25, 26, and 28)






(iii) explain the social problems during Reconstruction


Topic 9: Lesson 3, Teacher Support ("Digital Text 2: Conservatives Resist Reform")

Lesson 3, Teacher Support ("Digital Text 2: Conservatives Resist Reform")





Lesson 3, Text 2: Conservatives Resist Reform (screens 1, 2, and 3)






(iv) evaluate their impact on different groups


Topic 9: Lesson 3, Teacher Support ("Digital Text 2: Conservatives Resist Reform," "Digital Text 3: Political Problems and Legislative Reform," and "Digital Text 4: Economic Problems During Reconstruction")

Lesson 3, Teacher Support ("Digital Text 2: Conservatives Resist Reform," "Digital Text 3: Political Problems and Legislative Reform," and "Digital Text 4: Economic Problems During Reconstruction")


Topic 9 Review and Assessment (items 6, 9, 10, 13, 14, 15, 16, 20, 24, 27, 28, and 29)


Topic 9: Lesson 3, Text 2 (screens 1, 2, and 3); Lesson 3, Text 3 (screens 2 and 3); Lesson 3, Text 4 (screens 2 and 3)

Lesson 3, Text 2: Conservatives Resist Reform (screens 1, 2, and 3); Lesson 3, Text 3: Political Problems and Legislative Reform (screens 2 and 3); Lesson 3, Text 4: Economic Problems During Reconstruction (screens 2 and 3)





(D) identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act

(i) identify the effects of legislative acts


Topic 9: Lesson 5, Teacher Support ("Digital Text 4: Effects of the Homestead Act" and "Digital Text 5: Effects of the Morrill Acts"); Lesson 6, Teacher Support ("Digital Text 7: Calls to Reform Native American Policies")

Lesson 5, Teacher Support ("Digital Text 4: Effects of the Homestead Act" and "Digital Text 5: Effects of the Morrill Acts"); Lesson 6, Teacher Support ("Digital Text 7: Calls to Reform Native American Policies")





Lesson 5, Text 4: Effects of the Homestead Act (screens 1 and 2); Lesson 5, Text 5: Effects of the Morrill Acts (all screens); Lesson 6, Text 7: Calls to Reform Native American Policies (screens 2 and 3)






(i) locate places of importance in the United States during the 17th century Instruction 9780133306811










(ii) locate places of importance in the United States during the 18th century Instruction 9780133306811







Lesson 3, Text 3: The Battles of Lexington and Concord (screens 1 and 3)



(iii) locate places of importance in the United States during the 19th century Instruction 9780133306811

Topic 6: Lesson 4, Teacher Support ("Digital Text 1: Heading into the West")

Lesson 4, Teacher Support ("Digital Text 1: Heading into the West")








Lesson 4, Text 1: Heading into the West (all screens)



(iv) locate regions of importance in the United States during the 17th century Instruction 9780133306811










(v) locate regions of importance in the United States during the 18th century


Topic 3: Lesson 5, Teacher Support ("Digital Text 6: Native Americans and the Spanish Choose Sides")

Lesson 5, Teacher Support ("Digital Text 6: Native Americans and the Spanish Choose Sides")







Topic 3: Lesson 5, Text 8 (screens 2, 3, and 4); Lesson 5, Text 6 (screen 3)

Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screens 2, 3, and 4); Lesson 5, Text 6: Native Americans and the Spanish Choose Sides (screen 3)



(vi) locate regions of importance in the United States during the 19th century Instruction 9780133306811










(i) compare places and regions of the United States in terms of physical characteristics Instruction 9780133306811

Topic 6: Lesson 7, Teacher Support ("Digital Text 1: New Mexico Territory and California")

Lesson 7, Teacher Support ("Digital Text 1: New Mexico Territory and California")











(ii) compare places and regions of the United States in terms of human characteristics Instruction 9780133306811

Topic 6: Lesson 7, Teacher Support ("Digital Text 4: Settling the Mexican Cession")

Lesson 7, Teacher Support ("Digital Text 4: Settling the Mexican Cession")





Lesson 7, Text 4: Settling the Mexican Cession (all screens)


Topic 7: Lesson 2, Teacher Support ("Digital Text 3: Southern Whites")

Lesson 2, Teacher Support ("Digital Text 3: Southern Whites")



(i) analyze the effects of physical geographic factors on major historical events in the United States Instruction 9780133306811

Topic 8: Lesson 6, Teacher Support ("Digital Text 1: The Siege of Vicksburg")

Lesson 6, Teacher Support ("Digital Text 1: The Siege of Vicksburg")











(ii) analyze the effects of physical geographic factors on major contemporary events in the United States Instruction 9780133306811

Topic 6: Lesson 6, Teacher Support ("Digital Text 1: Americans Colonize Mexican Texas")

Lesson 6, Teacher Support ("Digital Text 1: Americans Colonize Mexican Texas")





Lesson 6, Text 1: Americans Colonize Mexican Texas (screen 2)



(iii) analyze the effects of human geographic factors on major historical events in the United States Instruction 9780133306811

Topic 6: Lesson 7, Teacher Support ("Digital Text 4: Settling the Mexican Cession")

Lesson 7, Teacher Support ("Digital Text 4: Settling the Mexican Cession")





Lesson 7, Text 4: Settling the Mexican Cession (screens 2 and 3)



(iv) analyze the effects of human geographic factors on major contemporary events in the United States Instruction 9780133306811













(i) analyze how physical characteristics of the environment influenced population distribution during the 17th century


Topic 1: Lesson 1, The Early Americas Teacher Support ("Digital Text 7: Culture and the Physical Characteristics of North America")

Lesson 1, The Early Americas Teacher Support ("Digital Text 7: Culture and the Physical Characteristics of North America")







Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently")

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently")






(ii) analyze how physical characteristics of the environment influenced settlement patterns during the 17th century


Topic 1: Lesson 1, The Early Americas Teacher Support ("Digital Text 7: Culture and the Physical Characteristics of North America")

Lesson 1, The Early Americas Teacher Support ("Digital Text 7: Culture and the Physical Characteristics of North America")











(iii) analyze how physical characteristics of the environment influenced economic activities during the 17th century Instruction 9780133306811

Topic 2: Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England")

Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England")











(iv) analyze how physical characteristics of the environment influenced population distribution during the 18th century Instruction 9780133306811










(v) analyze how physical characteristics of the environment influenced settlement patterns during the 18th century Instruction 9780133306811













(vi) analyze how physical characteristics of the environment influenced economic activities during the 18th century Instruction 9780133306811










(vii) analyze how physical characteristics of the environment influenced population distribution during the 19th century Instruction 9780133306811

Topic 6: Lesson 7, Teacher Support ("Digital Text 1: New Mexico Territory and California")

Lesson 7, Teacher Support ("Digital Text 1: New Mexico Territory and California")











(viii) analyze how physical characteristics of the environment influenced settlement patterns during the 19th century Instruction 9780133306811










(ix) analyze how physical characteristics of the environment influenced economic activities during the 19th century Instruction 9780133306811

Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America")

Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America")











(i) describe the positive consequences of human modification of the physical environment of the United States


Topic 6: Lesson 4, Teacher Support ("Digital Text 4: Canals Connect the Country")

Lesson 4, Teacher Support ("Digital Text 4: Canals Connect the Country")








(ii) describe the negative consequences of human modification of the physical environment of the United States


Topic 7: Lesson 1, Teacher Support ("Digital Text 4: Cities Expand")

Lesson 1, Teacher Support ("Digital Text 4: Cities Expand")





Lesson 1, Text 4: Cities Expand (screens 2 and 3)



(i) describe how different immigrant groups interacted with the environment in the United States during the 17th century Instruction 9780133306811

Topic 2: Lesson 2, Teacher Support ("Digital Text 4: Roanoke and Jamestown")

Lesson 2, Teacher Support ("Digital Text 4: Roanoke and Jamestown")











(ii) describe how different immigrant groups interacted with the environment in the United States during the 18th century

Instruction 9780133306811 Topic 2: Lesson 5, Teacher Support (all screens)

Lesson 5, Teacher Support (all screens)








(iii) describe how different immigrant groups interacted with the environment in the United States during the 19th century













(A) identify economic differences among different regions of the United States

(i) identify economic differences among different regions of the United States Instruction 9780133306811

Topic 7: Lesson 2, Teacher Support ("Digital Text 2: Reliance on Agriculture")

Lesson 2, Teacher Support ("Digital Text 2: Reliance on Agriculture")








(i) explain reasons for the development of the plantation system











(ii) explain reasons for the transatlantic slave trade


Topic 2: Lesson 1, Teacher Support ("Digital Text 5: The Transatlantic Slave Trade")

Lesson 1, Teacher Support ("Digital Text 5: The Transatlantic Slave Trade")








Lesson 1, Text 5: The Transatlantic Slave Trade (all screens)



(iii) explain reasons for the spread of slavery











(i) explain the reasons for the increase in factories














(ii) explain the reasons for the increase in urbanization











(i) analyze the causes of economic differences among different regions of the United States at selected times in U.S. history

















(ii) analyze the effects of economic differences among different regions of the United States at selected times in U.S. history













Topic 8: Lesson 3, Teacher Support ("Digital Text 5: Strengths and Weaknesses of the North and South")

Lesson 3, Teacher Support ("Digital Text 5: Strengths and Weaknesses of the North and South")


(A) analyze the War of 1812 as a cause of economic changes in the nation

(i) analyze the War of 1812 as a cause of economic changes in the nation














(i) identify the economic factors that brought about rapid industrialization


Topic 7: Lesson 1, Teacher Support ("Digital Text 1: The Industrial Revolution Begins")

Lesson 1, Teacher Support ("Digital Text 1: The Industrial Revolution Begins")





Lesson 1, Text 1: The Industrial Revolution Begins (screens 3 and 4)



(ii) identify the economic factors that brought about rapid urbanization Instruction 9780133306811













(i) explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion


Topic 5: Lesson 4, Teacher Support ("Digital Text 1: Jefferson's Leadership Redefines Government")

Lesson 4, Teacher Support ("Digital Text 1: Jefferson's Leadership Redefines Government")





Lesson 4, Text 1: Jefferson's Leadership Redefines Government (screens 2 and 3)



(ii) explain why a free enterprise system of economics developed in the new nation, including taxation


Topic 5: Lesson 1, Teacher Support ("Digital Text 3: Creating a Stable Economy")

Lesson 1, Teacher Support ("Digital Text 3: Creating a Stable Economy")











(iii) explain why a free enterprise system of economics developed in the new nation, including property rights Instruction 9780133306811







Lesson 3, Text 3: America Draws on Its Own Traditions (screens 3 and 4)



(i) describe the characteristics of the U.S. free enterprise system during the 18th century Instruction 9780133306811

Topic 2: Lesson 4, Teacher Support ("Digital Text 2: New Jersey Forms Out of New York")

Lesson 4, Teacher Support ("Digital Text 2: New Jersey Forms Out of New York")








(ii) describe the characteristics of the U.S. free enterprise system during the 19th century Instruction 9780133306811













(iii) describe the benefits of the U.S. free enterprise system during the 18th century Instruction 9780133306811

Topic 2: Lesson 4, Teacher Support ("Digital Text 2: New Jersey Forms Out of New York")

Lesson 4, Teacher Support ("Digital Text 2: New Jersey Forms Out of New York")








(iv) describe the benefits of the U.S. free enterprise system during the 19th century Instruction 9780133306811













(i) identify the influence of ideas from historic documents, including the Magna Carta, on the U.S. system of government Instruction 9780133306811 Topic 4:

Lesson 3, Teacher Support ("Digital Text 2: English Influences")

Lesson 3, Teacher Support ("Digital Text 2: English Influences")





Lesson 3, Text 2: English Influences (screens 1 and 2)



(ii) identify the influence of ideas from historic documents, including the English Bill of Rights, on the U.S. system of government Instruction 9780133306811

Topic 2: Lesson 7, Teacher Support ("Digital Text 3: Foundations of Representative Government")

Lesson 7, Teacher Support ("Digital Text 3: Foundations of Representative Government")





Lesson 7, Text 3: Foundations of Representative Government (screen 4)






(iii) identify the influence of ideas from historic documents, including the Mayflower Compact, on the U.S. system of government Instruction 9780133306811







Lesson 3, Text 3: America Draws on Its Own Traditions (all screens)



(iv) identify the influence of ideas from historic documents, including the Federalist Papers, on the U.S. system of government Instruction 9780133306811













(v) identify the influence of ideas from historic documents, including selected Anti-Federalist writings, on the U.S. system of government Instruction 9780133306811 Topic 4:

Lesson 4, Teacher Support ("Digital Text 2: A Bill of Rights")









(i) summarize the strengths of the Articles of Confederation


Topic 4: Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederation")






Lesson 1, Text 2: The Articles of Confederation (screens 2 and 3)






(ii) summarize the weaknesses of the Articles of Confederation


Topic 4: Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederation")






Lesson 1, Text 2: The Articles of Confederation (screen 3); Lesson 1, Text 3: Weaknesses of the Confederation (all screens)



(i) identify colonial grievances listed in the Declaration of Independence Instruction 9780133306811

Topic 3: Lesson 4, Teacher Support ("Digital Text 3: The Declaration of Independence")

Lesson 4, Teacher Support ("Digital Text 3: The Declaration of Independence")





Lesson 4, Text 3: The Declaration of Independence (screens 2 and 3)






(ii) explain how those grievances were addressed in the U.S. Constitution











(iii) explain how those grievances were addressed in the Bill of Rights


Topic 4: Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process")

Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process")











(i) analyze how the U.S. Constitution reflects the principle of limited government


Topic 4: Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles")

Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles")








(ii) analyze how the U.S. Constitution reflects the principle of republicanism














(iii) analyze how the U.S. Constitution reflects the principle of checks and balances











(iv) analyze how the U.S. Constitution reflects the principles of federalism














(v) analyze how the U.S. Constitution reflects the principle of separation of powers











(vi) analyze how the U.S. Constitution reflects the principle of popular sovereignty














(vii) analyze how the U.S. Constitution reflects the principle of individual rights











(i) summarize the purposes for amending the U.S. Constitution


Topic 4: Lesson 6, Teacher Support ("Digital Text 1: Constitutional Amendment")

Lesson 6, Teacher Support ("Digital Text 1: Constitutional Amendment")











(ii) summarize the process of amending the U.S. Constitution


Topic 4: Lesson 6, Teacher Support ("Digital Text 1: Constitutional Amendment")

Lesson 6, Teacher Support ("Digital Text 1: Constitutional Amendment")





Lesson 6, Text 1: Constitutional Amendment (all screens)



(i) describe the impact of 19th-century amendments, including the 13th amendment, on life in the United States Instruction 9780133306811

Topic 9: Lesson 1, Teacher Support ("Digital Text 4: President Johnson's Reconstruction Plan")

Lesson 1, Teacher Support ("Digital Text 4: President Johnson's Reconstruction Plan")





Lesson 1, Text 4: President Johnson's Reconstruction Plan (screens 1 and 2)






(ii) describe the impact of 19th-century amendments, including the 14th amendment, on life in the United States Instruction 9780133306811

Topic 9: Lesson 2, Teacher Support ("Digital Text 2: Reforms of the Radical Reconstruction Congress")

Lesson 2, Teacher Support ("Digital Text 2: Reforms of the Radical Reconstruction Congress")








(iii) describe the impact of 19th-century amendments, including the 15th amendment, on life in the United States Instruction 9780133306811

Topic 9: Lesson 2, Teacher Support ("Digital Text 4: Political Problems and a New President")

Lesson 2, Teacher Support ("Digital Text 4: Political Problems and a New President")





Lesson 2, Text 4: Political Problems and a New President (screens 3 and 4)






(i) analyze the arguments of the Federalists, including those of Alexander Hamilton Instruction 9780133306811










(ii) analyze the arguments of the Federalists, including those of James Madison











(iii) analyze the arguments of the Anti-Federalists, including those of Patrick Henry Instruction 9780133306811













(iv) analyze the arguments of the Anti-Federalists, including those of George Mason Instruction 9780133306811

Topic 4: Lesson 4, Teacher Support ("Digital Text 2: A Bill of Rights")









(i) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis







Topic 6: Lesson 2, Text 1 (screens 3, 4, 5, and 6)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 3, 4, 5, and 6)






(ii) explain constitutional issues arising over the issue of states' rights, including the Civil War Instruction 9780133306811

Topic 8: Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War")









(i) identify the origin of judicial review


Topic 4: Lesson 5, Teacher Support ("Digital Text 5: The Judicial Branch: The Courts")

Lesson 5, Teacher Support ("Digital Text 5: The Judicial Branch: The Courts")





Lesson 5, Text 5: The Judicial Branch—The Supreme Court (screen 3)



(ii) analyze examples of congressional responses


Topic 5: Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases")

Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases")











(iii) analyze examples of presidential responses








Lesson 4, Text 2: Landmark Supreme Court Cases (screens 3 and 4)






(i) summarize the issues of landmark Supreme Court cases, including Marbury v. Madison Instruction 9780133306811













(ii) summarize the decisions of landmark Supreme Court cases, including Marbury v. Madison Instruction 9780133306811










(iii) summarize the significance of landmark Supreme Court cases, including Marbury v. Madison Instruction 9780133306811













(iv) summarize the issues of landmark Supreme Court cases, including McCulloch v. Maryland


Topic 5: Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power")

Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power")








(v) summarize the decisions of landmark Supreme Court cases, including McCulloch v. Maryland Instruction 9780133306811













(vi) summarize the significance of landmark Supreme Court cases, including McCulloch v. Maryland Instruction 9780133306811










(vii) summarize the issues of landmark Supreme Court cases, including Gibbons v. Ogden














(viii) summarize the decisions of landmark Supreme Court cases, including Gibbons v. Ogden











(ix) summarize the significance of landmark Supreme Court cases, including Gibbons v. Ogden













(C) evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States

(i) evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States Instruction 9780133306811

Topic 8: Lesson 2, Teacher Support ("Digital Text 4: The Impact of the Dred Scott Case")

Lesson 2, Teacher Support ("Digital Text 4: The Impact of the Dred Scott Case")





Lesson 2, Text 4: The Impact of the Dred Scott Case (screens 2 and 3)



(i) define unalienable rights














(ii) give examples of unalienable rights










(B) summarize rights guaranteed in the Bill of Rights

(i) summarize rights guaranteed in the Bill of Rights Instruction 9780133306811

Topic 4: Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights")

Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights")





Lesson 6, Text 2: The Bill of Rights (all screens)



(i) explain the importance of personal responsibilities, including accepting responsibility for one's behavior


Topic 4: Lesson 7, Teacher Support ("Digital Text 2: The Importance of Civic Virtue")

Lesson 7, Teacher Support ("Digital Text 2: The Importance of Civic Virtue")











(ii) explain the importance of personal responsibilities, including supporting one's family Instruction 9780133306811










(i) identify examples of responsible citizenship, including obeying rules and laws Instruction 9780133306811

Topic 4: Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship")

Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship")











(ii) identify examples of responsible citizenship, including staying informed on public issues Instruction 9780133306811










(iii) identify examples of responsible citizenship, including voting Instruction 9780133306811










(iv) identify examples of responsible citizenship, including serving on juries Instruction 9780133306811













(i) summarize the criteria for becoming a naturalized citizen of the United States Instruction 9780133306811

Topic 4: Lesson 7, Government Core Concepts Teacher Support (all screens)

Lesson 7, Government Core Concepts Teacher Support (all screens)








(ii) explain the process for becoming a naturalized citizen of the United States Instruction 9780133306811

Topic 4: Lesson 7, Government Core Concepts Teacher Support (all screens)

Lesson 7, Government Core Concepts Teacher Support (all screens)











(i) explain how the rights of U.S. citizens reflect our national identity Instruction 9780133306811

Topic 4: Lesson 7, Teacher Support ("Digital Text 1: American Citizenship")

Lesson 7, Teacher Support ("Digital Text 1: American Citizenship")








(ii) explain how the responsibilities of U.S. citizens reflect our national identity Instruction 9780133306811

Topic 4: Lesson 7, Teacher Support ("Digital Text 1: American Citizenship")

Lesson 7, Teacher Support ("Digital Text 1: American Citizenship")










(A) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America

(i) explain the role of significant individuals in the development of self-government in colonial America


Topic 2: Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 7, Teacher Support (all screens)

Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 7, Teacher Support (all screens)





Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 1); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 2); Lesson 7, Text 3: Foundations of Representative Government (screen 3)








(B) evaluate the contributions of the Founding Fathers as models of civic virtue

(i) evaluate the contributions of the Founding Fathers as models of civic virtue Instruction 9780133306811










(i) analyze reasons for selected examples of civil disobedience in U.S. history


Topic 3: Lesson 3, Teacher Support ("Digital Text 1: The Boston Tea Party")

Lesson 3, Teacher Support ("Digital Text 1: The Boston Tea Party")










Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 6, Teacher Support ("Digital Text 3: The Development of Transcendentalism")

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 6, Teacher Support ("Digital Text 3: The Development of Transcendentalism")



(ii) analyze the impact of selected examples of civil disobedience in U.S. history


Topic 3: Lesson 3, Teacher Support ("Digital Text 1: The Boston Tea Party")

Lesson 3, Teacher Support ("Digital Text 1: The Boston Tea Party")










Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 6, Teacher Support ("Digital Text 3: The Development of Transcendentalism")

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 6, Teacher Support ("Digital Text 3: The Development of Transcendentalism")



(i) identify different points of view of political parties on important historical issues Instruction 9780133306811

Topic 5: Lesson 4, Teacher Support ("Digital Text 6: A Painful Embargo")

Lesson 4, Teacher Support ("Digital Text 6: A Painful Embargo")





Lesson 4, Text 6: A Painful Embargo (all screens)


Topic 6: Lesson 1, Teacher Support ("Digital Text 3: The Presidency of John Quincy Adams")

Lesson 1, Teacher Support ("Digital Text 3: The Presidency of John Quincy Adams")






(ii) identify different points of view of political parties on important contemporary issues Instruction 9780133306811

Topic 4: Lesson 5, Teacher Support ("Digital Text 3: The Legislative Branch: Congress")

Lesson 5, Teacher Support ("Digital Text 3: The Legislative Branch: Congress")





Lesson 5, Text 3: The Legislative Branch—Congress (screen 4)



(iii) identify different points of view of interest groups on important historical issues


Topic 7: Lesson 4, Teacher Support ("Digital Text 3: Abolitionism Faces Opposition")

Lesson 4, Teacher Support ("Digital Text 3: Abolitionism Faces Opposition")





Lesson 4, Text 3: Abolitionism Faces Opposition (all screens)



(iv) identify different points of view of interest groups on important contemporary issues Instruction 9780133306811

Topic 7: Lesson 5, Teacher Support ("Digital Text 3: Women Gain New Opportunities")

Lesson 5, Teacher Support ("Digital Text 3: Women Gain New Opportunities")











(i) describe the importance of free speech in a constitutional republic Instruction 9780133306811










(ii) describe the importance of free press in a constitutional republic Instruction 9780133306811












(C) summarize a historical event in which compromise resulted in a peaceful resolution

(i) summarize a historical event in which compromise resulted in a peaceful resolution Instruction 9780133306811

Topic 8: Lesson 1, Teacher Support ("Digital Text 5: Congress Reaches a Compromise")

Lesson 1, Teacher Support ("Digital Text 5: Congress Reaches a Compromise")





Lesson 1, Text 5: Congress Reaches a Compromise (screen 4)



(i) analyze the leadership qualities of elected leaders of the United States


Topic 5: Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency"); Lesson 3, Teacher Support ("Digital Text 1: Escalating Conflict With France")

Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency"); Lesson 3, Teacher Support ("Digital Text 1: Escalating Conflict With France")





Lesson 1, Text 1: The First American Presidency (all screens); Lesson 3, Text 1: Escalating Conflict With France (screen 3)





Topic 8: Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union")

Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union")



(ii) analyze the leadership qualities of appointed leaders of the United States


Topic 5: Lesson 1, Teacher Support ("Digital Text 2: Alexander Hamilton and the National Debt"); Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases")

Lesson 1, Teacher Support ("Digital Text 2: Alexander Hamilton and the National Debt"); Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases")





Lesson 1, Text 2: Alexander Hamilton and the National Debt (screen 2); Lesson 4, Text 2: Landmark Supreme Court Cases (screen 2)






(i) describe the contributions of significant political leaders of the United States


Topic 5: Lesson 1, Teacher Support ("Digital Text 2: Alexander Hamilton and the National Debt"); Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine")

Lesson 1, Teacher Support ("Digital Text 2: Alexander Hamilton and the National Debt"); Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine")





Lesson 1, Text 2: Alexander Hamilton and the National Debt (all screens); Lesson 6, Text 6: The Monroe Doctrine (screens 2 and 3)






(ii) describe the contributions of significant social leaders of the United States


Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 5, Teacher Support ("Digital Text 1: Early Calls for Women's Rights" and "Digital Text 2: A Women's Movement Organizes")

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 5, Teacher Support ("Digital Text 1: Early Calls for Women's Rights" and "Digital Text 2: A Women's Movement Organizes")




Topic 7: Lesson 4, Text 2 (all screens); Lesson 5, Text 1 (all screens); Lesson 5, Text 2 (screens 2 and 3)

Lesson 4, Text 2: Abolitionism Gains Momentum (all screens); Lesson 5, Text 1: Early Calls for Women's Rights (all screens); Lesson 5, Text 2: A Women's Movement Organizes (screens 2 and 3)






(iii) describe the contributions of significant military leaders of the United States


Topic 3: Lesson 5, Teacher Support ("Digital Text 7: Fighting for Independence in the Southern Colonies and at Sea")

Lesson 5, Teacher Support ("Digital Text 7: Fighting for Independence in the Southern Colonies and at Sea")





Lesson 5, Text 7: Fighting for Independence in the Southern Colonies and at Sea (screen 1)


Topic 5: Lesson 1, Teacher Support ("Digital Text 4: Taxation Sparks The Whiskey Rebellion")

Lesson 1, Teacher Support ("Digital Text 4: Taxation Sparks The Whiskey Rebellion")


Topic 8: Lesson 4, Teacher Support ("Digital Text 2: The Beginnings of a Long War")

Lesson 4, Teacher Support ("Digital Text 2: The Beginnings of a Long War")



(i) identify selected racial groups that settled in the United States Instruction 9780133306811

Topic 2: Lesson 5, Teacher Support ("Digital Text 4: The Slave Trade Expands")

Lesson 5, Teacher Support ("Digital Text 4: The Slave Trade Expands")








Lesson 5, Text 4: The Slave Trade Expands (all screens)



(ii) identify selected ethnic groups that settled in the United States


Topic 2: Lesson 2, Teacher Support ("Digital Text 6: The Jamestown Colony Grows"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony")

Lesson 2, Teacher Support ("Digital Text 6: The Jamestown Colony Grows"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony")





Lesson 2, Text 6: The Jamestown Colony Grows (screen 2); Lesson 4, Text 3: Pennsylvania Becomes a Colony (all screens)


Topic 7: Lesson 1, Teacher Support ("Digital Text 8: Ethnic Minorities in the North")

Lesson 1, Teacher Support ("Digital Text 8: Ethnic Minorities in the North")






(iii) identify selected religious groups that settled in the United States


Topic 2: Lesson 3, Teacher Support ("Digital Text 4: Forming Massachusetts Bay Colony")

Lesson 3, Teacher Support ("Digital Text 4: Forming Massachusetts Bay Colony")





Lesson 3, Text 4: Forming Massachusetts Bay Colony (screen 1); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 2)



(iv) explain their reasons for immigration


Topic 2: Lesson 3, Teacher Support ("Digital Text 4: Forming Massachusetts Bay Colony"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 5, Teacher Support ("Digital Text 4: The Slave Trade Expands")

Lesson 3, Teacher Support ("Digital Text 4: Forming Massachusetts Bay Colony"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 5, Teacher Support ("Digital Text 4: The Slave Trade Expands")







Topic 2: Lesson 3, Text 4 (all screens); Lesson 4, Text 3 (screen 4); Lesson 5, Text 4 (all screens)

Lesson 3, Text 4: Forming Massachusetts Bay Colony (all screens); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 4); Lesson 5, Text 4: The Slave Trade Expands (all screens)






(i) explain the relationship between urbanization and conflicts resulting from differences in religion Instruction 9780133306811







Lesson 1, Text 8: Ethnic Minorities in the North (screen 5)






(ii) explain the relationship between urbanization and conflicts resulting from differences in social class Instruction 9780133306811

Topic 7: Lesson 1, Teacher Support ("Digital Text 7: Workers Respond to Challenges")

Lesson 1, Teacher Support ("Digital Text 7: Workers Respond to Challenges")








(iii) explain the relationship between urbanization and conflicts resulting from differences in political beliefs Instruction 9780133306811

Topic 8: Lesson 5, Teacher Support ("Digital Text 4: Political Challenges in the North and South")

Lesson 5, Teacher Support ("Digital Text 4: Political Challenges in the North and South")





Lesson 5, Text 4: Political Challenges in the North and South (screens 2 and 3)



(i) identify ways conflicts between people from various racial groups were resolved Instruction 9780133306811










Lesson 3, Text 1: Native Americans and the Frontier (screen 1); Lesson 3, Text 2: Indian Removal (all screens)



(ii) identify ways conflicts between people from various ethnic groups were resolved Instruction 9780133306811







Lesson 1, Text 8: Ethnic Minorities in the North (all screens)



(iii) identify ways conflicts between people from various religious groups were resolved Instruction 9780133306811













(i) analyze the contributions of people of various racial groups to our national identity Instruction 9780133306811

Topic 3: Lesson 5, Teacher Support ("Digital Text 9: Explaining the American Victory")

Lesson 5, Teacher Support ("Digital Text 9: Explaining the American Victory")





Lesson 5, Text 9: Explaining the American Victory (screen 2)



(ii) analyze the contributions of people of various ethnic groups to our national identity Instruction 9780133306811

Topic 2: Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony")

Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony")





Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 4)



(iii) analyze the contributions of people of various religious groups to our national identity Instruction 9780133306811
















(i) identify the political contributions of women to American society


Topic 7: Lesson 5, Teacher Support ("Digital Text 2: A Women's Movement Organizes")

Lesson 5, Teacher Support ("Digital Text 2: A Women's Movement Organizes")





Lesson 5, Text 2: A Women's Movement Organizes (all screens)



(ii) identify the social contributions of women to American society


Topic 7: Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements")

Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements")











(iii) identify the economic contributions of women to American society


Topic 7: Lesson 1, Teacher Support ("Digital Text 3: Daily Life in Factory Towns")

Lesson 1, Teacher Support ("Digital Text 3: Daily Life in Factory Towns")





Lesson 1, Text 3: Daily Life in Factory Towns (screen 2)


(A) describe the historical development of the abolitionist movement

(i) describe the historical development of the abolitionist movement


Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum")

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum")





Lesson 4, Text 2: Abolitionism Gains Momentum (all screens)






(i) evaluate the impact of reform movements, including educational reform


Topic 7: Lesson 3, Teacher Support ("Digital Text 3: The Impact of Educational Reform")

Lesson 3, Teacher Support ("Digital Text 3: The Impact of Educational Reform")





Lesson 3, Text 3: The Impact of Educational Reform (all screens)



(ii) evaluate the impact of reform movements, including temperance








Lesson 3, Text 2: Social Reform Movements (screen 4)






(iii) evaluate the impact of reform movements, including the women's rights movement


Topic 7: Lesson 5, Teacher Support ("Digital Text 3: Women Gain New Opportunities")

Lesson 5, Teacher Support ("Digital Text 3: Women Gain New Opportunities")





Lesson 5, Text 3: Women Gain New Opportunities (screens 2 and 3)



(iv) evaluate the impact of reform movements, including prison reform














(v) evaluate the impact of reform movements, including abolition


Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum")

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum")





Lesson 4, Text 2: Abolitionism Gains Momentum (screen 7)



(vi) evaluate the impact of reform movements, including the labor reform movement














(vii) evaluate the impact of reform movements, including the care of the disabled










(A) trace the development of religious freedom in the United States

(i) trace the development of religious freedom in the United States Instruction 9780133306811
















(i) describe religious motivation for immigration











(ii) describe religious influence on social movements, including the impact of the first Great Awakening


Topic 2: Lesson 6, Teacher Support ("Digital Text 3: A New Religious Movement")

Lesson 6, Teacher Support ("Digital Text 3: A New Religious Movement")





Lesson 6, Text 3: A New Religious Movement (screen 3)



(iii) describe religious influence on social movements, including the impact of the second Great Awakening











Lesson 3, Text 1: An Era of Reform (screen 4); Lesson 3, Text 2: Social Reform Movements (screen 1)


(C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

(i) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life











(i) describe developments in art that are unique to American culture

Instruction 9780133306811 Topic 7: Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style")

Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style")











(ii) describe developments in music that are unique to American culture

Instruction 9780133306811 Topic 7: Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice")

Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice")







Topic 8: Lesson 2, Teacher Support ("Digital Text 7: John Brown's Antislavery Campaign")

Lesson 2, Teacher Support ("Digital Text 7: John Brown's Antislavery Campaign")






(iii) describe developments in literature that are unique to American culture


Topic 7: Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice" and "Digital Text 3: The Development of Transcendentalism")

Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice" and "Digital Text 3: The Development of Transcendentalism")




Topic 7: Lesson 6, Text 2 (all screens); Lesson 6, Text 3 (all screens)

Lesson 6, Text 2: A New Nation Finds a Voice (all screens); Lesson 6, Text 3: The Development of Transcendentalism (all screens)



(i) identify examples of American art that reflect society in different eras


Topic 2: Lesson 6, Teacher Support ("Digital Text 2: Colonial Art, Literature, and Music")

Lesson 6, Teacher Support ("Digital Text 2: Colonial Art, Literature, and Music")










Topic 7: Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style")




(ii) identify examples of American music that reflect society in different eras










Topic 7: Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice")




(iii) identify examples of American literature that reflect society in different eras Instruction 9780133306811










Lesson 6, Text 2: Colonial Art, Literature, and Music (screens 2 and 3)


Topic 7: Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice")




(i) analyze the relationship between fine arts and continuity in the American way of life Instruction 9780133306811










(ii) analyze the relationship between fine arts and change in the American way of life Instruction 9780133306811












(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts

(i) explain the effects of technological and scientific innovations Instruction 9780133306811

Topic 6: Lesson 4, Teacher Support ("Digital Text 3: The Age of Steam")

Lesson 4, Teacher Support ("Digital Text 3: The Age of Steam")





Lesson 4, Text 3: The Age of Steam (screens 1 and 2)


Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America" and "Digital Text 6: The Age of Steam Power"); Lesson 2, Teacher Support ("Digital Text 1: The Cotton Kingdom")

Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America" and "Digital Text 6: The Age of Steam Power"); Lesson 2, Teacher Support ("Digital Text 1: The Cotton Kingdom")






(i) analyze the impact of transportation systems on the growth of the United States Instruction 9780133306811










(ii) analyze the impact of transportation systems on the development of the United States Instruction 9780133306811










(iii) analyze the impact of transportation systems on the urbanization of the United States Instruction 9780133306811

Topic 7: Lesson 1, Teacher Support ("Digital Text 6: The Age of Steam Power")

Lesson 1, Teacher Support ("Digital Text 6: The Age of Steam Power")








Lesson 1, Text 6: The Age of Steam Power (screen 3)



(iv) analyze the impact of communication systems on the growth of the United States Instruction 9780133306811

Topic 7: Lesson 1, Teacher Support ("Digital Text 5: New Technological Innovations")

Lesson 1, Teacher Support ("Digital Text 5: New Technological Innovations")








(v) analyze the impact of communication systems on the development of the United States Instruction 9780133306811













(vi) analyze the impact of communication systems on the urbanization of the United States Instruction 9780133306811










(i) analyze how technological innovations changed the way goods were manufactured, nationally and internationally


Topic 7: Lesson 1, Teacher Support ("Digital Text 1: The Industrial Revolution Begins")

Lesson 1, Teacher Support ("Digital Text 1: The Industrial Revolution Begins")





Lesson 1, Text 1: The Industrial Revolution Begins (screen 2)



(ii) analyze how technological innovations changed the way goods were marketed, nationally and internationally











Lesson 1, Text 5: New Technological Innovations (screens 5 and 6)


(D) explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west

(i) explain how technological innovations brought about economic growth








Lesson 1, Text 1: The Industrial Revolution Begins (all screens); Lesson 1, Text 2: Factories Come to America (screens 3 and 4)


Topic 9: Lesson 7, Teacher Support ("Digital Text 3: The Railroad Encourages Economic Growth")

Lesson 7, Teacher Support ("Digital Text 3: The Railroad Encourages Economic Growth")



(i) compare the effects of scientific discoveries that have influenced daily life in different periods in U.S. history


Topic 2: Lesson 6, Teacher Support ("Digital Text 5: A New World of Ideas")

Lesson 6, Teacher Support ("Digital Text 5: A New World of Ideas")








Lesson 6, Text 5: A New World of Ideas (screen 3)






(ii) compare the effects of technological innovations that have influenced daily life in different periods in U.S. history Instruction 9780133306811

Topic 1: Lesson 2, Early Europe, Africa, and Asia Teacher Support ("Digital Text 2: The Middle East")

Lesson 2, Early Europe, Africa, and Asia Teacher Support ("Digital Text 2: The Middle East")





Lesson 2, Text 2: The Middle East (screen 2)








(B) identify examples of how industrialization changed life in the United States

(i) identify examples of how industrialization changed life in the United States








Lesson 1, Text 3: Daily Life in Factory Towns (screens 2 and 3); Lesson 1, Text 7: Workers Respond to Challenges (screens 1 and 2)



(i) differentiate between valid primary and secondary sources


Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens)

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens)











(ii) locate valid primary sources to acquire information about the United States











(iii) locate valid secondary sources to acquire information about the United States














(iv) use valid primary sources to acquire information about the United States














(v) use valid secondary sources to acquire information about the United States











(i) analyze information by sequencing

Instruction 9780133306811Topic 8: Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens)

Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens)











(ii) analyze information by categorizing

Instruction 9780133306811Topic 8: Lesson 4, 21st Century Skills: Categorize Teacher Support (all screens)

Lesson 4, 21st Century Skills: Categorize Teacher Support (all screens)




Topic 8: Lesson 4, 21st Century Skills: Categorize (all screens)

Lesson 4, 21st Century Skills: Categorize (all screens)






(iii) analyze information by identifying cause-and-effect relationships


Topic 8: Lesson 3, 21st Century Skills: Analyze Cause and Effect Teacher Support (all screens); Lesson 4, 21st Century Skills: Make Predictions Teacher Support (all screens)

Lesson 3, 21st Century Skills: Analyze Cause and Effect Teacher Support (all screens); Lesson 4, 21st Century Skills: Make Predictions Teacher Support (all screens)




Topic 8: Lesson 3, 21st Century Skills: Analyze Cause and Effect (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)

Lesson 3, 21st Century Skills: Analyze Cause and Effect (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)






(iv) analyze information by comparing


Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast Teacher Support (all screens)

Lesson 5, 21st Century Skills: Compare and Contrast Teacher Support (all screens)




Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast (all screens)




(v) analyze information by contrasting


Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast Teacher Support (all screens)

Lesson 5, 21st Century Skills: Compare and Contrast Teacher Support (all screens)







Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast (all screens)




(vi) analyze information by finding the main idea


Topic 8: Lesson 2, 21st Century Skills: Identify Main Ideas and Details Teacher Support (all screens)

Lesson 2, 21st Century Skills: Identify Main Ideas and Details Teacher Support (all screens)




Topic 8: Lesson 2, 21st Century Skills: Identify Main Ideas and Details (all screens)

Lesson 2, 21st Century Skills: Identify Main Ideas and Details (all screens)






(vii) analyze information by summarizing

Instruction 9780133306811Topic 8: Lesson 6, 21st Century Skills: Summarize Teacher Support (all screens)

Lesson 6, 21st Century Skills: Summarize Teacher Support (all screens)




Topic 8: Lesson 6, 21st Century Skills: Summarize (all screens)

Lesson 6, 21st Century Skills: Summarize (all screens)



(viii) analyze information by making generalizations and predictions


Topic 8: Lesson 3, 21st Century Skills: Generalize Teacher Support (all screens); Lesson 4, 21st Century Skills: Make Predictions Teacher Support (all screens)

Lesson 3, 21st Century Skills: Generalize Teacher Support (all screens); Lesson 4, 21st Century Skills: Make Predictions Teacher Support (all screens)







Topic 8: Lesson 3, 21st Century Skills: Generalize (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)

Lesson 3, 21st Century Skills: Generalize (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)



(ix) analyze information by drawing inferences and conclusions


Topic 8: Lesson 1, 21st Century Skills: Draw Conclusions Teacher Support (all screens); Lesson 2, 21st Century Skills: Draw Inferences Teacher Support (all screens)

Lesson 1, 21st Century Skills: Draw Conclusions Teacher Support (all screens); Lesson 2, 21st Century Skills: Draw Inferences Teacher Support (all screens)







Topic 8: Lesson 1, 21st Century Skills: Draw Conclusions (all screens); Lesson 2, 21st Century Skills: Draw Inferences (all screens)

Lesson 1, 21st Century Skills: Draw Conclusions (all screens); Lesson 2, 21st Century Skills: Draw Inferences (all screens)



(i) organize information from outlines


Topic 3: Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens)

Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens)











(ii) organize information from reports











(iii) organize information from databases


Topic 7: Lesson 1, 21st Century Skills: Create Databases Teacher Support (all screens)

Lesson 1, 21st Century Skills: Create Databases Teacher Support (all screens)











(iv) organize information from visuals, including graphs


Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens)

Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens)








(v) organize information from visuals, including charts














(vi) organize information from visuals, including timelines


Topic 8: Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens)









(vii) organize information from visuals, including maps


Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map Teacher Support (all screens)

Lesson 1, 21st Century Skills: Use Parts of a Map Teacher Support (all screens)











(viii) interpret information from outlines











(ix) interpret information from reports














(x) interpret information from databases











(xi) interpret information from visuals, including graphs














(xii) interpret information from visuals, including charts











(xiii) interpret information from visuals, including timelines


Topic 8: Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens)












(xiv) interpret information from visuals, including maps


Topic 6: Lesson 4, 21st Century Skills: Read Special-Purpose Maps Teacher Support (all screens)

Lesson 4, 21st Century Skills: Read Special-Purpose Maps Teacher Support (all screens)




Topic 6: Lesson 4, 21st Century Skills: Read Special-Purpose Maps (all screens)

Lesson 4, 21st Century Skills: Read Special-Purpose Maps (all screens)



(i) identify points of view from the historical context surrounding an event


Topic 7: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens)

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens)










(ii) identify the frame of reference which influenced the participants









(E) support a point of view on a social studies issue or event

(i) support a point of view on a social studies issue or event Instruction 9780133306811 Topic 4:

Civic Discussion (all screens)

Civic Discussion: Teacher Instructions (all screens)




Topic 4: Civic Discussion (all screens)

Civic Discussion: Student Instructions (all screens)



(i) identify bias in written material













(ii) identify bias in oral material










(iii) identify bias in visual material













(i) evaluate the validity of a source based on language







Topic 1: Inquiry (all screens); Pigafetta’s account of the Easter Mutiny (all screens)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Pigafetta’s account of the Easter Mutiny (all screens)



(ii) evaluate the validity of a source based on corroboration with other sources







Topic 1: Inquiry (all screens); Excerpt from the log of the pilot of the Trinidad (all screens)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Excerpt from the log of the pilot of the Trinidad (all screens)






(iii) evaluate the validity of a source based information about the author







Topic 1: Inquiry (all screens); Interpretation of a modern historian (all screens)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Interpretation of a modern historian (all screens)


(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs

(i) use appropriate mathematical skills to interpret social studies information Instruction 9780133306811

Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map Teacher Support (all screens)

Lesson 1, 21st Century Skills: Use Parts of a Map Teacher Support (all screens)














(i) create thematic maps representing various aspects of the United States


Topic 2: Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens)

Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens)







(ii) create graphs representing various aspects of the United States













(iii) create charts representing various aspects of the United States










(iv) create models representing various aspects of the United States










(v) create databases representing various aspects of the United States













(i) pose questions about geographic distributions and patterns shown on maps Instruction 9780133306811

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps Teacher Support (all screens)

Lesson 2, 21st Century Skills: Read Physical Maps Teacher Support (all screens)








(ii) pose questions about geographic distributions and patterns shown on graphs Instruction 9780133306811













(iii) pose questions about geographic distributions and patterns shown on charts Instruction 9780133306811










(iv) pose questions about geographic distributions and patterns shown on models


Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Models Teacher Support (all screens)

Lesson 6, 21st Century Skills: Analyze Data and Models Teacher Support (all screens)











(v) pose questions about geographic distributions and patterns shown on databases Instruction 9780133306811










(vi) answer questions about geographic distributions and patterns shown on maps Instruction 9780133306811

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps Teacher Support (all screens)

Lesson 2, 21st Century Skills: Read Physical Maps Teacher Support (all screens)











(vii) answer questions about geographic distributions and patterns shown on graphs Instruction 9780133306811










(viii) answer questions about geographic distributions and patterns shown on charts Instruction 9780133306811













(ix) answer questions about geographic distributions and patterns shown on models











(x) answer questions about geographic distributions and patterns shown on databases













(A) use social studies terminology correctly

(i) use social studies terminology correctly


Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens)

Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens)







(i) use standard grammar













(ii) use standard spelling










(iii) use standard sentence structure










(iv) use standard punctuation













(v) use proper citation of sources










(i) transfer information from one medium to another, including written to visual, using computer software as appropriate Instruction 9780133306811

Topic 8: Inquiry Build a Website on the Impact of the Civil War Project Teacher Support (all screens)

Inquiry Build a Website on the Impact of the Civil War Project Teacher Support (all screens)




Inquiry Build a Website on the Impact of the Civil War Project Student Instructions (all screens)






(ii) transfer information from one medium to another, including statistical to written or visual, using computer software as appropriate


Topic 8: Inquiry Build a Website on the Impact of the Civil War ProjectTeacher Support (all screens)

Inquiry Build a Website on the Impact of the Civil War Project Teacher Support (all screens)




Inquiry Build a Website on the Impact of the Civil War Project Student Instructions (all screens)



(i) create written presentations of social studies information













(ii) create oral presentations of social studies information

(Drop-down menu) 9780133306811

Topic 6: Civic Discussion (all screens); Lesson 7, Native Americans Today Inquiry Teacher Support (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation Teacher Support (all screens)

Civic Discussion: Teacher Instructions (all screens); Lesson 7, Native Americans Today Inquiry Teacher Support (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation Teacher Support (all screens)




Topic 6: Civic Discussion (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation (all screens)

Civic Discussion: Student Instructions (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation (all screens)



(iii) create visual presentations of social studies information












(A) 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

(i) 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


Topic 5: Inquiry Hold a Mock Cabinet Meeting Project Teacher Support (all screens)

Inquiry Hold a Mock Cabinet Meeting Project Teacher Support (all screens)




Inquiry: Hold a Mock Cabinet Meeting Project Student Instructions (all screens)


(B) 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

(i) 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








Chapter 113. Social Studies §113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012. Proclamation 2015

Page 376 of 543 Pearson Education, Inc., publishing as Prentice Hall: 9780133306804 ELPS: Student Material


Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Component ISBN Page (s) Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English

(1) use prior knowledge to understand meanings in English

T: K-12S: 6-12

9780133306804


Lesson 1, Text 6: Early North American Societies (screen 1)

(c) Cross-curricular second language acquisition essential knowledge and skills

Subchapter B. Middle School§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Prentice Hall

Correlations to the English Language Proficiency Standards (ELPS): Student Material

Chapter 113. Social Studies

Texas United States History: Colonization through Reconstruction, Digital Courseware9780133306804

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.






(2) use prior experiences to understand meanings in English

T: K-12S: 6-12

9780133306804


Lesson 2, Text 3: African Cultures and Technologies (screen 1)


(B) monitor oral and written language production and employ self-corrective techniques or other resources

(1) monitor oral language production and employ self-corrective techniques or other resources

NA NA NA NA



(2) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA





(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

T: K-12S: 6-12

9780133306804




(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

(1) speak using learning strategies

T: K-12S: 6-12

9780133306804







(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA



(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA






(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA


(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

NA NA NA NA


(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(1) demonstrate an increasing ability to distinguish between formal and informal English

NA NA NA NA






(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA


(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1) develop and expand repertoire of learning strategies

NA NA NA NA




(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) distinguish sounds and intonation patterns of English with increasing ease

(1) distinguish sounds of English with increasing ease

NA NA NA NA



(2) distinguish intonation patterns of English with increasing ease

NA NA NA NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA NA NA NA


(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(1) learn new language structures heard during classroom instruction and interactions

NA NA NA NA






(2) learn new expressions heard during classroom instruction and interactions

NA NA NA NA



(3) learn basic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12

9780133306804








(4) learn academic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12

9780133306804







(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(1) monitor understanding of spoken language during classroom instruction and interactions

NA NA NA NA



(2) seek clarification [of spoken language] as needed

T: K-12S: 6-12

9780133306804







(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA



(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA






(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: K-12S: 6-12

9780133306804


Lesson 4, Text 1: Jefferson's Leadership Redefines Government (screen 1)





(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA NA NA NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA NA NA NA





(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA






(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA



(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA






(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA






(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA


(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA






(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA


(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA






(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

T: K-12S: 6-12

9780133306804








(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: K-12S: 6-12

9780133306804


Lesson 6, Text 3: The Development of Transcendentalism (screen 1)



(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

NA NA NA NA






(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: K-12S: 6-12

9780133306804


Lesson 2, Text 6: Abraham Lincoln Leads the Republican Party (screen 1)




(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA


(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA






(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

T: K-12S: 6-12

9780133306804


Lesson 5, Text 2: African Americans Fight Heroically for the Union (screen 1)






(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: K-12S: 6-12

9780133306804


Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screen 1)





(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA



(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA






(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12

9780133306804


Lesson 3, Text 1: New Political Groups in the South (screen 1)






(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12

9780133306804


Lesson 4, Text 1: Reconstruction Ends (screen 1)





(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(1) speak using grade-level content area vocabulary in context to internalize new English words

T: K-12S: 6-12

9780133306804


Lesson 5, Text 7: Farming and the Economy (screen 1)



(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: K-12S: 6-12

9780133306804


Lesson 6, Text 7: Calls to Reform Native American Policies (screen 1)





(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

T: K-12S: 6-12

9780133306804


Lesson 7, Text 3: The Railroad Encourages Economic Growth (screen 1)





(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12

9780133306804


Lesson 1, Text 6: Early North American Societies (screen 1)






(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12

9780133306804


Lesson 2, Text 5: Europe’s Renaissance (screen 1)





(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA



(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA






(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA


(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(1) narrate with increasing specificity and detail as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail as more English is acquired

NA NA NA NA



(3) explain with increasing specificity and detail as more English is acquired

T: K-12S: 6-12

9780133306804







(I) adapt spoken language appropriately for formal and informal purposes

(1) adapt spoken language appropriately for formal purposes

NA NA NA NA






(2) adapt spoken language appropriately for informal purposes

NA NA NA NA


(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA






(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(1) learn relationships between sounds and letters of the English language

NA NA NA NA






(2) decode (sound out) words using a combination of skills

NA NA NA NA


(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA NA NA NA





(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(1) develop basic sight vocabulary used routinely in written classroom materials

T: K-12S: 6-12

9780133306804


Lesson 1, Text 2: The Articles of Confederation (screen 1)






(2) derive meaning of environmental print

T: K-12S: 6-12

9780133306804


Lesson 6, Text 2: The Bill of Rights (screen 1)






(3) comprehend English vocabulary used routinely in written classroom materials

T: K-12S: 6-12

9780133306804


Lesson 3, Text 2: English Influences (screen 1)






(4) comprehend English language structures used routinely in written classroom materials

T: K-12S: 6-12

9780133306804


Lesson 4, Text 4: New Amendments (screen 1)





(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(1) use prereading supports to enhance comprehension of written text

T: K-12S: 6-12

9780133306804


Lesson 5, Text 1: The Preamble, the Articles, and the Amendments (screen 1)





(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

NA NA NA NA





(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(1) use visual and contextual support to read grade-appropriate content area text

T: K-12S: 6-12

9780133306804








(2) use visual and contextual support to enhance and confirm understanding

T: K-12S: 6-12

9780133306804


Lesson 1, Text 5: Americans React to the French Revolution (screen 1)






(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306804


Lesson 2, Text 3: The Origin of American Political Parties (screen 1)






(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA






(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306804


Lesson 4, Text 5: American Shipping Faces Challenges (screen 1)






(6) use support from peers and teachers to read grade-appropriate content area text

T: K-12S: 6-12

9780133306804


Lesson 5, Text 2: The Causes of the War of 1812 (screen 1)






(7) use support from peers and teachers to enhance and confirm understanding

T: K-12S: 6-12

9780133306804


Lesson 6, Text 6: The Monroe Doctrine (screen 1)






(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306804


Lesson 5, Text 2: The Causes of the War of 1812 (screen 1)






(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306804


Lesson 1, Text 5: The Spoils System (screen 1)






(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306804


Lesson 2, Text 2: The Bank War (screen 1)





(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA






(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: K-12S: 6-12

9780133306804








(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: K-12S: 6-12

9780133306804


Lesson 5, Text 2: The Far West Fur Trade (screen 1)






(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: K-12S: 6-12

9780133306804


Lesson 6, Text 2: Conflict With the Mexican Government (screen 1)





(H) read silently with increasing ease and comprehension for longer periods

(1) read silently with increasing ease for longer periods

NA NA NA NA






(2) read silently with increasing comprehension for longer periods

NA NA NA NA





(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA






(2) expand reading skills commensurate with content area needs

NA NA NA NA





(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

NA NA NA NA





(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

NA NA NA NA




(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA NA NA NA





(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(1) write using newly acquired basic vocabulary

NA NA NA NA






(2) write using content-based grade-level vocabulary

NA NA NA NA





(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(1) spell familiar English words with increasing accuracy

NA NA NA NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA NA NA NA






(3) employ English spelling rules with increasing accuracy as more English is acquired

NA NA NA NA





(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired

(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA NA NA NA





(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

NA NA NA NA





(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA NA NA NA






(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA NA NA NA






(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA NA NA NA





(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA


Page 458 of 543 Pearson Education, Inc., publishing as Prentice Hall: 9780133306804 ELPS: Teacher Material





(1) use prior knowledge to understand meanings in English

T: K-12S: 6-12

9780133306811

Topic 1: Lesson 1, Focus on Texas Standards (activity 1)

Lesson 1, Focus on Texas Standards (activity 1)

(c) Cross-curricular second language acquisition essential knowledge and skills

Subchapter B. Middle School§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.Pearson Education, Inc., publishing as Prentice Hall

Correlations to the English Language Proficiency Standards (ELPS): Teacher Material

Chapter 113. Social Studies

Texas United States History: Colonization through Reconstruction, Digital Courseware9780133306804

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.






(2) use prior experiences to understand meanings in English

T: K-12S: 6-12

9780133306811





(1) monitor oral language production and employ self-corrective techniques or other resources

T: K-12

9780133306811








(2) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA


(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1) use strategic learning techniques to acquire basic and grade-level vocabulary

T: K-12S: 6-12

9780133306811







(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

(1) speak using learning strategies

T: K-12S: 6-12

9780133306811





(1) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA






(2) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA



(3) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA



(4) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA





(F) use accessible language and learn new and essential language in the process

(1) use accessible language and learn new and essential language in the process

T: K-12

9780133306811





(1) demonstrate an increasing ability to distinguish between formal and informal English

NA NA NA NA






(2) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA


(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1) develop and expand repertoire of learning strategies

NA NA NA NA






(1) distinguish sounds of English with increasing ease

NA NA NA NA



(2) distinguish intonation patterns of English with increasing ease

NA NA NA NA





(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA NA NA NA



(1) learn new language structures heard during classroom instruction and interactions

T: K-12

9780133306811








(2) learn new expressions heard during classroom instruction and interactions

T: K-12

9780133306811








(3) learn basic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12

9780133306811








(4) learn academic vocabulary heard during classroom instruction and interactions

T: K-12S: 6-12

9780133306811








(1) monitor understanding of spoken language during classroom instruction and interactions

T: K-12

9780133306811








(2) seek clarification [of spoken language] as needed

T: K-12S: 6-12

9780133306811








(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA



(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA






(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

T: K-12S: 6-12

9780133306811








(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA NA NA NA



(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA NA NA NA






(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA






(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA



(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA






(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA



(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA






(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA



(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA






(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA



(1) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA






(2) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA



(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA






(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

T: K-12S: 6-12

9780133306811








(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

T: K-12S: 6-12

9780133306811





(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

T: K-12

9780133306811








(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

T: K-12S: 6-12

9780133306811







(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA



(1) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA






(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

T: K-12S: 6-12

9780133306811








(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

T: K-12S: 6-12

9780133306811








(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA



(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA






(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12

9780133306811








(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

T: K-12S: 6-12

9780133306811








(1) speak using grade-level content area vocabulary in context to internalize new English words

T: K-12S: 6-12

9780133306811





(2) speak using grade-level content area vocabulary in context to build academic language proficiency

T: K-12S: 6-12

9780133306811







(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

T: K-12S: 6-12

9780133306811








(1) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12

9780133306811








(2) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

T: K-12S: 6-12

9780133306811








(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: K-12

9780133306811








(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

T: K-12

9780133306811








(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA



(1) narrate with increasing specificity and detail as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail as more English is acquired

NA NA NA NA



(3) explain with increasing specificity and detail as more English is acquired

T: K-12S: 6-12

9780133306811








(1) adapt spoken language appropriately for formal purposes

NA NA NA NA






(2) adapt spoken language appropriately for informal purposes

NA NA NA NA



(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA






(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA



(1) learn relationships between sounds and letters of the English language

NA NA NA NA






(2) decode (sound out) words using a combination of skills

NA NA NA NA


(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA NA NA NA






(1) develop basic sight vocabulary used routinely in written classroom materials

T: K-12S: 6-12

9780133306811








(2) derive meaning of environmental print

T: K-12S: 6-12

9780133306811








(3) comprehend English vocabulary used routinely in written classroom materials

T: K-12S: 6-12

9780133306811








(4) comprehend English language structures used routinely in written classroom materials

T: K-12S: 6-12

9780133306811







(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(1) use prereading supports to enhance comprehension of written text

T: K-12S: 6-12

9780133306811







(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

T: K-12

9780133306811








(1) use visual and contextual support to read grade-appropriate content area text

T: K-12S: 6-12

9780133306811








(2) use visual and contextual support to enhance and confirm understanding

T: K-12S: 6-12

9780133306811








(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306811








(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA






(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306811








(6) use support from peers and teachers to read grade-appropriate content area text

T: K-12S: 6-12

9780133306811








(7) use support from peers and teachers to enhance and confirm understanding

T: K-12S: 6-12

9780133306811








(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306811








(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306811








(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

T: K-12S: 6-12

9780133306811








(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA






(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

T: K-12S: 6-12

9780133306811








(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

T: K-12S: 6-12

9780133306811








(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

T: K-12S: 6-12

9780133306811








(1) read silently with increasing ease for longer periods

NA NA NA NA






(2) read silently with increasing comprehension for longer periods

NA NA NA NA






(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA






(2) expand reading skills commensurate with content area needs

NA NA NA NA





(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

NA NA NA NA





(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

NA NA NA NA





(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

NA NA NA NA






(1) write using newly acquired basic vocabulary

NA NA NA NA






(2) write using content-based grade-level vocabulary

NA NA NA NA






(1) spell familiar English words with increasing accuracy

NA NA NA NA






(2) employ English spelling pattern with increasing accuracy as more English is acquired

NA NA NA NA






(3) employ English spelling rules with increasing accuracy as more English is acquired

NA NA NA NA






(1) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired

NA NA NA NA






(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired

NA NA NA NA





(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

NA NA NA NA






(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

NA NA NA NA






(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

NA NA NA NA






(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

NA NA NA NA






(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA






(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

NA NA NA NA

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