2014-2015HISD Scope and sequence

United States History Since 1877

1st
Cycle / 28 / Days / The recommended number of class periods is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.
Aug 25 – Oct 2, 2014
Unit / # of
Class Periods / Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
The student will:
Unit 1
The Gilded Age
This three-part unit uses a conceptual lens of ESP(Economic, Social, and Political) change to explore the impact of expansion, industrialization, immigration and urbanization on Native Americans, workers, immigrants, and big business in the Gilded Age of the late 19th century.
[Note: Since many standards span multiple years of history, items in bold indicate content aligned to this unit] / 6
class periods (90-minutes each)
or
12
class periods (45-minutes each) / Part 1: Gilded Age: Economic Issues
ⓇUSH.3B 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..
ⓇUSH.12AAnalyze the impact of physical and human geographic factors on the settlement of the Great Plains, the KlondikeGold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina
ⓇUSH.13AAnalyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt.
ⓈUSH.15ADescribe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century.
ⓇUSH.27AExplain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States.
USH.29BAnalyze 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.
USH.30ACreate written, oral, and visual presentations of social studies information.
USH.30BUse correct social studies terminology to explain historical concepts.
Part 2: Gilded Age: Social/Cultural Issues
ⓇUSH.3C Analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists.
ⓈUSH.3D Describe the optimism of the many immigrants who sought a better life in America.
ⓇUSH.6AAnalyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women.
ⓇUSH.13BAnalyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States.
ⓈUSH.15CExplain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas.
ⓈUSH.24BEvaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton.
USH.29AUse a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions
USH.30BUse correct social studies terminology to explain historical concepts.
Part 3: Gilded Age: Political Issues
ⓇUSH.3A Analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism.
ⓇUSH.15BDescribe the changing relationship between the federal government and private business, including the costs andbenefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act.
USH.29AUse a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions
USH.29BAnalyze 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.
USH.30BUse correct social studies terminology to explain historical concepts.
Unit 2
Age of Imperialism and Reform
This two-part unitexamines the concepts of reform and imperialism. DWithin the U.S., reformers made efforts to correct economic and social abuses of the Gilded Age In the early 20th century the U.S. entered a new historical era ofexpansionism beyond its natural borders. U.S. imperialism led to involvement in the Spanish-American War, changing policies in Latin America and Asia and eventually to World War I. / 5
class periods (90-minutes each)
or
10
class periods (45-minutes each) / Part 1: Reform: Populism/Progressivism
ⓇUSH.5AEvaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments.
ⓈUSH.5BEvaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society.
ⓈUSH.5CEvaluate the impact of third parties, including the Populist and Progressive parties.
ⓈUSH.14BIdentify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act.
ⓇUSH.15BDescribe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act.
ⓈUSH.15EDescribe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money.
ⓈUSH.26DIdentify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society.
USH.29AUse a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions
USH.29BAnalyze 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.
USH.30BUse correct social studies terminology to explain historical concepts.
Part 2: 2 Lessons: Foreign Policy: Expanding U.S. Influence
ⓇUSH.4A Explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power.
ⓈUSH.4BEvaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico
ⓇUSH.12AAnalyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.
ⓈUSH.12BIdentify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
ⓈUSH.15CExplain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open DoorPolicy, Dollar Diplomacy, and immigration quotas.
ⓇUSH.15DDescribe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
USH.29FIdentify bias in written, oral, and visual material.
USH.29HUse appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
USH.30BUse correct social studies terminology to explain historical concepts.
2nd
Cycle / 25 / Days / The recommended number of lessons is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.
Oct 6 – Nov 7, 2014
Unit / # of
Class Periods / Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
The student will:
Unit 3
World War I and Social Change in the 1920s
This four-part unit examines the global conflict of World War I and its effects as well as the significant social change of the 1920s as Americans became more isolationists and responded to significant change in social norms, consumerism, technological advances and artistic achievement. / 5
class periods (90-minutes each)
or
10
class periods (45-minutes each) / Part 1: World War I – Causes, Events of War, Effects
ⓇUSH.4CIdentify the causes of World War I and reasons for U.S. entry.
ⓈUSH.4DUnderstand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing.
ⓈUSH.4GAnalyze significant events such as the Battle of Argonne Forest.
ⓈUSH.4EAnalyze the impact of significant technological innovations in World War I such as machine guns, airplanes, tanks, poison gas, and trench warfare that resulted in the stalemate on the Western Front.
ⓇUSH.4FAnalyze major issues such as isolationism and neutrality raised by U.S. involvement in World War I, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles.
ⓇUSH.15DDescribe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
ⓈUSH.26FDiscuss the importance of Congressional Medal of Honor recipients, including individuals of all races and genders such as Vernon J. Baker, Alvin York, and Roy Benavidez.
USH.29AUse a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions
USH.29BAnalyze 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.
USH.29HUse appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
USH.30BUse correct social studies terminology to explain historical concepts.
Part 2: Social/Cultural and Technological Change in the 1920s
ⓇUSH.6AAnalyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, racerelations, nativism, the Red Scare, Prohibition, and the changing role of women.
ⓈUSH.6BAnalyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.
ⓇUSH.13AAnalyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt.
ⓈUSH.25ADescribe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature.
ⓇUSH.25BDescribe both the positive and negative impacts of significant examples of cultural movements in art, music, and country and western music on American society.
ⓇUSH.26CExplain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture.
ⓇUSH.27CUnderstand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.
USH.29AUse a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions
USH.29BAnalyze 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.
USH.29GIdentify and support with historical evidence a point of view on a social studies issue or event.
USH.30BUse correct social studies terminology to explain historical concepts.
Unit 4
Economics and Politics of the 1920s and 1930s
In thistwo-part unit students study the 1920s and 1930s through an economic and political lens, as Americans addressed the prosperity of the 1920s followed by severe depression of the 1930s. / 5
class periods (90-minutes each)
or
10
class periods (45-minutes each) / Part 1: Prosperity [Economics] and Politics of the 1920s
ⓇUSH.6AAnalyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women.
ⓈUSH.15CExplain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas.
ⓈUSH.16AAnalyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies.
ⓈUSH.19CDescribe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders.
USH.29BAnalyze 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.
USH.29EEvaluate 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.
USH.29HUse appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
USH.30BUse correct social studies terminology to explain historical concepts.
Part 2: The Great Depressionand the New Deal
ⓇUSH.12AAnalyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.
ⓇUSH.16BIdentify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System.
ⓇUSH.16CAnalyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others.
ⓈUSH.16DCompare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression.
ⓈUSH.16EDescribe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens.
ⓇUSH.19AEvaluate the impact of New Deal legislation on the historical roles of state and federal government.
ⓇUSH.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 and the presidential election of 2000.
USH.29BAnalyze 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.
USH.29HUse appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
USH.30BUse correct social studies terminology to explain historical concepts.
3rd
Cycle / 27 / Days / The recommended number of lessons is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.
Nov 10 – Dec 19, 2014
Unit / # of
Class Periods / Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)
The student will:
Unit 5
Rise of Dictators and World War II
This three-part unit examines the rise of totalitarian governments in Europe and East Asia and how those changes led to World War II and involvement of the United States in that conflict. / 8
class periods (90-minutes each)
or
16
class periods (45-minutes each) / Part 1: WWII: War Begins
ⓇUSH.7AIdentify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor.
ⓇUSH.7DAnalyze major issues of World War II, including theHolocaust, the internment of German, Italian, and Japanese Americans and Executive Order 9066, and the development of conventional and atomic weapons.
USH.29BAnalyze 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.
USH.30BUse correct social studies terminology to explain historical concepts.
Part 2: WW II: Fighting on Multiple Fronts
ⓈUSH.7EAnalyze major military events of World War II, including the Battle of Midway, the U.S. military advancement through the Pacific Islands, the Bataan Death March, the invasion of Normandy, fighting the war on multiple fronts, and the liberation of concentration camps
ⓈUSH.7FEvaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton.