U.S. History Since 1877 - SAISD · PDF fileadministration of the U.S. History Since 1877 STAAR...

U.S. History Since 1877

Social Studies Department“At Your Service”

��

®SAISD Social Studies DepartmentSTAARt Success Student Profile

U.S. History Since 1877 STAAR EOC Student Progress Chart

Name: __________________________________________________ ID#: _______________________

Saturday School Dates Student Signature

1

2

3

4

5

I have attended the following After School STAAR Sessions

Date Teacher Monday Tuesday Wednesday Thursday Friday

AM/PM AM/PM AM/PM AM/PM AM/PM





I have attended the following Social Studies STAAR EOC Sessions:

I have reviewed the following information with my administer/teacher:

Information Date Student Signature Professional Signature

Last Administered STAAR Data

My Confidential Student Report

Goals Before Taking the Next Exam

STAAR Sessions Schedule

Date Unit Teacher Signature Student Signature

Era 1 - Foundations of U.S. Government Checklist

Era 2 - The Gilded Age Checklist

Era 3 - The Progressives Checklist

Era 4 - Becoming A World Power Checklist

Era 5 - The Roaring Twenties Checklist

Era 6 - The Great Depression Checklist

Era 7 - World War II Checklist

Era 8a - The Cold War: Foreign Issues and Events Checklist

Era 8b - The Cold War: The Civil Rights Movement Checklist

Era 8c - Domestic Issues and Events Checklist

Era 9 - Post Cold War Checklist


I have reviewed and completed the checklists for the following units of study:

I have completed the tasks to the best of my ability and have prepared myself to pass the next administration of the U.S. History Since 1877 STAAR End of Course Exam. !_____________________________________________ _______________________ Student Signature Date !!_____________________________________________ _______________________ Supervising Teacher Signature Date

U.S. History Since 1877 STAAR EOC Student Contract

Table of Contents

The Big Picture 1

What Are the TEKS? 2

What is STAAR? 11

How do use the Checklist? 13

Era 1 - Foundations of U.S. Government Checklist 17

Era 2 - The Gilded Age Checklist 19

Era 3 - The Progressives Checklist 21

Era 4 - Becoming A World Power Checklist 24

Era 5 - The Roaring Twenties Checklist 26

Era 6 - The Great Depression Checklist 28

Era 7 - World War II Checklist 30

Era 8a - The Cold War: Foreign Issues and Events Checklist 34

Era 8b - The Cold War: The Civil Rights Movement Checklist 37

Era 8c - Domestic Issues and Events Checklist 41

Era 9 - Post Cold War Checklist 43


STAAR Essentials for U.S. History Since 1877 Major Eras: Gilded Age, Progressive Era, World War I, Roaring 20s, Great Depression, World War II, Cold War, Civil Rights Movement, Limits and Change, and the Modern Era ; (identify major causes and describe major effects)

People Events Documents Places Vocabulary (cont) Alexis de Tocqueville Benjamin Rush John Hancock John Jay John Witherspoon John Peter Muhlenberg Charles Carroll Jonathan Trumbull Sr. Henry Cabot Lodge Alfred Thayer Mahan Theodore Roosevelt Sanford B. Dole American Expeditionary Forces (AEF) General John J. Pershing Upton Sinclair Susan B. Anthony Ida B. Wells W. E. B. DuBois Clarence Darrow William Jennings Bryan Henry Ford Glenn Curtiss Marcus Garvey Charles A. Lindbergh Franklin D. Roosevelt Harry Truman Omar Bradley Dwight Eisenhower Douglas MacArthur Chester A. Nimitz George Marshall George Patton Tuskegee Airmen Flying Tigers Navajo Code Talkers George Marshall John F. Kennedy Martin Luther King Jr. Cesar Chavez Rosa Parks Hector P. Garcia Betty Friedan Black Panthers George Wallace Orval Faubus Lester Maddox Congressional Bloc of Southern Democrats Richard Nixon Ronald Reagan Phyllis Schlafly Heritage Foundation Moral Majority National Rifle Association Advocacy Leaders Warren Harding Organization of Petroleum Exporting Countries Bill Gates Sam Walton Estée Lauder Robert Johnson Lionel Sosa Andrew Carnegie Thurgood Marshall Billy Graham Barry Goldwater Sandra Day O'Connor Hillary Clinton Frances Willard Jane Addams Eleanor Roosevelt Dolores Huerta Sonia Sotomayor Oprah Winfrey

Settlement on the Great Plains Cattle Industry Boom Western Expansion Teapot Dome Scandal Klondike Gold Rush Panama Canal Spanish-American War The Great Migration World War I Battle of Argonne Forest Progressive Era Prohibition Bank Failures Great Depression Dust Bowl New Deal Court Packing Attack on Pearl Harbor World War II The Holocaust Internment of Japanese, German and Italian Americans Battle of Midway U.S. military advancement through the Pacific Islands The Bataan Death March Invasion of Normandy, Liberation of Concentration Camps Cold War Desegregation of the Armed Forces Baby Boom Berlin Airlift Korean War Arms Race Space Race Sputnik Launch Cuban Missile Crisis Vietnam War Tet Offensive Vietnamization Escalation of Forces (Vietnam) Fall of Saigon Civil Rights Movement Anti-War Movement African American Movement Chicano Movement American Indian Movement Women’s Movement Assassination of Rev. Dr. Martin Luther King Jr. U.S. Space exploration Moon Landing Rust Belt Sun Belt Iran-Contra Affair Marines in Lebanon Iran Hostage Crisis End of the Cold War Persian Gulf War Balkans Crisis Impeachment of Bill Clinton Election 2000 Terrorist Attacks on New York City, Washington D.C. and Pennsylvania Hurricane Katrina Global War on Terror Chicano Mural Movement Election of Barack Obama

Declaration of Independence U.S. Constitution Bill of Rights Woodrow Wilson's Fourteen Points Treaty of Versailles 5th Amendment 13th Amendment 14th Amendment 15th Amendment 16th Amendment 17th Amendment 18th Amendment 19th Amendment American Indian Citizenship Act (1924) Executive Order 9066 Truman Doctrine Marshall Plan Venona Papers Gulf of Tonkin Resolution War Powers Act 24th Amendment 26th Amendment "I Have a Dream" speech "Letter from Birmingham Jail" Servicemen's Readjustment Act of 1944 Civil Rights Act of 1957 Civil Rights Act of 1964 Voting Rights Act of 1965 Brown v. Board of Education Mendez v. Westminster Hernandez v. Texas Delgado v. Bastrop I.S.D. Edgewood I.S.D. v. Kirby Sweatt v. Painter Plessy v. Ferguson Hernandez v. Texas Tinker v. Des Moines Wisconsin v. Yoder White v. Regester Camp David Accords Contract with America Endangered Species Act Homestead Act Anti-Trust Acts Interstate Commerce Act Pure Food and Drug Act Chinese Exclusion Act of 1882 Federal Reserve Act 1913 Title IX General Agreement of Tariffs and Trade North American Free Trade Agreement Community Reinvestment Act (1977) USA Patriot Act (2001) American Recovery and Reinvestment Act (2009)

Guam Hawaii / Pearl Harbor Philippines Puerto Rico Cuba Western Front Germany Italy Japan Soviet Union Berlin Korea Vietnam China Middle East New Orleans

Draft House Un-American Activities Committee Credibility Gap Media Silent Majority Status Quo Peace Through Strength Advocacy Organizations Political Spectrum Sovereignty Treaties Entitlement Social Security Medicare Rural to Urban Migration Property Rights National Park System Environmental Protection Agency (EPA) Transcontinental Railroad Laissez-Faire Open Door Policy Dollar Diplomacy Immigration Quotas Gold Standard Fiat Money Return to Normalcy Tariff Speculation Federal Reserve Unemployment Repatriation Deportation Federal Deposit Insurance Corporation Securities and Exchange Commission Social Security Administration Rationing Consumption Great Society Affirmative Action Multinational Corporations Exceptionalism Constitutional republic Liberty Egalitarianism Individualism Lobbying Non-violent protesting Litigation Pop Culture Global Diffusion Americanization Movement Motto "E Pluribus Unum" "In God We Trust" Congressional Medal of Honor Electric power Telephone Satellite communications Petroleum-based products Steel production Computers Time-study analysis Robotics Computer management Just-in-time inventory management Standard of living Space technology Cell Phones Global Positioning

Vocabulary Founding Principles Statehood Indian Policies Political Machine Populism Industrialization Labor Unions Entrepreneurship Free Enterprise Big Business Social Gospel Philanthropy Immigrants Expansionism Missionaries Innovations Technology Machine Guns Airplanes, Tanks Poison Gas Trench Warfare Stalemate Isolationism Neutrality Progressives Reform Initiative Recall Referendum Muckraker Third Party System Social Darwinism Eugenics Race Relations Nativism The Red Scare Dictatorship Mobilization U.S. Office of War Information Conventional Weapons Atomic Weapons Enlistment Volunteerism War Bonds Victory Gardens North Atlantic Treat Organization (NATO) McCarthyism Containment Policy Domino Theory Vaccines Assembly line Détenté Reagonomics Tin Pan Alley Harlem Renaissance Beat Generation Rock and Roll Country and Western Music

Turning Points 1898 1914-1918 1929 1939-1945 1957 1968-1969 1991 2001 2008

1© SAISD Social Studies Department Big Ideas - Big Eras

®SAISD Social Studies DepartmentSTAARt Success Student Profile Page !1

What Is The Big Picture?


What Are The TEKS? !The Texas Essential Knowledge and Skills (or TEKS for short) is a list of what you need to know and what you should be able to do by the time you finish a course in any subject area. If you went to any school in the state of Texas since Kindergarten, your teachers were provided with the TEKS for what they were teaching. !Why Are They Important? !It is important to know what the TEKS are so you know what is expected of you during the year. Also, since you are going to be assessed by a state exam (STAAR) this year, the TEKS let you know what information might be on the test. !Where Can I Find Them? !The TEKS are posted on the Texas Education Agency’s website found at ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html. You can also search for them on the internet by using “U.S. History Since 1877 TEKS” as your keywords. !How Do I Read Them? !At first glance, the TEKS for any subject look like an outline for a research paper. !!!!!!!!!!!!!!!!!!!!They appear like that because they are part of the Texas Education Code (TEC) and the Texas Administrative Code (TAC). In other words, they are part of state law. !

(3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;

(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;

(C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and

(D) describe the optimism of the many immigrants who sought a better life in America.

How the TEKS look online

What Are The Texas Essential Knowledge and Skills (TEKS)?

http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html

http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html



What Am I Looking At? !When you look at the TEKS, they seem complicated at first. However, when you first look at anything new, you tend to look at different pieces before understanding the big picture. For example, when you are shown a picture, most will look at the different details before determining whether or not you like the picture as a whole. Understanding the TEKS and what you need to know by the end of the year is like the same thing. !What Are The Parts Of The TEKS? !Whether you are in science, social studies, math, language arts, band, or physical education, there are TEKS that outline what is to be taught. No matter which subject area, all TEKS have four basic parts. !Part 1: The Strand !

The strand is a group of TEKS that have a common theme or concept that they share. In social studies, there are eight different strands that the TEKS are classified by: !1. History - The people, places, and events 2. Geography - How people affect the planet, how people affect people, and how the planet

affects people 3. Economics - How people/governments create/lose wealth 4. Government - How different types of governments are created, how they operate, and how

they change over time 5. Citizenship - How people in different societies participate in government 6. Culture - How different societies live and interact with other societies 7. Science, Technology and Society - How advancements in technology, science, and medicine

affect societies 8. Social Studies Skills - How to develop research, reading, thinking, writing, and

communication skills !Part 2: The Knowledge Statement !

The knowledge statement is always the sentence that follows a number in the TEKS. The knowledge statement gives you the big idea or concept that has to be understood. !

Part 3: The Student Expectation !The student expectation is the part of the TEKS that always follow a letter in the TEKS. The student expectation tells you exactly what you need to know as it relates to the knowledge statement. !More importantly, student expectations are not just lists of stuff you have to memorize and repeat back. They tell you how much you have to understand something and how you are going to show how well you know it.



So What Do I Do? !The important thing to remember when looking at the TEKS is understanding exactly what you need to know and how you can explain it back to someone else. Before going any further, lets take some time to break down a few of the TEKS for U.S. History for practice. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!So, in our example above, the student expectations (A-D) belong in the HISTORY strand. Therefore, we know that the student expectations have to do with people, places, and events from the past. Also, we read the stem and we then find out that the student expectations (A-D) have something to do with the political, economic, and social changes in the United States during the years 1877-1898. Finally, we read the student expectations to find out what specific things we need to find out about and at what level do we need to understand them. !!!


!(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism; (B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business; (C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and (D) describe the optimism of the many immigrants who sought a better life in America.

Strand Knowledge Statement

Student Expectations



!!!!!!!!!!!!!!!!To take a deeper look, let’s take one student expectation and make a sentence out of it: !

(3) (A) The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism. !

Now, break down the sentence into pieces: !• Students are expected to analyze the political issue of Indian Policies. • Students are expected to analyze the political issue of the growth of political machines. • Students are expected to analyze the political issue of civil service reform. • Students are expected to analyze the political issue of the beginnings of Populism. !

Keep in mind that the four items listed above are things that were going on from 1877-1898. (We know this from the Stem portion) !Notice that the word analyze is underlined in each of the sentences above. Another important feature of the student expectations is the verb. All student expectations have verbs and the state uses different verbs throughout the TEKS. The verbs are clues to how much you know about a certain topic. !Sometimes, the state expects you to identify (recall) something. Other times, the state wants you to analyze (examine what something means and understand why something is important) people, places, and events. Therefore, it is important to look at the entire sentence to find out not only the what you need to know but also the skills you need to use.


(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;

(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;

(C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and

(D) describe the optimism of the many immigrants who sought a better life in America.



Returning to Breaking It Down !Now we have examined one single student expectation, lets go back to it one more time to string together what we need to do. !

The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism. !

Now that we have defined what we have to know, we have to investigate political issues during the years between 1877 and 1898 and: !

• Define political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism.

• Explain how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism were political issues during 1877 through 1898.

• Analyze how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism affected people and events politically during 1877 through 1898. !

We have just examined one student expectation out of the 130 student expectations in U.S. History Since 1877. !!Putting All The Pieces Together: !If you examine the chart on Page 1, you will see the people, places, events and concepts that are covered in your TEKS. It seems overwhelming in the beginning to look at all of the student expectations and trying to figure out how all of this information will stay in your memory. That is where this student profile comes in by helping you keep track of the different concepts, people, places, and events that are found in this course. !


What Are The Texas Essential Knowledge and Skills (TEKS)?The TEKS is not only about people, places, and events from the past. The TEKS are also about developing your skills to think as a historian, economist, geographer, and political scientist. The Social Studies Skills are a series of student expectations that are listed at the end of every subject and grade level since Kindergarten. The reason they exist is because we want you to develop and use your critical- thinking skills. You should also be able to use a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context. !Basically, the state and your teachers want you to become a researcher and reporter of the past and present. The way to accomplish this is to use a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks during the year. !When it comes to assessing your skills on STAAR, it is expected that you can analyze a visual and draw a historical conclusion based on that visual. Look at the examples below to find out how visuals can make a question more difficult:

Example 1 President Franklin D. Roosevelt’s goal concerning the Supreme Court was to

A) increase ethnic and racial diversity

B) insure support for New Deal legislation

C) appoint justices who would use a strict interpretation of the Constitution

D) strengthen judicial independence

Example 2 !!

Base your answer to question 32 on the cartoonbelow and on your knowledge of social studies.

QUALIFYING TEST FORSUPREME COURT JOBS

Source: Edward S. Brown, New York Herald Tribune, February 12, 1937 (adapted)

32 Based on this cartoon, President Franklin D.Roosevelt’s goal concerning the Supreme Courtwas to(1) increase ethnic and racial diversity(2) insure support for New Deal legislation(3) appoint justices who would use a strict

interpretation of the Constitution(4) strengthen judicial independence

33 What was the major purpose of the Lend-LeaseAct (1941)?(1) sending United States troops to defend France(2) keeping the Soviet Union from invading China(3) helping Great Britain without going to war(4) profiting from Germany’s demand for steel

and oil from the United States

Base your answer to question 34 on the cartoonbelow and on your knowledge of social studies.

Stretched Around the World

Source: Fred O. Seibel, Richmond Times Dispatch, October 29, 1942 (adapted)

34 Which statement most accurately expresses themain idea of this 1942 cartoon?(1) Allied goals in World War II will affect every

nation.(2) The Atlantic Charter will help only Europe

and Asia.(3) The United States intends to rule the entire

world.(4) American strategy will be to win the war in

the Pacific first.

U.S. Hist. & Gov’t. – Aug. ’13 [8]

According to the opinion of the cartoonist -

!A) President Roosevelt was looking to increase

his power over the Supreme Court.

B) the Supreme Court at that time needed to

go along with the New Deal policies.

C) the Supreme Court was not following the

Constitution.

D) President Roosevelt was agreeing with the

justices of the Supreme Court.

!!

The table on the next page breaks down the different skills you need to develop during this course.



Student Expectation What It Says What It Means

29Ause a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions

Know what valid sources are, know what the differences between primary and secondary sources are, and understand these sources to answer historical questions.

29B

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

Know which reading skill to use for different situations in Social Studies when examining documents and information about the past. (There are 10 different skills listed)

29Cunderstand how historians interpret the past (historiography) and how their interpretations of history may change over time

Understanding how historians investigate the past and how they draw their own conclusions based on their research. Also, you have to understand why understandings change over time.

29Duse the process of historical inquiry to research, interpret, and use multiple types of sources of evidence

Knowing how to ask the right questions to find the answers from different sources in order to answer a historical question.

29E

evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context

Understanding how to read historical materials and check them for accuracy. Checking information with other sources to make sure that point of view, frame of reference, and historical context does not skew the information

29F identify bias in written, oral, and visual material Knowing what bias is and have the skills to identify it when you see or hear it

29Gidentify and support with historical evidence a point of view on a social studies issue or event

Find a point of view from the past and then support it with your research using different resources.

29Huse appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.

Know what tools to use to interpret different types of visuals.

30A create written, oral, and visual presentations of social studies information

Create different types of presentations using your research.

30B use correct social studies terminology to explain historical concepts

Use social studies vocabulary correctly to explain big ideas or concepts in history.

30Cuse different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate

Use different types of computer software to demonstrate information that you have researched and analyzed.

31Acreate thematic maps, graphs, and charts representing various aspects of the United States

create different types of maps, graphs, and charts to show different types of change in the United States.

31Bpose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases

Create and answer questions about different types of maps, charts, and graphs that show geographic distributions and patterns.



Student Expectation What It Says What It Means

32A

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

Use all of your skills to find a problem/issue in history or modern times. Then, research possible solutions. Determine what are the good and bad things about your solutions. Try out your solution and then evaluate how well your solution worked.

32B

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.

Use all of your skills to find a situation that needs a solution. You then need to gather information for that solution, figure out other options, predict what might happen for each option, and then act on a decision.

The previous table lists out each of the Social Studies student expectations for this course. If you look closely, some of these skills may look like stuff you have done before such as identifying bias or working with primary and secondary sources. Many of these skills you have been practicing since Kindergarten either in your Social Studies or in your English Language Arts classes.

The student expectation cannot be assessed on the STAAR exam

The student expectation can be assessed on the STAAR exam


What is the STAAR End of Course Exam?

The reason why is it so important to know what the TEKS say is because the STAAR exam is based exactly on the TEKS. The U.S. History exam has four different reporting categories. Each of the categories have a certain amount of questions assigned to them. As you can see in the Blueprint below, the state has taken the 8 strands of Social Studies and grouped them into the 4 categories. !!!!!!!!!!!!!!!!!!!!!The Blueprint above is how the state designs all of the U.S. History exams. One thing that is mentioned at the top of the table, that the Social Studies Skills from the TEKS will be tested at the same time they are testing any of the 68 questions. (More information on the Social Studies Skills can be found in the previous pages) The Blueprint tells you that the assessment can pick questions from 109 (116 if you include the skills student expectations) of the student expectations for your course. (This book will show you which ones are assessed) Also, the Blueprint lets you know how many questions you are going to answer, 68. !While on the surface, it seems that if you just focused on the History TEKS, you should be able to pass. However, a 44% is not considered passing on the STAAR. Also, the other categories support historical concepts and events. Therefore, it is important to concentrate on the TEKS as a whole, not just pieces. !The next question many students ask is, “How many questions do I need to answer correctly?” This is a difficult question to answer due to the fact that it depends on when you started high school as a freshman. It also depends on how the state rates the difficulty of the assessment you took, since it can change from year to year. What all of this means, is that it can change from year to year on how many questions a student needs to get correct in order to be considered having a passing grade.



State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors

U.S. History Since 1877

Performance Level Descriptors

Students achieving Level III: Advanced Academic Performance can

• Evaluate historical perspectives on major events and issues in U.S. history • Apply content knowledge in multiple contexts to make historical connections and evaluate change over time • Evaluate historical justifications and interpretations through the examination of multiple and varied sources

Students achieving Level II: Satisfactory Academic Performance can

• Apply understanding of U.S. constitutional principles to major events in U.S. history • Analyze the domestic and international impact of U.S. participation in wars and international conflicts • Explain the historical development of reform movements, court cases, and legislation that expanded the civil

and political rights of citizens • Describe the impact of significant individuals, organizations, and policies on U.S. history • Analyze issues related to the development of the U.S. economic system • Analyze geographic and cultural influences on the United States • Describe the role and influence of the United States in the international community • Explain the impact of science and technology on the United States

Students achieving Level I: Unsatisfactory Academic Performance can

• Identify significant individuals, events, and issues in U.S. history • Define major social studies terminology • Identify and use social studies sources • Recognize major historical points of reference

Texas Education Agency Student Assessment Division

April 2012

The Performance Level Descriptors above tell you what you need to achieve either the Satisfactory or Advanced levels for the assessment. This is more important to understand, because no matter how many questions you need to get correct on any given assessment, if you can do the actions in the Level II and Level III categories, you will do well on the assessment! !One suggestion to get ready for the STAAR assessment is to constantly use your thinking and questioning skills to find out the stories behind the history. Do not be afraid to ask questions of why things happened and why people thought the way that they did. Do not stop at just reading a paragraph from a book. Use reliable sources on the internet to research what you are learning. Find the speeches and documents to bring the words of past leaders alive. Most importantly, connect everything together since one event always has an effect that leads to another event. !As mentioned before, this book is a starting place to better understand the background information. It also provides a framework to better understand the skills you will need for this course and how you may be assessed. However, it will be up to you and your classmates to dig up the past and to think as historians! !



Texas E

ducation A

gency

Stu

dent

Assessm

ent

Div

isio

n

Spring 2

011

STA

AR

U.S

. H

isto

ry B

luep

rin

t

So

cia

l S

tu

die

s S

kil

ls is n

ot

a s

epara

te r

eport

ing c

ate

gory

. These s

kills

will be incorp

ora

ted into

at

least

30%

of

the t

est

questions f

rom

report

ing c

ate

gori

es 1

E4 a

nd w

ill be identified a

long w

ith t

he c

onte

nt

sta

ndard

s.

Rep

orti

ng

Cate

gorie

s

Nu

mb

er o

f S

tan

dard

s

Nu

mb

er o

f Q

uesti

on

s

Readin

ess S

tandard

s

21

Re

po

rti

ng

Cate

go

ry 1

:

His

to

ry

Support

ing S

tandard

s

34

30

Tota

l 55

Readin

ess S

tandard

s

7

Re

po

rti

ng

Cate

go

ry 2

:

Geo

gra

ph

y a

nd

Cu

ltu

re

Support

ing S

tandard

s

10

12

Tota

l 17

Readin

ess S

tandard

s

5

Re

po

rti

ng

Cate

go

ry 3

:

Go

ve

rn

me

nt

an

d C

itiz

en

sh

ip

Support

ing S

tandard

s

9

10

Tota

l 14

Re

po

rti

ng

Cate

go

ry 4

:

Eco

no

mic

s,

Scie

nce

, T

ech

no

log

y,

an

d

So

cie

ty

Readin

ess S

tandard

s

10

16

Support

ing S

tandard

s

13

Tota

l 23

Re

ad

iness S

tan

da

rd

s

To

tal

Nu

mb

er o

f S

ta

nd

ard

s

43

6

0%

N6

5%

4

1N

44

Su

pp

orti

ng

Sta

nd

ard

s

To

tal

Nu

mb

er o

f S

ta

nd

ard

s

66

3

5%

N4

0%

2

4N

27

To

tal

Nu

mb

er o

f Q

uestio

ns o

n T

est

68

Mu

ltip

le C

ho

ice


How Do I Use This Checklist? As discussed, the study of U.S. History Since 1877 is broken down into different eras that are considered to be turning points. The eras are described below:

Era Time Period Jarrett Book Characteristics

Foundations 1776 - Now* Chapter 4

• Intent, Meaning and Importance of: • Declaration of Independence

• How it applies to the U.S. having a rich diversity of our people as a nation of immigrants

• How it applies to the American Revolution • How it relates to the writing of the Constitution • How it relates to the abolitionist movement • How it relates to the Emancipation

Proclamation • How it relates to the women’s suffrage

movement • The meaning of the introduction

• U.S. Constitution • Seven Principles of the Constitution • How the Constitution has changed over time • How events have been influenced by the

Constitution • How the powers of the federal government have

waxed and waned • Bill of Rights

• The influence of the Bill of Rights on events in U.S. history

• Philosophies of Alexis de Toucqueville • What is a national identity • Meanings of National Mottos

Gilded Age 1877 - 1898 Chapter 5 Chapter 6

• Industrialization • Urbanization • Closing of the Western Frontier • Immigration • Political Corruption and Reform

Progressives 1890 - 1920 Chapter 7

• Farming Issues and the Grange Movement • Rise of Populism • Demand in changes (reforms) in:

• government • monopolies / businesses • public health and safety • rights for women • federal monetary policies

• Urban life • Realism • Preservation of natural resources




Becoming A World Power 1898 - 1920 Chapter 8

Chapter 9

• United States becomes more involved in international and regional conflicts including:

• Spanish-American War (1898) • expansion of U.S. territories: • Guam • Puerto Rico • Philippines • construction of the Panama Canal • acquisition of Hawaii • Roosevelt Corollary to the Monroe Doctrine • Negotiating the end of the Russo-Japanese war in

1905 • missionaries • World War I (From neutral to leaders) • development of new weaponry • flight

Roaring 20s 1920-1929 Chapter 10

• economic prosperity (boom) • changes in cultural values (struggle between

traditional and modern) • women's suffrage (19th Amendment) • Scope trial • 18th Amendment (Prohibition) • popularity of the automobile • Great Migration • Harlem Renaissance • Social Darwinism / Nativism / Eugenics • Red Scare

Great Depression 1929-1940 Chapter 11

• economic downturn (bust) • large number of unemployed • large number of homeless • no economic growth for an extended period of time • Dust Bowl • Relief, Recovery, and Reform • ABC Agencies • growth of federal power

World War II 1940-1945 Chapter 12

• neutrality at the beginning • Pearl Harbor • fight against dictatorships • home front / volunteerism / rationing • mobilization • American leadership during the war • fighting on both fronts • growth of the federal government • Japanese internment • development of atomic weaponry • United States emerging as a world power after the

war




Cold War (Foreign Issues) 1945 - 1992

Chapter 13 Chapter 14 Chapter 15

• Undeclared war between the USA and the USSR for global influence:

• Red Scare Part 2 • House Un-American Activities Committee (HUAC) • Vernona Papers • McCarthyism • Higher emphasis on Math and Science in schools • Containment • Marshall Plan • Truman Doctrine • Berlin Airlift • Korean War • Space Race • Bay of Pigs Invasion • Mutual Assured Destruction • Cuban Missile Crisis • Domino Theory • Vietnam War • Détente • Peace Through Strength • Conflict in Southwest Asia (Middle East): • OPEC Embargo • Iran Hostage • Camp David Accords • Support of Israel • Persian Gulf War (1990) • Conflict in Latin America: • Grenada • Iran / Contra • Invasion of Panama • International Leadership / Organizations • NATO • SEATO • APEC • OAS • United Nations • GATT / WTO

Cold War (Civil Rights Movement) 1945 - 1992


• Civil Rights Movement • Leaders / Groups • Litigation • Passive Resistance / Militancy • Pushback by Traditionalists • Changes in federal laws • Domestic Movements

Cold War (Domestic Issues) 1945-1992


• Domestic Movements • Anti-Vietnam Movement • Feminism • Beat Generation / Hippies / Counter-Culture • Return to Conservatism

• Movement (Rust Belt & Sun Belt)




Modern America 1992 - Now Chapter 15 Chapter 16

• International Issues/Policies: • Somalia • Balkans • NAFTA • Global War on Terror

• Invasion of Afghanistan • Invasion of Iraq

• Domestic Issues/Policies: • Recession • Recovery • Health Care Reform • Impeachment Trial of Clinton • Election of 2000 • No Child Left Behind • 9/11 Attacks

• changes in domestic policies • growth of the federal government

• Hurricane Katrina • Recession of 2008-09 • Election of 2008 • Outsourcing and Globalization • Innovations and Global Communications

Checklist

Checklists are provided to help you keep track of the information you have to know before moving on to the next section. (See Example Below) !IDK = I Don't Know and need to go back OK = I am OK with the information but not 100% sure NP = No problem! I can meet the expectation!

SE Do You Know How To... IDK OK NP

1A analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence


Era 1: Foundations - Checklist


1A analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence

1A analyze and evaluate the text, intent, meaning, and importance of the U.S. Constitution

1A analyze and evaluate the text, intent, meaning, and importance of the Bill of Rights

1A analyze and evaluate identify the full text of the first three paragraphs of the Declaration of Independence

1B analyze and evaluate the application of these founding principles to historical events in U.S. history (you will be doing this throughout the year) Not Assessed

1C explain the contributions of the Founding Fathers such as Benjamin Rush

1C explain the contributions of the Founding Fathers such as John Hancock

1C explain the contributions of the Founding Fathers such as John Jay

1C explain the contributions of the Founding Fathers such as John Witherspoon

1C explain the contributions of the Founding Fathers such as John Peter Muhlenberg

1C explain the contributions of the Founding Fathers such as Charles Carroll

1C explain the contributions of the Founding Fathers such as Jonathan Trumbull Sr.

9A trace the historical development of the civil rights movement including the 13th, 14th, 15th, and 19th amendments

14C understand the effects of governmental actions on individuals, industries, and communities, including the impact on Fifth Amendment property rights

21B discuss historical reasons why the constitution has been amended

22Adiscuss Alexis de Tocqueville’s five values crucial to America's success as a constitutional republic: liberty

22Adiscuss Alexis de Tocqueville’s five values crucial to America's success as a constitutional republic: egalitarianism

22Adiscuss Alexis de Tocqueville’s five values crucial to America's success as a constitutional republic: individualism

22Adiscuss Alexis de Tocqueville’s five values crucial to America's success as a constitutional republic: populism


Era 1: Foundations - Checklist


22A discuss Alexis de Tocqueville’s five values crucial to America's success as a constitutional republic: laissez- faire

23C explain how participation in the democratic process reflects our national ethos

23C explain how participation in the democratic process reflects patriotism

23C explain how participation in the democratic process reflects civic responsibility

23C explain how participation in the democratic process reflects our progress to build a “more perfect union.”

26E discuss the meaning and historical significance of the motto “E Pluribus Unum”

26E discuss the meaning and historical significance of the motto “In God We Trust”


Era 2: Gilded Age - Checklist


3A explain the causes of political machines

3A explain the effects of political machines

3A explain the positives of political machines

3A explain the negatives of political machines

3A explain the causes and effects of Indian Policies

3A explain the causes of Indian Policies

3A explain the effects of Indian Policies

3B fully explain the issues of the cattle industry boom

3C explain the social issues that immigrants faced after arriving in America

3C explain the causes and effects of urbanization during this era?

3D describe the optimism of the immigrants who came to the U.S. during this era?

12A analyze the impact of physical and human geographic factors on the settlement of the Great Plains

12A analyze the impact of physical and human geographic factors on the the Klondike Gold Rush

13A fully explain the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion

13A fully explain the causes and effects of changing demographic patterns resulting from migration within the United States, including rural to urban

13B analyze the causes and effects of changing demographic patterns resulting from legal immigration to the United States

14A identify the effects of population growth on the physical environment

14A identify the effects of population distribution on the physical environment

15A describe how the economic impact of the Homestead Act contributed to the close of the frontier in the late 19th century

15B describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire

15B describe the changing relationship between the federal government and private business, including the costs and benefits of anti-trust acts

15B describe the changing relationship between the federal government and private business, including the Interstate Commerce Act

15C explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882

23B evaluate various means of achieving equality of political rights, including the American Indian Citizenship Act of 1924.


Era 2: Gilded Age - Checklist


24B evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie.

26A explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities

26B discuss the Americanization movement to assimilate immigrants into American culture

26B discuss the Americanization movement to assimilate American Indians into American culture

27A explain the effects of scientific discoveries and technological innovations such as electric power on the economic development of the United States

27A explain the effects of scientific discoveries and technological innovations such as the telephone on the economic development of the United States

27A explain the effects of scientific discoveries and technological innovations such as petroleum-based products on the economic development of the United States

27A explain the effects of scientific discoveries and technological innovations such as steel production on the economic development of the United States


Era 3: The Progressives - Checklist


3A analyze political issues such as civil service reform.

3A analyze political issues such as the beginnings of Populism.

3C analyze social issues affecting women.

3C analyze social issues affecting the Social Gospel.

5A evaluate the impact of Progressive Era reforms including initiative.

5A evaluate the impact of Progressive Era reforms including referendum.

5A evaluate the impact of Progressive Era reforms including recall.

5A evaluate the impact of Progressive Era reforms including the passage of the 16th Amendment.



5B evaluate the impact of muckrakers and reform leaders such as Upton Sinclair on American society.

5B evaluate the impact of muckrakers and reform leaders such as Susan B. Anthony on American society.

5B evaluate the impact of muckrakers and reform leaders such as Ida B. Wells on American society.

5B evaluate the impact of muckrakers and reform leaders such as W. E. B. DuBois on American society.

5C evaluate the impact of third parties, including the Populist party.

5C evaluate the impact of third parties, including the Progressive party.

9A trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 19th amendment.

14B identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System.

15B describe the changing relationship between the federal government and private business, including the costs of laissez-faire.




15B describe the changing relationship between the federal government and private business, including the benefits of laissez-faire.

15B describe the changing relationship between the federal government and private business, including the costs of anti-trust acts.

15B describe the changing relationship between the federal government and private business, including the benefits of anti-trust acts.

15B describe the changing relationship between the federal government and private business, including the costs of the Interstate Commerce Act.

15B describe the changing relationship between the federal government and private business, including the benefits of the Interstate Commerce Act.

15B describe the changing relationship between the federal government and private business, including the costs of the Pure Food and Drug Act.

15B describe the changing relationship between the federal government and private business, including the benefits of the Pure Food and Drug Act.

15E describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913.

23B evaluate various means of achieving equality of political rights, including the 19th Amendment.

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of art [during the Progressive Movement].

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of music, film [during the Progressive Movement].

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of literature [during the Progressive Movement].

26A explain actions taken by people [during the Progressive Movement] to expand economic opportunities for racial minorities in American society.

26Aexplain actions taken by people [during the Progressive Movement] to expand political opportunities for racial minorities in American society.

26A explain actions taken by people [during the Progressive Movement] to expand economic opportunities for ethnic minorities in American society.

26Aexplain actions taken by people [during the Progressive Movement] to expand political opportunities for ethnic minorities in American society.

26A explain actions taken by people [during the Progressive Movement] to expand economic opportunities for religious minorities in American society.




26Aexplain actions taken by people [during the Progressive Movement] to expand political opportunities for religious minorities in American society.

26A explain actions taken by people [during the Progressive Movement] to expand economic opportunities for women in American society.

26Aexplain actions taken by people [during the Progressive Movement] to expand political opportunities for women in American society.

26D identify the political contributions of women such as Jane Addams to American society.

26D identify the social contributions of women such as Jane Addams to American society.

26D identify the contributions of women such as Jane Addams to American society.


Era 4: Becoming A World Power - Checklist


2D explain the significance of the following years as turning points: 1898 (Spanish-American War).

2D explain the significance of the following years as turning points: 1914–1918 (World War I).

4A explain why significant events, policies, and individuals such as the Spanish-American War moved the United States into the position of a world power.

4A explain why significant events, policies, and individuals such as U.S. expansionism moved the United States into the position of a world power.

4A explain why significant events, policies, and individuals such as Henry Cabot Lodge moved the United States into the position of a world power.

4A explain why significant events, policies, and individuals such as Alfred Thayer Mahan moved the United States into the position of a world power.

4A explain why significant events, policies, and individuals such as Theodore Roosevelt moved the United States into the position of a world power.

4A explain why significant events, policies, and individuals such as Sanford B. Dole moved the United States into the position of a world power.

4A explain why significant events, policies, and individuals such as missionaries moved the United States into the position of a world power.

4B evaluate American expansionism, including acquisitions such as Guam.

4B evaluate American expansionism, including acquisitions such as Hawaii.

4B evaluate American expansionism, including acquisitions such as the Philippines.

4B evaluate American expansionism, including acquisitions such as Puerto Rico.

4C identify the causes of World War I

4C identify the reasons for U.S. entry [into World War I].

4D understand the contributions of the American Expeditionary Forces (AEF)

4D understand the contributions of General John J. Pershing

4E analyze the impact of significant technological innovations in World War I such as machine guns that resulted in the stalemate on the Western Front.

4E analyze the impact of significant technological innovations in World War I such as airplanes that resulted in the stalemate on the Western Front.


Era 4: Becoming A World Power - Checklist


4E analyze the impact of significant technological innovations in World War I such as tanks that resulted in the stalemate on the Western Front.

4E analyze the impact of significant technological innovations in World War I such as poison gas that resulted in the stalemate on the Western Front.

4E analyze the impact of significant technological innovations in World War I such as trench warfare that resulted in the stalemate on the Western Front.

4F analyze major issues such as isolationism raised by U.S. involvement in World War I.

4F analyze major issues such as neutrality raised by U.S. involvement in World War I.

4F analyze major issues such as Woodrow Wilson's Fourteen Points.

4F analyze major issues such as the Treaty of Versailles.

4G analyze significant events such as the Battle of Argonne Forest.

12A analyze the impact of physical geographic factors on the Panama Canal.

12A analyze the impact of human geographic factors on the Panama Canal.

12B identify reasons for changes in political boundaries such as those resulting from international conflicts.

12B explain reasons for changes in political boundaries such as those resulting from international conflicts.

15C explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882.

15C explain how foreign policies affected economic issues such as the Open Door Policy.

15C explain how foreign policies affected economic issues such as Dollar Diplomacy.

15C explain how foreign policies affected economic issues such as immigration quotas.

15D describe the economic effects of international military conflicts, including the Spanish-American War on the United States.

15D describe the economic effects of international military conflicts, including World War I, on the United States.

19B explain constitutional issues raised by federal government policy changes during times of significant events, including World War I.

26F discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as Alvin York.


Era 5: The Roaring Twenties - Checklist


5A evaluate the impact of Progressive Era reforms, including 18th Amendment.

6A analyze causes of events and social issues such as immigration during the Roaring Twenties.

6A analyze causes of events and social issues such as Social Darwinism during the Roaring Twenties.

6A analyze causes of events and social issues such as eugenics during the Roaring Twenties.

6A analyze causes of events and social issues such as race relations during the Roaring Twenties.

6A analyze causes of events and social issues such as nativism during the Roaring Twenties.

6A analyze causes of events and social issues such as the Red Scare during the Roaring Twenties.

6A analyze causes of events and social issues such as Prohibition during the Roaring Twenties.

6A analyze causes of events and social issues such as the changing role of women during the Roaring Twenties.

6A analyze effects of events and social issues such as immigration during the Roaring Twenties.

6A analyze effects of events and social issues such as Social Darwinism during the Roaring Twenties.

6A analyze effects of events and social issues such as eugenics during the Roaring Twenties.

6A analyze effects of events and social issues such as race relations during the Roaring Twenties.

6A analyze effects of events and social issues such as nativism during the Roaring Twenties.

6A analyze effects of events and social issues such as the Red Scare during the Roaring Twenties.

6A analyze effects of events and social issues such as Prohibition during the Roaring Twenties.

6A analyze effects of events and social issues such as the changing role of women during the Roaring Twenties.

6B analyze the impact of significant individuals such as Clarence Darrow.

6B analyze the impact of significant individuals such as William Jennings Bryan.

6B analyze the impact of significant individuals such as Henry Ford.

6B analyze the impact of significant individuals such as Glenn Curtiss.


Era 5: The Roaring Twenties - Checklist


6B analyze the impact of significant individuals such as Marcus Garvey.

6B analyze the impact of significant individuals such as Charles A. Lindbergh.

13A analyze the causes of changing demographic patterns resulting from migration within the United States, including the Great Migration.

13A analyze the effects of changing demographic patterns resulting from migration within the United States, including the Great Migration.

15C explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882.

15C explain how foreign policies affected economic issues such as the Open Door Policy.

15C explain how foreign policies affected economic issues such as Dollar Diplomacy.

15C explain how foreign policies affected economic issues such as immigration quotas.

16A analyze causes of economic growth in the 1920s, including Warren Hardings Return to Normalcy.

16A analyze causes of economic prosperity in the 1920s, including Warren Hardings Return to Normalcy.

16A analyze causes of economic growth in the 1920s, including reduced taxes.

16A analyze causes of economic prosperity in the 1920s, including reduced taxes.

16A analyze causes of economic growth in the 1920s, including increased production efficiencies.

16A analyze causes of economic prosperity in the 1920s, including increased production efficiencies.

19C describe the effects of political scandals, including Teapot Dome.

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature.

26D identify the political, social, and economic contributions of women such as Frances Willard.

27C understand the impact of technological and management innovations such as assembly line manufacturing.

27C understand the application of assembly line manufacturing.

27C understand the resulting productivity enhancements for business and labor of assembly line manufacturing. [effects]


Era 6: The Great Depression - Checklist


2D explain the significance of the following year as a turning point: 1929 (the Great Depression begins).

12A analyze the impact of physical geographic factors on the Dust Bowl.

12A analyze the impact of human geographic factors on the Dust Bowl.

15E describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913.

15E describe the emergence of monetary policy in the United States, including the the shifting trend from a gold standard to fiat money.

16B identify the causes of the Great Depression, including the impact of tariffs on world trade.

16B identify the causes of the Great Depression, including stock market speculation.

16B identify the causes of the Great Depression, bank failures.

16B identify the causes of the Great Depression, including the monetary policy of the Federal Reserve System.

16C analyze the effects of the Great Depression on the U.S. economy such as widespread unemployment.

16C analyze the effects of the Great Depression on the U.S. economy such as the repatriation of people of European and Mexican heritage and others.

16C analyze the effects of the Great Depression on the U.S. society such as widespread unemployment.

16C analyze the effects of the Great Depression on the U.S. society such as the deportation and repatriation of people of European and Mexican heritage and others.

16D compare the New Deal policies and its opponents’ approaches to resolving the economic effects of the Great Depression.

16E describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, continue to affect the lives of U.S. citizens.

16E describe how various New Deal agencies and programs, including the Securities and Exchange Commission continue to affect the lives of U.S. citizens.

16E describe how various New Deal agencies and programs, including the Social Security Administration, continue to affect the lives of U.S. citizens.

19A evaluate the impact of New Deal legislation on the historical roles of state and federal government.

20Bevaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt’s attempt to increase the number of U.S. Supreme Court justices.


Era 6: The Great Depression - Checklist


25A describe how the characteristics and issues in U.S. history [The Great Depression] have been reflected in various genres of art.

25A describe how the characteristics and issues in U.S. history [The Great Depression] have been reflected in various genres of music.

25A describe how the characteristics and issues in U.S. history [The Great Depression] have been reflected in various genres of film.

25A describe how the characteristics and issues in U.S. history [The Great Depression] have been reflected in various genres of literature.

26D identify the political contributions of women such as Eleanor Roosevelt.

26D identify the social contributions of women such as Eleanor Roosevelt.


Era 7: World War II - Checklist


2D explain the significance of the following years as turning points: 1939–1945 (World War II).

7A identify reasons for U.S. involvement in World War II, including the dictatorship in Italy.

7A identify reasons for U.S. involvement in World War II, including Italian aggression. (Focus on expansion)

7A identify reasons for U.S. involvement in World War II, including the dictatorship in Germany.

7A identify reasons for U.S. involvement in World War II, including German aggression. (Focus on expansion)

7A identify reasons for U.S. involvement in World War II, including the dictatorship in Japan.

7A identify reasons for U.S. involvement in World War II, including Japanese aggression. (Focus on expansion)

7A identify reasons for U.S. involvement in World War II, including the attack on Pearl Harbor.

7B evaluate the domestic leadership of Franklin D. Roosevelt during World War II.

7B evaluate the international leadership of Franklin D. Roosevelt during World War II.

7B evaluate the domestic leadership of Harry Truman during World War II.

7B evaluate the international leadership of Harry Truman during World War II.

7B evaluate the international leadership of Franklin D. Roosevelt during World War II, including the U.S. relationship with its allies

7B evaluate the international leadership of Harry Truman during World War II, including the U.S. relationship with its allies

7B evaluate the domestic leadership of Franklin D. Roosevelt during World War II, including the domestic industry’s rapid mobilization for the war effort.

7B evaluate the domestic leadership of Harry Truman during World War II, including the domestic industry’s rapid mobilization for the war effort.

7C analyze the function of the U.S. Office of War Information.

7D analyze major issues of World War II, including the Holocaust

7D analyze major issues of World War II, including the internment of German Americans.

7D analyze major issues of World War II, including the internment of Italian Americans.




7D analyze major issues of World War II, including the internment Japanese Americans.

7D analyze major issues of World War II, including Executive Order 9066.

7D analyze major issues of World War II, including the development of conventional weapons.

7D analyze major issues of World War II, including the development of conventional weapons.

7E analyze major military events of World War II, including the Battle of Midway.

7E analyze major military events of World War II, including the U.S. military advancement through the Pacific Islands. [Island Hopping]

7E analyze major military events of World War II, including the Bataan Death March.

7E analyze major military events of World War II, including the invasion of Normandy.

7E analyze major military events of World War II, including fighting the war on multiple fronts.

7E analyze major military events of World War II, including the liberation of concentration camps.

7F evaluate the military contributions of leaders during World War II, including Omar Bradley.

7F evaluate the military contributions of leaders during World War II, including Dwight Eisenhower.

7F evaluate the military contributions of leaders during World War II, including Douglas MacArthur.

7F evaluate the military contributions of leaders during World War II, including Chester A. Nimitz.

7F evaluate the military contributions of leaders during World War II, including George Marshall.

7F evaluate the military contributions of leaders during World War II, including George Patton.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including high levels of military enlistment.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including volunteerism.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel including the purchase of war bonds.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including Victory Gardens.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including the bravery of the Tuskegee Airmen.




7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including the contributions of the Tuskegee Airmen.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including the bravery of the Flying Tigers.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including the contributions of the Flying Tigers.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including the bravery of the Navajo Code Talkers.

7Gexplain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including the contributions of the Navajo Code Talkers.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including opportunities for women.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including obstacles for women.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including opportunities for ethnic minorities.

7G explain the home front and how American patriotism inspired exceptional actions by citizens and military personnel, including obstacles for ethnic minorities.

17A describe the economic effects of World War II on the home front such as the end of the Great Depression.

17A describe the economic effects of World War II on the home front such as rationing.

17A describe the economic effects of World War II on the home front such as the increased opportunity for women employment.

17A describe the economic effects of World War II on the home front such as the increased opportunity for minority employment.

19B explain constitutional issues raised by federal government policy changes during times of significant events, including World War II.

25A describe how the characteristics and issues in U.S. history [World War II] have been reflected in various genres of art.

25A describe how the characteristics and issues in U.S. history [World War II] have been reflected in various genres of music.

25A describe how the characteristics and issues in U.S. history [World War II] have been reflected in various genres of film.

25A describe how the characteristics and issues in U.S. history [World War II] have been reflected in various genres of literature.




26F discuss the importance of Congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker.

27B explain how specific needs result in scientific discoveries in the military. [During World War II]

27B explain how specific needs result in scientific discoveries in medicine. [During World War II]

27B explain how specific needs result in technological innovations in the military. [During World War II]

27B explain how specific needs result in technological innovations in medicine. [During World War II]


Era 8a: The Cold War: Foreign Issues and Events - Checklist


2D explain the significance of the following year as a turning point: 1957 (Sputnik launch ignites U.S.-Soviet space race)

2D explain the significance of the following year as a turning point: 1969 (U.S. lands on the moon)

2D explain the significance of the following year as a turning point: 1991 (Cold War ends)

8A describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine

8A describe U.S. responses to Soviet aggression after World War II, including the Marshall Plan

8A describe U.S. responses to Soviet aggression after World War II, including the North Atlantic Treaty Organization

8A describe U.S. responses to Soviet aggression after World War II, including the Berlin airlift

8A describe U.S. responses to Soviet aggression after World War II, including John F. Kennedy's role in the Cuban Missile Crisis.

8B describe how Cold War tensions were intensified by the arms race

8B describe how Cold War tensions were intensified by the space race

8C explain reasons for U.S. involvement in the Korean War

8C explain the outcomes for U.S. involvement in the Korean War

8C explain the relationship between the Korean War and the containment policy.

8D explain reasons for U.S. involvement in foreign countries [During the Cold War]

8D explain the outcomes for U.S. involvement in foreign countries [During the Cold War]

8D explain the relationship between the Vietnam War and the domino theory.

8D explain reasons for U.S. involvement in the Vietnam War

8D explain the outcomes for U.S. involvement in the Vietnam War.

8E analyze the major issues and events of the Vietnam War such as the Tet Offensive




8E analyze the major issues and events of the Vietnam War such as the escalation of forces

8E analyze the major issues and events of the Vietnam War such as Vietnamization

8E analyze the major issues and events of the Vietnam War such as the fall of Saigon

10A describe Richard M. Nixon's leadership in the normalization of relations with China

10A describe Richard M. Nixon's leadership in the policy of détent.

10B describe Ronald Reagan's leadership in international policies, including Peace Through Strength.

10B describe Ronald Reagan's leadership in domestic policies

10D describe U.S. involvement in the Middle East such as support for Israel

10D describe U.S. involvement in the Middle East such as the Camp David Accords

10D describe U.S. involvement in the Middle East such as the Iran-Contra Affair

10D describe U.S. involvement in the Middle East such as Marines in Lebanon

10D describe U.S. involvement in the Middle East such as the Iran Hostage Crisis.

11A describe U.S. involvement in world affairs, including the end of the Cold War.

17Edescribe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo

17Edescribe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the General Agreement of Tariffs and Trade (GATT).

19E evaluate the pros of U.S. participation in international organizations.

19E evaluate the cons of U.S. participation in international organizations.

19E evaluate the pros of U.S. participation in international treaties.

19E evaluate the cons of U.S. participation in international treaties.




25A describe how the characteristics and issues in U.S. history have been reflected in various genres of art [During the Cold War]

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of music [During the Cold War]

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of film [During the Cold War]

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of literature [During the Cold War]


Era 8B: The Cold War: Civil Rights Movement - Checklist


2D explain the significance of the following year as a turning point: 1968 (Martin Luther King Jr. assassination)

9B describe the roles of political organizations that promoted civil rights, including ones from the African American civil rights movement.

9B describe the roles of political organizations that promoted civil rights, including ones from the Chicano civil rights movement.

9B describe the roles of political organizations that promoted civil rights, including ones from the American Indian civil rights movement.

9B describe the roles of political organizations that promoted civil rights, including ones from the women's civil rights movement.

9B describe the roles of political organizations that promoted civil rights, including ones from other civil rights movements.

9C identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr.

9C identify the roles of significant leaders who supported various rights movements, including Cesar Chavez.

9C identify the roles of significant leaders who supported various rights movements, including Rosa Parks.

9C identify the roles of significant leaders who supported various rights movements, including Hector P. Garcia.

9C identify the roles of significant leaders who supported various rights movements, including Betty Friedan.

9D compare the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.

9D contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.

9E discuss the impact of the writings of Martin Luther King Jr. such as his "I Have a Dream" speech on the civil rights movement.

9E discuss the impact of the writings of Martin Luther King Jr. such as his "Letter from Birmingham Jail" on the civil rights movement.

9F describe presidential actions to address minority rights in the United States, including desegregation of the armed forces.

9F describe congressional votes to address minority rights in the United States, including the Civil Rights acts of 1957.

9F describe congressional votes to address minority rights in the United States, including the Civil Rights acts of 1964.

9F describe congressional votes to address minority rights in the United States, including the Voting Rights Act of 1965.




9G describe the role of individuals such as governor George Wallace who sought to maintain the status quo. [block Civil Rights legislation and action]

9G describe the role of individuals such as governor Orval Faubus who sought to maintain the status quo. [block Civil Rights legislation and action]

9G describe the role of individuals such as governor Lester Maddox who sought to maintain the status quo. [block Civil Rights legislation and action]

9G describe the role of groups such as the Congressional bloc of southern Democrats who sought to maintain the status quo. [block Civil Rights legislation and action]

9H evaluate changes in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process.

9H evaluate events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process.

9Idescribe how litigation such as the landmark case of Brown v. Board of Education played a role in protecting the rights of the minority during the civil rights movement.

9I describe how litigation such as the landmark case of Mendez v. Westminster played a role in protecting the rights of the minority during the civil rights movement.

9I describe how litigation such as the landmark case of Hernandez v. Texas played a role in protecting the rights of the minority during the civil rights movement.

9I describe how litigation such as the landmark case of Delgado v. Bastrop I.S.D. played a role in protecting the rights of the minority during the civil rights movement.

9I describe how litigation such as the landmark case of Edgewood I.S.D. v. Kirby played a role in protecting the rights of the minority during the civil rights movement.

9I describe how litigation such as the landmark case of Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement.

17D identify actions of government and the private sector such as the Great Society to create economic opportunities for citizens.

17D identify actions of government and the private sector such as the Great Society and analyze the unintended consequences of it.

17D identify actions of government and the private sector such as affirmative action to create economic opportunities for citizens.

17D identify actions of government and the private sector such as affirmative action and analyze the unintended consequences of it.

17D identify actions of government and the private sector such as Title IX to create economic opportunities for citizens.

17D identify actions of government and the private sector such as Title IX and analyze the unintended consequences of it.




21A analyze the effects of landmark U.S. Supreme Court decisions, including Brown v. Board of Education

21A analyze the effects of landmark U.S. Supreme Court decisions such as Plessy v. Ferguson

21A analyze the effects of landmark U.S. Supreme Court decisions such as Hernandez v. Texas

21A analyze the effects of landmark U.S. Supreme Court decisions such as Tinker v. Des Moines

21A analyze the effects of landmark U.S. Supreme Court decisions such as Wisconsin v. Yoder

21A analyze the effects of landmark U.S. Supreme Court decisions such as White v. Regester.

23A discuss historical reasons why the constitution has been amended [during the Civil Rights Movement]

23A identify methods of expanding the right to participate in the democratic process, including lobbying

23A identify methods of expanding the right to participate in the democratic process, including non-violent protesting

23A identify methods of expanding the right to participate in the democratic process, including litigation

23A identify methods of expanding the right to participate in the democratic process, including amending the U.S. Constitution

23A analyze methods of expanding the right to participate in the democratic process, including lobbying

23A analyze methods of expanding the right to participate in the democratic process, including non-violent protesting

23A analyze methods of expanding the right to participate in the democratic process, including litigation

23A analyze methods of expanding the right to participate in the democratic process, including amending the U.S. Constitution

24B evaluate the contributions of significant political and social leaders in the United States such as Thurgood Marshall

24B evaluate the contributions of significant political and social leaders in the United States such as Billy Graham

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of art [During the Civil Rights Movement]

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of music [During the Civil Rights Movement]




25A describe how the characteristics and issues in U.S. history have been reflected in various genres of film [During the Civil Rights Movement]

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of literature [During the Civil Rights Movement]

26A explain actions taken by people to expand political rights, including those for racial minorities in American society.

26A explain actions taken by people to expand political rights, including those for racial minorities in American society.

26A explain actions taken by people to expand political rights, including those for religious minorities in American society.

26A explain actions taken by people to expand political rights, including those for women in American society.

26A explain actions taken by people to expand economic opportunities including those for racial minorities in American society.

26A explain actions taken by people to expand economic opportunities including those for racial minorities in American society.

26A explain actions taken by people to expand economic opportunities including those for religious minorities in American society.

26A explain actions taken by people to expand economic opportunities including those for women in American society.

21C evaluate constitutional change in terms of strict construction

21C evaluate constitutional change in terms of judicial interpretation.


Era 8c: Cold War Domestic Issues and Events - Checklist


8B describe how Cold War tensions were intensified by McCarthyism

8B describe how Cold War tensions were intensified by the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers

8F describe the responses to the Vietnam War such as the draft

8F describe the responses to the Vietnam War such as the 26th Amendment

8F describe the responses to the Vietnam War such as the role of the media

8F describe the responses to the Vietnam War such as the credibility gap

8F describe the responses to the Vietnam War such as the silent majority

8F describe the responses to the Vietnam War such as the anti-war movement

10E describe the causes of the conservative resurgence of the 1980s and 1990s

10E describe and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly

10E describe and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including the Contract with America

10E describe and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including the Heritage Foundation

10Edescribe and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including the Moral Majority

10Edescribe and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including the National Rifle Association

10F describe significant societal issues of this time period. [Cold War 1970s-1990s]

13A analyze the causes of changing demographic patterns resulting from migration within the United States, including the Rust Belt to the Sun Belt.

13A analyze the effects of changing demographic patterns resulting from migration within the United States, including the Rust Belt to the Sun Belt.

14Aidentify the effects of population growth and distribution on the physical environment.

14Bidentify the roles of governmental entities and private citizens in managing the environment such as the Environmental Protection Agency (EPA)


Era 8c: Cold War Domestic Issues and Events - Checklist


14B identify the roles of governmental entities and private citizens in managing the environment such as the Endangered Species Act.

17B identify the causes of prosperity in the 1950s, including the impact of the GI Bill (Servicemen's Readjustment Act of 1944).

19C describe the effects of political scandals, including Watergate.

19D discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977.

20A describe the impact of events such as the Gulf of Tonkin Resolution on the relationship between the legislative and executive branches of government.

20A describe the impact of events such as the War Powers Act on the relationship between the legislative and executive branches of government.

24B evaluate the contributions of significant political and social leaders in the United States such as Barry Goldwater.

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of art [During the Cold War]

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of music [During the Cold War]

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of film [During the Cold War]

25A describe how the characteristics and issues in U.S. history have been reflected in various genres of literature [During the Cold War]

25B describe the positive impact of significant examples of cultural movements in art, music, and literature such the Beat Generation on American society.

25B describe the positive impact of significant examples of cultural movements in art, music, and literature such the Rock and Roll on American society.

25B describe the positive impact of significant examples of cultural movements in art, music, and literature such the Chicano Mural Movement on American society.

25B describe the positive impact of significant examples of cultural movements in art, music, and literature such the Country and Western music on American society.

25B describe the negative impact of significant examples of cultural movements in art, music, and literature such the Beat Generation on American society.

25B describe the negative impact of significant examples of cultural movements in art, music, and literature such the Rock and Roll on American society.

25B describe the negative impact of significant examples of cultural movements in art, music, and literature such the Chicano Mural Movement on American society.

25B describe the negative impact of significant examples of cultural movements in art, music, and literature such the Country and Western music on American society.


Era 9: Post-Cold War - Checklist


2D explain the significance of the following year as a turning point: 2001 (terrorist attacks on World Trade Center and the Pentagon)

2D explain the significance of the following year as a turning point: 2008 (election of first black president, Barack Obama)

10C compare the impact of energy on the American way of life over time.

11A describe U.S. involvement in world affairs, including the Persian Gulf War

11A describe U.S. involvement in world affairs, including the Balkans Crisis

11A describe U.S. involvement in world affairs, including 9/11

11A describe U.S. involvement in world affairs, including the global War on Terror.

11B identify significant social advocacy organizations across the political spectrum.

11B identify significant political advocacy organizations across the political spectrum.

11B identify significant social leaders across the political spectrum.

11B identify significant political leaders across the political spectrum.

11B identify significant social issues across the political spectrum.

11B identify significant political issues across the political spectrum.

11C evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties.

11D analyze the impact of third parties on presidential elections. (Post-Cold War)

11E discuss the historical significance of the 2008 presidential election.

12A analyze the impact of physical geographic factors on the levee failure in New Orleans after Hurricane Katrina.

12A analyze the impact of human geographic factors on the levee failure in New Orleans after Hurricane Katrina.

17C describe the economic impact of defense spending on the business cycle from 1945 to the 1990s.




17C describe the economic impact of defense spending on education priorities from 1945 to the 1990s.

17E describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the General Agreement of Tariffs and Trade (GATT)

17Edescribe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the North American Free Trade Agreement (NAFTA).

18A discuss the role of American entrepreneurs such as Bill Gates who achieved the American dream

18A discuss the role of American entrepreneurs such as Sam Walton who achieved the American dream

18A discuss the role of American entrepreneurs such as Estée Lauder who achieved the American dream

18A discuss the role of American entrepreneurs such as Robert Johnson who achieved the American dream

18A discuss the role of American entrepreneurs such as Lionel Sosa who achieved the American dream

18A discuss the role of American entrepreneurs such as the millions of small business entrepreneurs who achieved the American dream.

18B identify the impact of international events on the 21st century economy

18B identify the impact of multinational corporations on the 21st century economy

18B identify the impact of government policies on the 21st century economy

18B identify the impact of individuals on the 21st century economy

19B explain constitutional issues raised by federal government policy changes during times of significant events, including 9/11

19C describe the effects of political scandals, including Bill Clinton’s impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders.

19D discuss the role of contemporary government legislation in the private and public sectors such as the USA PATRIOT Act of 2001

19D discuss the role of contemporary government legislation in the private and public sectors such as the American Recovery and Reinvestment Act of 2009

20A evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including the presidential election of 2000.




24B evaluate the contributions of significant political and social leaders in the United States such as Sandra Day O' Connor

24B evaluate the contributions of significant political and social leaders in the United States such as Hillary Clinton.

25C identify the impact of popular American culture on the rest of the world over time

25D analyze the global diffusion of American culture through the entertainment industry via various media.

26D identify the political contributions of women such as Sonia Sotomayor to American society.

26D identify the social contributions of women such as Sonia Sotomayor to American society.

26D identify the political contributions of women such as Oprah Winfrey to American society.

26D identify the social contributions of women such as Oprah Winfrey to American society.

26D identify the economic contributions of women such as Oprah Winfrey to American society.

27A explain the effects of scientific discoveries and technological innovations such as petroleum-based products on the economic development of the United States.

27A explain the effects of scientific discoveries and technological innovations such as petroleum-based products on the economic development of the United States.

27A explain the effects of scientific discoveries and technological innovations such as computers on the economic development of the United States.

27C understand the impact of technological and management innovations such as time-study analysis

27C understand the impact of technological and management innovations such as robotics

27C understand the impact of technological and management innovations such as computer management

27C understand the impact of technological and management innovations such as just-in-time inventory management.

27C understand the application of the following technological and management innovation in the workplace: time-study analysis

27C understand the application of the following technological and management innovation in the workplace: robotics

27C understand the application of the following technological and management innovation in the workplace: computer management




27C understand the application of the following technological and management innovations in the workplace: just-in-time inventory management.

27C understand the resulting productivity enhancements for business and labor such as time-study analysis

27C understand the resulting productivity enhancements for business and labor such as robotics

27C understand the resulting productivity enhancements for business and labor such as computer management

27C understand the resulting productivity enhancements for business and labor such as just-in-time inventory management

28A analyze how scientific discoveries improve the standard of living in the United States

28A analyze how technological innovations improve the standard of living in the United States

28A analyze how the application of scientific discoveries by the free enterprise system improve the standard of living in the United States

28A analyze how the application of technological innovations by the free enterprise system improve the standard of living in the United States

28Aanalyze how the application of scientific discoveries, including those in transportation, by the free enterprise system improve the standard of living in the United States

28Aanalyze how the application of scientific discoveries, including those in communication, by the free enterprise system improve the standard of living in the United States

28Aanalyze how the application of technological innovations, including those in transportation, by the free enterprise system improve the standard of living in the United States

28Aanalyze how the application of technological innovations, including those in communication, by the free enterprise system improve the standard of living in the United States

28B explain how space technology improves the quality of life

28B explain how space exploration improves the quality of life

28C understand how the free enterprise system drives technological innovation in the marketplace such as cell phones

28C understand how the free enterprise system drives technological innovation in the marketplace such as inexpensive personal computers

28C understand how the free enterprise system drives technological innovation in the marketplace such as global positioning products




28C understand how the free enterprise system drives the application of technological innovation in the marketplace such as cell phones

28C understand how the free enterprise system drives the application of technological innovation in the marketplace such as inexpensive personal computers

28C understand how the free enterprise system drives the application of technological innovation in the marketplace such as global positioning products

U.S. History Since 1877 !!!!!!!!!

Social Studies Department“At Your Service”

STAARt Success Student Profile

U.S. History Since 1877 - SAISD · PDF fileadministration of the U.S. History Since 1877 STAAR...

Documents

Transcript of U.S. History Since 1877 - SAISD · PDF fileadministration of the U.S. History Since 1877 STAAR...