MR. FITZ'S WEB SITE
GRADES
I will give three grades a week. One for the TEK of the week. One for the weekly assignments. One for the weekly test. There will also be a six-week project, which will count three times. The Final Exam will count twenty percent. All together there will be twenty-one grades for the marking period, plus the Final Exam.
Mr. Fitz’s
Class Rules
And Student Contract
1. Bring class supplies: Your book, notebook, Paper and something to write with. There will no passes to go and get them.
2. No eating or drinking in class.
3. No backpacks. Leave them in your locker.
4. Be on time. Three times tardy will result in a pink slip
5. Late work will result in a grade of 70.
6. Do not disrupt class by talking with your classmates unless directed to.
7. Pay attention. You will need to apply yourselves to pass TAKS.
8. Do not keep papers or anything else in your new books. We are lucky to have them.
9. Use the restroom before class.
10. Keep your hands to yourself. Pushing and shoving will be considered fighting and may result in a pink slip.
World History Studies - Scope and Sequence
Unit One (3 weeks) Title: The Emergence of Civilization
Concepts:CivilizationGeographyAgricultural RevolutionSpecializationInstitutionCultural DiffusionLaw Unit Understandings:· Geographic factors play a major role in the development and character of societies.· The change from nomadic to farming life led to the emergence of civilizations.· The growth of cities near fertile river valleys was a central feature in the development and spread of civilizations.· Civilizations include advanced cities, complex institutions, specialized jobs, social classes, record keeping, and new technology. Unit Question(s):· To what extent did early civilizations owe their existence and character to geography?· Why did civilization develop and persist as the primary structure for organizing society?
TEKS/TAKS Questions:· How did the growth of farming lead to the development of civilizations? (WH1B*, WH13A, WG19A)· Where and why did civilizations develop? (WH12A, WH13B)· What impact did geography have on the development of civilization? (WH12B*, WG1A*)
Unit Two (4 weeks) Title: Ancient Greece and Rome: The Birth of Democracy
Concepts:GeographyPolitical SystemCitizenshipDemocracyRepublicEmpire Unit Understandings:· Geographic factors play a major role in the development and character of societies.· Physical geography helped lead to the emergence of isolated societies in Greece and the growth of a vast empire in Rome.· The growth of city-states in Greece led to the development of several political systems, including democracy.· Democratic principles and classical culture flourished during Greece’s golden age.· The early Romans established a republic, which grew powerful and spread its influence.· The Roman Republic collapsed to be replaced by a vast empire ruled by powerful emperors. Unit Question(s):· To what extent were the civilizations of Greece and Rome a product of their geography? · Why was the city-state the “cradle of democracy?”· Was citizenship in Ancient Greece and the Roman Republic like citizenship in the United States today? · Did the burdens of empire help or hinder the cause of democracy in Rome?
TEKS/TAKS Questions:· How did geographic factors shape different societies in Ancient Greece and Rome (WH12A and 12B*, WG1A*)· How did democratic-republican forms of government evolve in classical Greece and Rome?(WH15B, 16A, and18A)· Which of our traditions about citizenship and government can be traced to the Greeks and Romans? (WH18A, 18B, and 22B)· How did governments in the Roman Republic and the Roman Empire differ? (WH 16A)
Unit Three (3 weeks) Title: The Fall of Rome to the Emergence of Feudalism – Chaos to Order
Concepts:DeclineMigrationDiffusionConflictFeudalismManorialism Unit Understandings:· Christianity arose in Roman-occupied Judea and spread throughout the Roman Empire.· Foreign invasions, along with political, social, and economic problems, led to the fall of the Roman Empire.· The Fall of Rome triggered disruption of trade, the downfall of cities, and a decline of learning in Western Europe.· The spread of Christianity, the power of strong kings, and the evolution of feudalism helped to end the chaos left in the wake of Rome’s fall. Unit Question(s):· Did Rome fall or was it pushed?· How did feudalism emerge from the ashes of the Western Roman Empire?
TEKS/TAKS Questions:· What was the impact of the spread of Christianity on the later Roman Empire? (WH1B, 12B, 19B, WG1B*))· What role did geography play in the fall of the Roman Empire? (WH11B*, 12B*, and 12C*, WG1A)· How did the fall of the Western Roman Empire affect Europe? (WH1B, WH3A)· What factors led to feudalism, manorialism, and the rise of the Roman Catholic Church? (WH3B)· What were the characteristics of the Middle Ages in Europe? (WH1A and 3B)
Unit Four (5 weeks) Title: The Rise of Europe
Concepts:Church leadershipInnovationTradeDiffusionImperialismSocial ChangeAbsolutism Unit Understandings:· The church functioned as a powerful institution in feudal Europe, competing with emperors for power and authority.· Improved farming technology and the expansion of trade led to a growth of cities and the revival of learning.· The turmoil of the late Middle Ages began a decline in the power of the church and a rebirth of classical studies and fine arts.· The Renaissance and the Reformation further eroded the influence of the Church and made possible the rise of Europe’s absolute monarchs.· New technology, the search for wealth, and a desire to spread Christianity led to an age of exploration that would make Europe a dominant force in the world.· Modern democratic institutions developed as England and France evolved from kingdoms into nations. Unit Question(s):· To what extent was the Catholic Church responsible for the decline of medieval institutions?· Was the rise of modern Europe inevitable?
TEKS/TAKS Questions:· Why was the role of the Catholic Church so important in the Middle Ages? (WH19B)· What role did technology and trade play in the transformation of medieval Europe? (WH1B*, 4A, 4B, 23A, WG18A*, WG20A*)· What was the impact of the Crusades on Europe in the Middle Ages? (WH1B*, 3C, 19B, WG18A*)· How did the Black Death accelerate change in Europe? (WH1B*, 4A, 12B*, WG1A*, 1B, and 18A*)· What factors led to the European Renaissance and Reformation? (WH1A, 1B* and 4A, WG1B* and 18A)· What were the characteristics of the European Renaissance and Reformation and what were their effects on the politics and society of Europe? (WH1A*, 4A, 4B, WG1A and 18A)· What factors led to European expansion and exploration in the 16th Century and what effects did they have on Europe and the rest of the world? (WH1B*, 1D, 5A, 5B, 7B, 12B and 23A*, WG1A*, 1B*, and 18A*· How did the evolution of the nations of England and France promote both absolute monarchy and the beginning of democratic institutions? (WH15B, 16A, 16B, 18A, and 18B)
Unit Five (7 weeks) Title: From Order to Re-Order: Revolutions
Concepts:AbsolutismDivine rightSocial ContractDemocracyRevolutionFreedom/RightsSeparation of PowersConstitutionalismRepresentative GovernmentLimited GovernmentPopular SovereigntyFederalismNationalism Unit Understandings:· As feudalism declined, stronger national kingdoms emerged under the control of absolute rulers.· The spread of ideas during the Enlightenment provoked revolutions in science, philosophy and politics.· Political revolutions seek redistribution of political power by means of outside established political processes.· In England, Parliament gradually took power from absolute rulers and assured basic rights to Englishmen.· Enlightenment ideas helped spur the American colonies to fight a war of independence and establish a new nation that became a model for many nations of the world.· Social unrest and nationalistic feelings led to revolutions that deposed despots across Europe and in Latin America.· The American Civil War ended decades of sectional crises and firmly established the supremacy of the United States Constitution. Unit Question(s):· How did the British avoid a French Revolution?· Was the American Revolution really revolutionary?· Was the French Revolution a revolution of bread or ideas?· Are revolutions inevitable or can they be avoided?· Why are we studying the Civil War in this unit?
TEKS/TAKS Questions:· What caused the scientific revolution of the 1500’s and what effects did it have? (WH1B* and 23D, WG18A*)· Why did the Enlightenment have such a major impact on the politics of nations after 1750? (WH8A, 16A, 16B, and 22C, WG1B)· What are the major causes of revolutions? (WH8A)· What were the similarities and differences (in ideas, causes, and effects) between the English, American, French, and Russian revolutions? (WH1B*, 8A, 8B, 8C, 14B, and 15C, 8.4C*, and 8.16C*)· What were the important individuals and issues of the American Revolution? (8.1C*, 8.4B*, 8.4C*, 8.16C*)· How did ideas from the English political heritage and the American colonial period influence the U.S. system of government? (WH8B, 16A, 16B, 18A, 8.3A*, 8.16A*, 8.16C*)· How does the U.S. Constitution reflect ideas from the Enlightenment? (WH16B, WH22C, 8.16D*)· Why are individual rights so important in the American system of government and how does the system guarantee them? (WH18A, 8.20A*,. 8.20B*, and 8.22B*)· How did sectional issues cause the American Civil War and how were they resolved by it? (8.18B*)· What has been the impact of the 13th, 14th, and 15th amendments on life in the United States? (8.17B*)
Unit Six (6 weeks) Title: Industrialization, Imperialism, and World War I
Concepts:IndustrializationUrbanizationCapitalismSocialismCommunismImperialismMilitarismAlliancesNationalism Unit Understandings:· Invention, innovation, economic strength, and political stability led to an industrial revolution in the world’s economic systems· The industrial revolution changed the way people lived and worked, introducing a variety of problems.· The industrial revolution led to economic, social, and political reforms.· The industrial economies’ need for raw materials and new markets led nations to seek economic and political influence over less-developed nations.· Nationalism, imperialism, militarism, and alliances propelled the industrialized nations into a great world war. Unit Question(s):· Did the industrial revolution bring true progress to the world?· Was imperialism a necessary evil for industrialized nations?· Was World War I inevitable?
TEKS/TAKS Questions:· What factors brought about the industrial revolution of the 18th and 19th centuries? (WH21A, 21C, 23A*)· Why was the industrial revolution a revolution? (WH1B*, 14A, 14B, 23A, 24A, 24B, and WG1A*, 5B*, 8B*)· How did the industrial revolution bring about an era of reform? ? (WH1B*, 14A, 14B, 23A, and 24A*)· Was imperialism a product of industrialization? (WH1B*, 14A, 14B, 23A, and 24A*)· Was World War I inevitable? (WH1B*, 9A)
Unit Seven (4 weeks) Title: The 20th Century
Concepts:IsolationismDepressionFascismTotalitarianAppeasementTotal WarCold WarContainment Unit Understandings:· The harsh peace treaty that ended World War I left both the war’s losers and the United States feeling betrayed.· The Great Depression was global in scope and helped to fuel worldwide tensions during the 1930’s.· In response to political and economic turmoil, Germany, Italy and Japan turned to totalitarian dictatorships.· The failure of the world to respond to the aggression of the dictators led to another world war.· After suffering initial setbacks, the Allies relied on cooperation, numbers, and the industrial might of the United States to win the war.· Conflicting Aims of the United States and the Soviet Union led to global competition after World War II. Unit Question(s):· Could a peace treaty based on Wilson’s 14 points have prevented World War II?· Is World War II likely to be the last world war?
TEKS/TAKS Questions:· What was the legacy of World War I and the Treaty of Versailles? (WH1B and 9A)· What accounted for Europe’s ultimate rejection of Wilson’s Fourteen Points? (US3D)· Why did the United States fail to ratify the treaty of Versailles and League of Nations? (US3D)· Why didn’t the terms in the Treaty of Versailles lay the foundation for a lasting peace in Europe? (US3D)· What were the long-range and immediate causes of the Great Depression? (US13B)· What factors ultimately led to the end of The Great Depression? (US14A)· How did the rise of totalitarian dictatorships lead to aggression in the 1930’s and World War II (WH9A and 9B, US6A)· How were the allies able to respond to early defeats and ultimately win World War II (US6B)· Why did the Cold War develop after World War II? (WH9A and 9B)· How did the Truman Doctrine, the Marshall Plan, and NATO attempt to stop Soviet aggression after World War II? (US6D)· What caused the Korean War and how did it affect the United States and the rest of the World? (US6E)· What impact did the Cold War have inside the United States? (US6F)
Scope and Sequence
Sociology
· Introduction (Team Building, Routines)
· 1 week
· Sociological Perspectives
· 3.6 weeks
o An Invitation to Sociology
o Sociologists Doing Research
· Culture and Social Structures
· 3.6 weeks
o Culture and Socialization
o Social Structure and Society
o Groups and Formal Organizations
o Deviance and Social Control
· Social Inequality
· 3.6 weeks
o Social Stratification
o Inequalities of Race and Ethnicity
o Inequalities of Gender and Age
· Social Institutions
· 3.6 weeks
o The Family
o Education
o Political and Economic Institutions
o Religion
o Sport
· Social Change
· 2.6 weeks
o Population and Urbanization
o Social Change and Collective Behavior
United States History Since Reconstruction
Scope and Sequence
Unit One (3 weeks) Title: Origins of A Great Democracy
Concepts:DemocracyRevolutionFederalism RightsConstitution Unit Understandings:· American institutions reflect our English heritage, the experience of colonial self-government, and ideals from the American Revolution· Great Britain’s attempt to enforce British law and policies in the colonies ultimately led to the American Revolution.· The Constitution provides a foundation of government based on limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.· The Constitution has preserved the nation through times of national crises.· Like the Constitution, the Bill of Rights has evolved with the changing needs of the United States. Unit Question(s):· Was American democracy a product of innovation or imitation?· Was the American Revolution inevitable?· Why has the Constitution governed the United States successfully for over 200 years?· Does the Bill of Rights as it has evolved over two centuries still serve the ideals of the founding fathers?
TEKS Questions:1. Why did representative government grow and flourish in the 13 colonies? (8.3A)2. Why did the colonies declare independence from England? (8.4C, 8.16C)3. Why is the year 1776 significant? (8.1C)4. What roles did George Washington and Thomas Jefferson play during the American Revolution? (8.4B)5. Was the first government of the United States a success? (8.4C)6. How did historic documents, such as the Magna Carta, the English Bill of Rights, the Declaration of Independence, and the Federalist Papers influence the U.S system of government? (8.16D)7. What are unalienable rights? (8.20A)8. What is the significance of the year 1787? (8.1C)9. How did the Constitution and the Bill of Rights address the grievances listed in the Declaration of Independence? (8.16C)10. What specific rights are guaranteed in the Bill of Rights? (8.20B)11. Why are free speech and free press important in a democratic society? (8.22B)12. How does the Constitution reflect the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights? (8.16D)13. How did the Nullification Crisis and the Civil War illustrate the conflict between states rights and national authority in the early republic? (8.18B)14. What is the significance of the years 1861-1865? (8.1C)15. What impact did the 13th, 14th, and 15th amendments have on the civil rights of African Americans? (US7A)
Unit Two (5 weeks) Title: A New Industrial Age
Concepts:Innovation & InventionIndustrializationCapitalismLaissez faire UrbanizationImmigration/MigrationProgress Unit Understandings:· Scientific and business innovation converged to produce the unprecedented industrial boom of the late 1800’s.· The industrial era created immense changes in America, including tremendous economic growth as well as serious social, political and environmental problems.· Industrialization and immigration led to a concentration of the nation’s population in large, urban centers. Unit Question(s):· Was the new industrial age a product of a scientific, business, or transportation revolution?· How did industrialization transform an essentially agrarian nation?· Was the growth of cities a cause or an effect of the growth of business?· Did big business benefit all Americans or just some of them?
TEKS Questions :1. What factors led to the industrial boom at the end of the 19th century? (US2B)2. Did the growth of railroads benefit or harm America in the late 1800’s? (US2B, US22A, US23A, WH23A)3. What effects did industrialization and big business have on the economy of the United States? (US2B, US23A, WH1B, WG 10C)4. How did new inventions change lifestyles in the late 1800’s? (US22A, US22C, US23A, WG1B, WG19A, WH23A)5. What effects did industrialization have on the American worker and the American workforce? (US2B, US2C, WH1B)6. What were the causes and effects of changing immigration and migration patterns in the United States? (US2B, US2C, US10A, US10B, WG1A, WH1B)7. What were the causes and effects of urbanization in the late 19th century? (US2C, WH1B, WG1A, WG6A)8. What social and environmental problems resulted from the industrial revolution of the late 1800’s? (US2B, US2C, US11A, WG8B, WH1B)
Unit Three (5 weeks) Title: The Progressive Era
Concepts:Social ChangeReformProgressActivism Unit Understandings:· During the early 1900’s, numerous reformers worked to address a variety of economic, social, environmental and political problems created by the new industrial age. · The progressive era was driven by renewed democratic ideals, the idea of progress, a new style of investigative journalism, and a reform-minded middle class.· The lasting impact of the Progressive Age can be found in the expansion of democracy through the right to vote. Unit Question(s):· Did the Progressive Era achieve its goals?· Was the Progressive movement a “class war?”· Did the Progressive Era prevent a revolution?
TEKS Questions:1. In what did Progressive Era reforms, including passage of the 16th and 17th amendments, impact American Society? (US4A)2. How did leaders such as Susan B. Anthony and W.E.B DuBois impact the reform movement? (US4B)3. What contributions did women make to the Progressive movement? (US21D, US18B)
Unit Four (2 weeks) Title: America Becomes a World Power
Concepts:NationalismExpansionismImperialism WarIdealism/realismIsolationism Unit Understandings:· America embraced a policy of imperialism at the turn of the century to pursue its economic, military, and strategic interests.· Economic factors and Allied propaganda persuaded the United States that it was in its best interest to enter World War I.· The frustration of its idealistic goals for world peace led to America’s rejection of its new role as a world power after World War. Unit Question(s):· Was acquiring an empire essential to America’s national interest?· Did the United States enter World War I to protect its vital interests or did Americans succumb to Allied propaganda?· Did the same values guide America’s entry into World War I and its rejection of the peace?
TEKS Questions:1. How did American expansionism prepare the United States to become a world power? (US3A)2. How did the Spanish American War create an American “empire?” (US3A)3. What is the significance of the year 1898? (US1C)4. What role did Theodore Roosevelt play in helping the United States to become a world power? (US3A)5. How did the geography of the Western Hemisphere impact the building of the Panama Canal? (US9A)6. What is the significance of the years 1914-1918? (US1C)7. How did the United States become involved in World War I? (US3B)8. What accounted for Europe’s ultimate rejection of Wilson’s Fourteen Points? (US3D)9. Why did the United States fail to ratify the treaty of Versailles and League of Nations? (US3D)10. Why didn’t the terms in the Treaty of Versailles lay the foundation for a lasting peace in Europe?
Unit Five (2 weeks) Title: The Roaring Twenties
Concepts:NativismIsolationismValuesCapitalism Unit Understandings:· A time of economic progress and changing values, the 1920’s were also characterized by strong attempts to preserve a society that was rapidly disappearing. Unit Question(s):· Were the 1920’s a time of progress or a “step backward?”· How did the booming economy of the 1920s affect the standard of living of the laboring man and create a new consumer economy
TEKS Questions:1. Why were the 1920’s a period of economic growth and prosperity? (US13A)2. What were the causes and effects of the anti- immigration feelings of the 1920’s? (US5A)3. What events led to the Red Scare and what effects did it have in the United States? (US5A)4. What were the causes and effects of Prohibition? (US5A)5. How did the role of women change in the 1920’s? (US5A)6. What was the impact of significant individuals like Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles Lindbergh? (US5B)
Unit Six (3 weeks) Title: The Great Depression and the New Deal
Concepts:Business CycleReliefRecoveryReformGovernment InterventionCapitalism Unit Understandings:· Failing to foresee the consequences of serious economic problems emerging in the 1920’s, America was unprepared for the Great Depression.· Failure of the government to intervene in the Depression economy led to widespread joblessness and suffering.· The New Deal set in motion a program of direction government intervention in the economy and society that continues up until today. Unit Question(s):· Could the Great Depression have been predicted during the 1920s?· Did the New Deal have more impact during the Depression or afterward?
TEKS Questions:1. What were the long-range and immediate causes of the Great Depression? (US13B)2. How did U.S. trade policy help to bring about the Great Depression? (US14E)3. What were the effects of the Great Depression on the U.S. economy, the public and government? (US13C)4. How do New Deal programs and agencies, such as the Federal Deposit Insurance Corporation and Social Security continue to affect the lives of U.S. citizens? (US13E)5. What factors ultimately led to the end of The Great Depression? (US14A)
Unit Seven (3 weeks) Title: World War II
Concepts:TotalitarianAppeasementIsolationismAlliancesTotal War Unit Understandings:· A flawed peace and the rise of militaristic dictatorships led to a new world war.· While America was drawn into World War II reluctantly, its industrial power provided the margin of victory.· The economic effects of World War II ended the Depression and increased the participation of African-Americans and women in the public sector of the economy.· America emerged from World War II as one of the world’s two superpowers. Unit Question(s):· Was World War I the primary cause of World War II?· Was the outcome of World War II a foregone conclusion?· How did World War II transform the American economy?
TEKS Questions:1. How did the growth of dictatorships in the 1930’s lead to World War II? (US6A)2. What is the significance of the years 1941-1945? (US1C)3. How did the attack on Pearl Harbor lead to direct involvement of the U.S in World War II? (US6A)4. What factors led to the internment of Japanese Americans during World War II? (US6B)5. What were the causes and effects of the U.S fighting the war on multiple fronts? (US6B)6. How were the Battle of Midway and the Normandy Invasion turning points for the United States in World War II? (US6B)7. Why did the U.S. develop and decide to use the atomic bomb, and what impact did it have on the war? (US6B)8. What was the extent and impact of the Holocaust? (US6B)9. How did World War II affect life on the home front? (US14A)10. What important role did women play in World War II? (US21D)
Unit Eight (5 weeks) Title: The Postwar Era
Concepts:Communism DemocracyContainment Equality of OpportunitySocial ChangeCold War Unit Understandings:· During the 1950’s and 1960s, fear of communism dominated foreign and domestic affairs and led to one confrontation after another in Europe, Asia and the Third World.· The Civil Rights Movement gained momentum in the postwar period, culminating in landmark changes in American society.· The conflict in Vietnam contributed to the great social and political changes taking place during the 1960’s.· Postwar prosperity transformed the Americans standard of living and increased opportunity for women and minorities. Unit Question(s):· Was the attack on civil liberties in the 1950’s justified given the communist threat?· To what extent did postwar society help Americans realize “the American Dream?· How was the Cold War a conflict between different philosophical, political and economic systems?
TEKS Questions:1. How did the Truman Doctrine, the Marshall Plan, and NATO attempt to stop Soviet aggression after World War II? (US6D)2. What caused the Korean War and how did it affect the United States and the rest of the World? (US6E)3. What impact did McCarthyism have on the United States? (US6F)4. What was the impact of the launch of Sputnik? (US6F)5. What was the impact of the GI Bill on U.S society? (US6F)6. How did the automobile and the abundance of oil change American society? (US22A, US22C, US23A,)7. What were the background and goals of the Civil Rights movement? (US7A)8. What was the significance of Brown v. Board of Education (US17A)9. What steps did the government take during the postwar era to achieve equality in the United States? (US7C)10. How did the U.S become involved in the Vietnam War and what were it’s domestic and international effects? (US6E)
World Geography Studies - Scope and Sequence
Unit One (4 weeks) Title: The Geographic View of Our World
Concepts:Geography;Location; Place;Region; Movement;Patterns; Processes;Relationship; System; Landforms Unit Understandings:· Geographers use concepts and tools to interpret the world.· Physical patterns and processes affect the nature and distribution of the earth’s features. Unit Question(s):· To what extent do geographers shape our view of the world?· What concepts and tools do geographers use to interpret the world?· How do physical processes affect the location and distribution of physical features on the earth?
TEKS/TAKS Questions:· How does the geographer use historical, geographic, and statistical information from a variety of sources to answer geographic questions and infer geographic relationships? (WG21A*)· How does the geographer analyze and evaluate the validity and utility of multiple sources of geographic information? (WG21B)· How are maps used to obtain geographic information, analyze data, answer geographic questions, infer geographic relationships, and analyze geographic problems? (WG21C*, 21E)· How are basic statistical concepts and analytical methods used to analyze geographic data? (WG21D)· How do physical processes shape patterns in the physical environment? (WG3A, 3B)· What are the patterns and characteristics of major landforms, climates, and ecosystems of Earth? (WG4A, 4B, 4C)
Unit Two (2 weeks) Title: Humans and Their Environments
Concepts:Geographic Factors; Physical Processes; Human-Environment Interaction; Population Density;Settlement Patterns; Migration; Unit Understandings:· Geographic factors play a major role in human settlement, population density, and migration.· The interaction of people with the physical features of a place determines how its people live and satisfy their basic needs. Unit Question(s):· To what extent is how people live a result of where they live?· Do people shape the landscape more than they are shaped by it?
TEKS/TAKS Questions:· How do physical processes affect where and how people live and work, both today and in the past? (WG1A*, 6A*, 6B, 8D, 10C*, 11B)· How does geography explain population patterns and the size and distribution of cities? (6A*, 6B, 7A, 7C, 7D)· How do humans depend on, adapt to, and modify the physical environment? (WG8A, 8B*, 8D)· What geographic factors contribute to human migration? (WG1A* 7B)
Unit Three (5 weeks) Title: North America
Concepts:InstitutionsDemocracyLimited GovernmentRevolutionFederalismIndividual RightsRepresentative GovernmentFederalismSeparation of PowersImmigrationInnovationCapitalismIndustrializationUrbanizationDiversitySocial ChangeTechnology Unit Understandings: · American institutions reflect our English heritage, the experience of colonial self-government, and ideals from the American Revolution· The Constitution provides a foundation of government based on limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.· The Constitution has preserved the nation through times of national crisis.· Like the Constitution, the Bill of Rights has evolved with the changing needs of the United States.· The stability and freedom provided by the American political tradition has had a tremendous impact on the human geography and economic system of the United States.· America’s physical geography has contributed to the success of its political system and the diversity of its society. Unit Question(s):· Was American democracy a product of innovation or imitation?· Was the American Revolution inevitable?· Why has the Constitution governed the United States successfully for over 200 years?· Does the Bill of Rights as it has evolved over two centuries still serve the ideals of the founding fathers?· Is the success of the American nation and its economy more a reflection of its geography or its political system?· How has the movement of people, products and ideas affected the physical and cultural landscape of North America?
TEKS/TAKS Questions· Why did representative government grow and flourish in the 13 colonies? (8.3A*)· When and why did the colonies declare independence from England? (8.1C, 8.4C*, 8.16C*)· What roles did George Washington and Thomas Jefferson play during the American Revolution? (8.4B*)· Was the first government of the United States a success? (8.4C*)· How did historic documents influence the U.S system of government? (8.16D*)· What are unalienable rights? (8.20A*)· What is the significance of the year 1787? (8.1C*)· How did the Constitution and the Bill of Rights address the grievances listed in the Declaration of Independence? (8.16C*)· What rights are guaranteed in the Bill of Rights? (8.20B*)· Why are free speech and free press important in a democratic society? (8.22B*)· How does the Constitution reflect the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights? (8.16D*)· How did the Nullification Crisis and the Civil War illustrate the conflict between states rights and national authority in the early republic? (8.18B*)· What impact did the 13th, 14th, and 15th amendments have on the civil rights of African Americans? (US7A*)· How did the United States become a nation of such ethnic and cultural diversity? (WG1A*, 1B*, 5A, 7B, 18A*· What factors contributed to the economic strength of the United States? (WG1A*, 5A, 5B*, 6B, 8D, 12B, 20A*)· How has American culture changed as a result of migration and the diffusion of ideas? (WG16C)· Why has the United States become such an urban nation? (6B)· How have technological innovations affected the physical environment of North America? (18A*)· What regions exist in North America? (WG9A)
Unit Four (5 weeks) Title: Latin America
Concepts:Economic DevelopmentColonialismIncome GapMigrationUrbanizationEnvironmentResourcesConflict Unit Understandings:· Modern Latin America has been shaped by its widely varied physical geography and its colonial history.· Latin America’s economic progress has not erased its wide income gap and has come at the cost of serious environmental problems.· Political conflict and a shortage of economic opportunity have contributed to significant migrations of people in Latin America.· The nations of Latin America face numerous challenges as they attempt to develop politically, economically, and socially. Unit Question(s):· Is modern Latin America more a product of its geography or its history?· Is the price of progress too high in Latin America?· What are Latin America’s prospects for becoming part of the “developed” world?
TEKS/TAKS Questions:· What factors influence the distribution of different types of climate and landforms in Latin America? (WG3B, 4A, 4B, 17A)· How is the distribution of different culture groups within Latin America a reflection of physical and human geographic patterns and processes? (WG1A*, 18A*)· Did the physical and cultural exchanges that resulted from European exploration have more positive or negative results for Latin America? (WG1B*, 18A*, 18D, WH1B*)· What is the history and legacy of colonialism in Latin America? (WG1A*, 14B, 18A*, 18C)· What does economic, social, political, and demographic data tell us about the level of development and standard of living in Latin America? (WG5A, 5B*, 8D, 21A*)· What factors have contributed to migration patterns in Latin America? (7B)· What effects has economic growth in Latin America had ono Economic systems? (WG10C*, 12B)o Standards of living? (WB5B*, 8D)o The environment? (WG8B*, 8A, 8D, 12C, 19A*, 20B)· Is Latin America making progress in solving its political, economic, and social problems? (WG12C, 15A, 15B, 15C)
Unit Five (4 weeks) Title: Sub-Saharan Africa
Concepts:UrbanizationResourcesEconomic DevelopmentColonialismHealth CareApartheidEnvironmentConflictRegion Unit Understandings:· Africa’s diversity of landforms and wealth of resources has not led to prosperity for most of its population.· Centuries of exploitation of Africa’s people and resources by outside nations have limited the continent’s economic growth and fostered instability.· Controlling disease and providing health care are essential to improving life expectancy in Africa.· In establishing boundaries inconsistent with Africa’s ethnic regions European colonization fostered a legacy of conflict.· Africa cannot meet its many challenges unless it resolves its ethnic conflicts and creates democratic institutions. Unit Question(s):· How has Africa’s geography shaped its history?· How did the Colonial Era change the human geography of Africa?· Is Africa still bound by the chains of colonialism?· Is health care Africa’s most serious problem?· Can Africa meet its most serious political, social, and economic challenges?
TEKS/TAKS Questions:· What physical geographic patterns have shaped Sub-Saharan Africa? (WG1A*, 3B, 4B)· What effects has Africa’s history had on its human geography? (WG18A*, WH1B*)· How did European colonization change Africa’s o Economic systems (WG1C*, 11B)o Boundaries (WG14B,)o Population distribution (6A*, 6B, 7A))o Culture (WG18A*)o Resources and environment (WG8B*)· What problems does Africa face today? (WG2A, 5B*, 6A*, 7A, 7C, 7C, 8A, 8D, 21C)
Unit Six (4 weeks) Title: Southwest Asia and North Africa
Concepts:MigrationEconomic DevelopmentResourcesLocationTheocracyColonialismCultural ConvergenceReligious ConflictInterdependence Unit Understandings:· Southwest Asia’s location places it at an important crossroads in the world.· The physical geography of Southwest Asia limits economic opportunities in the region. · By playing a major role in fueling the world economy, Southwest Asia’s oil reserves have greatly increased its economic and geopolitical influence.· Religious diversity and the legacy of a colonial past have fueled conflict in the region of Southwest Asia.· Political and economic changes have resulted in the relocation of populations in Southwest Asia Unit Question(s):· Has the physical geography of Southwest Asia predetermined the nature of its economies?· What difference has oil made in the economics and politics of Southwest Asia?· Is peace among the religious and ethnic groups of Southwest Asia a realistic goal?· To what extent is peace in Southwest Asia a key to peace in the world?
TEKS/TAKS Questions:· How have physical processes shaped the unique features and regions of Southwest Asia? (WG3B, 4B, 4C, 9A)· What differences are there between how the people of Southwest Asia adapted to its physical environment in the past and how they adapt to it today? (WG8A, 8B*, 8D)· What impact has the physical geography of the nations in Southwest Asia had on their economies, both in the past and the present? (WG5B*, 10C*, 11A, 11B, 12B)· How did the growth and spread of Islam change Southwest Asia and other parts of the world? (WG1A*, 1B*, 14B, and 18A*; WH1B*, 11B*, and 12B*)· To what extent are the institutions of societies in Southwest Asia a reflection of their religious heritage? (WG5A, 17A, 18A*, 18C)· How was the creation of the state of Israel a turning point in the History of Southwest Asia? (WH1B*)
Unit Seven (4 weeks) Title: East and South Asia
Concepts:OverpopulationEconomic DevelopmentReligious DiversityCultural DivergenceTectonic ForcesClimateHuman-Environment InteractionColonialism Unit Understandings:· Physical forces have a significant impact on human activities in South and East Asia.· Ancient cultures, religions, and traditions have shaped the societies of South and East Asia.· Imperialism from outside the regions affected both South and East Asia.· South and East Asia have faced the problem of overpopulation with varying degrees of success. · The economies of East and South Asia vary from the traditional to the highly developed. Unit Question(s):· To what extent have the nations South and East Asia been able to adapt to the harsh effects of their climate and geology?· Have the religions of South and East Asia had as important an impact on their cultures as those of Southwest Asia?· Is the “legacy of colonialism” the same or different in South and East Asia than it is in Africa or Latin America?· Have South and East Asia effectively addressed their problems of overpopulation?· What accounts for the vast differences in economic development among the countries of South and East Asia?
TEKS/TAKS Questions:· How have the physical processes of South and East Asia shaped the lives of people in those regions? (WG1A*, 3B, 4A, 4B, 8B*, 8C)· Have the societies of East and South Asia been able to adapt to the physical processes that create natural disasters? (WG19B)· How has religion helped to shape the character and institutions of South and East Asia? (WG1A*, 5A, 17A,)· What impact has imperialism had on the societies of East and South Asia? (WG1A*, 5A, 18A*, 18B, 18D)· Why is overpopulation a problem in East and South Asia and what are the nations of the region doing to address it? (WG1A*, 7A, 8D, 15A) · Why is there such variety in the economic systems and economic development of the nations of East and South Asia? (WG5B*, 8D, 10A, 10B, 10C, 11A, 11B, 11C)
Unit Eight (5 weeks) Title: Eurasia
Concepts:IndustrializationInternational TradeImperialismEconomic DevelopmentEconomic UnificationCommunismCapitalismTotalitarianismDemocracy Unit Understandings:· Geographic, economic, and historical factors made it possible for the nations of Eurasia to accumulate enough power and reach to colonize much of the world· Despite centuries of political conflict and war, the nations of Europe have entered the 21st century with relative peace and generally high standards of living.· Global economic forces have led the nations of Europe to engage in broad economic cooperation.· After 60 years of communist rule, the nations of the former Soviet Union have embraced democracy and capitalism. Unit Question(s):· Was it Europe’s geography or culture that made possible its domination of much of the world for most of the last five centuries?· How has Europe thrived despite centuries of conflict and war?· Will there be a “United States of Europe”?· Was communism a disaster for Russia and has its fall been Russia’s salvation?
TEKS/TAKS Questions:· How has Europe’s geography and culture promoted trade, growth, expansion, and diffusion? (WG1A*, 1B*, 4C, 6B, 9A, 10C* 12A, 12B, 14B, 14C, 18A, 18D)· What are the roots of Europe’s prosperity? (WG5B*, 6B, 8A, 8D, 10B, 10C*, 11C, 19A)· What factors have led to the creation of the European Union and will those factors continue to promote economic unification in the future? (WG2B, 12A, 14B)· What was economic, cultural, and political life like in the Soviet Union? (WG5B, 10A, 10B, 10C, 18B)
Unit Nine (3 weeks) Title: Southeast Asia and Australia
Concepts:MigrationCultural DiversityEconomic DevelopmentUrbanizationColonialismHuman-Environment Interaction Unit Understandings:· Colonialism had a major impact on the native peoples of Southeast Asia, Australia, and Oceania.· While many nations in the region have highly developed economies and large cities, others are still poor and have traditional economies.· As in other regions of the world, economic development has brought urbanization as well as environmental problems. Unit Question(s):· How are Southeast Asia, Australia, and Oceania different because of European Colonization?· What accounts for the poverty of some nations and the wealth of others in the region?· Has progress been worth the cost in Southeast Asia?
TEKS/TAKS Questions:· What are the major reasons for significant patterns of migration in Southeast Asia, Australia, and Oceania? (WG1A*, 2A, 7B, 18A)· How did colonialism change the economies and human geography of Southeast Asia, Australia, and Oceania? (WG12A, 12B, 18A*)· What effects has war had on Southeast Asia? (WG18A8)· How has economic development affected standards of living, distribution of population and the environment in the region? (WG1A, 5B* 6A*, 6B8, 8A, 8B*, 8D)
Scope and Sequence
Twelfth Grade – U. S. Government
First Quarter
Unit One: Foundations of American Government
Unit Two: Political Behavior, Government by the People
TAKS Objective:
1 The student will demonstrate an understanding of issues and events in U.S. History.
2 The student will demonstrate an understanding of economic and social influences on historical issues and events.
3 The student will demonstrate an understanding of economic and social influences on historical issues and events.
4 The student will demonstrate an understanding of political influences on historical issues and events.
5 The student will use critical thinking skills to analyze social studies information.
Throughout the year students will master certain skills that are important to a student’s understanding of systems, conflict/cooperation, interdependence, relationships, power, and reform.
TEKS/SE TAKS Teaching Notes
1 History. The student understands major political ideas and forms of government in history. (A) explain major political ideas in history such as natural law, natural rights, divine right of kings, and social contract theory.(B) identify the characteristics of classic forms of government such as absolute monarchy, authoritarianism, classical republic, despotism, feudalism, liberal democracy, and totalitarianism. Objective 1History
2 History. The student understands how constitutional government, as developed in the United States, has been influenced by people, ideas, and historical documents. (A) analyze the principles and ideas that underlie the Declaration of Independence and the U.S. Constitution, including those of Thomas Hobbes, John Locke, and Charles de Montesquieu; (B) analyze the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, and James Madison, on the development of the U.S. government.(C) analyze debates and compromises necessary to reach political decisions using historical documents. Objective 1History
3 History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. (A) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy.(B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present. Objective 1History
4 Geography. The student understands why certain places and regions are important to the United States. (A) analyze the political significance to the United States of the location and geographic characteristics of selected places or regions such as Cuba and Taiwan; and(B) analyze the economic significance to the United States of the location and geographic characteristics of selected places and regions such as oil fields in the Middle East. Objective 2Geography
5 Geography. The student understands how government policies can affect the physical and human characteristics of places and regions.(A) analyze and evaluate the consequences of a government policy that affects the physical characteristics of a place or region.(B) analyze and evaluate the consequences of a government policy that affects the human characteristics of a place or region. Objective 2Geography
6 Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. (A) analyze government policies that influence the economy at the local, state, and national levels.(B) identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy.(C) compare the role of government in the U.S. free enterprise system and other economic systems. Objective 3Economic and Social
8 Government. The student understands the American beliefs and principles reflected in the U.S. Constitution. (A) explain the importance of a written constitution.(B) evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution.(C) analyze how the Federalist Papers explain the principles of the American constitutional system of government.(D) evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.(E) analyze the processes by which the U.S. Constitution can be changed and evaluate their effectiveness.(F) analyze selected issues raised by judicial activism and judicial restraint. Objective 4Government
9 Government. The student understands the structure and functions of the government created by the U.S. Constitution.(A) analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws;(E) explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government. Objective 4Government
10 Government. The student understands the concept of federalism. (A) explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system.(B) categorize government powers as national, state, or shared.(C) analyze historical conflicts over the respective roles of national and state governments.(D) evaluate the limits on the national and state governments in the U.S. federal system of government. Objective 4Government
11 Government. The student understands the processes for filling public offices in the U.S. system of government.(A) compare different methods of filling public offices, including elected and appointed offices, at the local, state, and national levels.(B) analyze and evaluate the process of electing the President of the United States. Objective 1History
12 Government. The student understands the role of political parties in the U.S. system of government.(A) identify the functions of political parties.(B) analyze the two-party system and evaluate the role of third parties in the United States.(C) analyze the role of political parties in the electoral process at local, state, and national levels.(D) identify opportunities for citizens to participate in political party activities at local, state, and national levels. Objective 4Government
14 Citizenship. The student understands rights guaranteed by the U.S. Constitution.(D) analyze the role of each branch of government in protecting the rights of individuals. Objective 4Government
17 Citizenship. The student understands the importance of the expression of different points of view in a democratic society.(C) express and defend a point of view on an issue of contemporary interest in the United States. Objective 4Government
18 Culture. The student understands the relationship between government policies and the culture of the United States.(A) evaluate a political policy or decision in the United States that was a result of changes in American culture.(B) analyze changes in American culture brought about by government policies such as voting rights, the GI bill, and racial integration. Objective 3Economic and Social
19 Science, technology, and society. The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations.(A) identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies.(B) analyze how U.S. government policies fostering competition and entrepreneurship have resulted in scientific discoveries and technological innovations. Objective 3Economic and Social
20 Science, technology, and society. The student understands the impact of advances in science and technology on government and society. (A) analyze the potential impact on society of recent scientific discoveries and technological innovations; and(B) analyze the reaction of government to scientific discoveries and technological innovations.
The Social Studies Skills below (TAKS Objective 5) are to be taught throughout the United States Government course, in all lessons in both quarters.
21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. (A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.(B) create a product on a contemporary government issue or topic using critical methods of inquiry.(C) explain a point of view on a government issue.(D) analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference.(E) evaluate government data using charts, tables, graphs, and maps.(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. Objective 5Critical Thinking
22 Social studies skills. The student communicates in written, oral, and visual forms. (A) use social studies terminology correctly.(B) use standard grammar, spelling, sentence structure, and punctuation.(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.(D) create written, oral, and visual presentations of social studies information. Objective 5Critical Thinking
23 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Objective 5Critical Thinking
Second Quarter
Unit Three: The Legislative Branch
Unit Four: The Executive Branch
Unit Five: The Judicial Branch, Civil Rights and Liberties
TAKS Objective:
1 The student will demonstrate an understanding of issues and events in U.S. History.
3 The student will demonstrate an understanding of economic and social influences on historical issues and events.
4 The student will demonstrate an understanding of political influences on historical issues and events.
5 The student will use critical thinking skills to analyze social studies information.
Throughout the year students will master certain skills that are important to a student’s understanding of systems, power, relationships, interdependence, and cooperation
TEKS/SE TAKS Teaching Notes
2 History. The student understands how constitutional government, as developed in the United States, has been influenced by people, ideas, and historical documents. (A) analyze the principles and ideas that underlie the Declaration of Independence and the U.S. Constitution, including those of Thomas Hobbes, John Locke, and Charles de Montesquieu.(D) identify significant individuals in the field of government and politics, including Abraham Lincoln, George Washington, and selected contemporary leaders. Objective 1History
7 Economics. The student understands the relationship between U.S. government policies and international trade. (A) explain the effects of international trade on U.S. economic and political policies.(B) explain the government's role in setting international trade policies. Objective 3Economic and Social
9 Government. The student understands the structure and functions of the government created by the U.S. Constitution. (A) analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws.(B) analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments.(C) analyze the structure and functions of the judicial branch of government, including the federal court system and types of jurisdiction.(D) analyze the functions of selected independent executive agencies and regulatory commissions such as the National Aeronautics and Space Administration and the Federal Communications Commission.9(E) explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government.(F) analyze selected issues raised by judicial activism and judicial restraint.(G) explain the major responsibilities of the federal government for domestic and foreign policy.(H) compare the structure and functions of the Texas state government to the federal system.(I) analyze the structure and functions of local government. Objective 4Government
11 Government. The student understands the processes for filling public offices in the U.S. system of government. (B) analyze and evaluate the process of electing the President of the United States. Objective 4Government
12 Government. The student understands the role of political parties in the U.S. system of government.(A) identify the functions of political parties.(B) analyze the two-party system and evaluate the role of third parties in the United States. Objective 4Government
13 Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. (A) compare the U.S. system of government with other political systems.(B) analyze advantages and disadvantages of federal, confederate, and unitary systems of government.(C) analyze advantages and disadvantages of presidential and parliamentary systems of government. Objective 4Government
14 Citizenship. The student understands rights guaranteed by the U.S. Constitution.(A) understand the roles of limited government and the rule of law to the protection of individual rights.(B) analyze the rights guaranteed by the Bill of Rights, including first amendment freedoms.(C) analyze issues addressed in selected cases such as Engel v. Vitale, Miranda v. Arizona, and Schenck v. U.S. that involve Supreme Court interpretations of rights guaranteed by the U.S. Constitution.(D) explain the importance of due process rights to the protection of individual rights and to the limits on the powers of government.(F) analyze the impact of the incorporation doctrine involving due process and the Bill of Rights on individual rights, federalism, and majority rule. Objective 4Government
15 Citizenship. The student understands the difference between personal and civic responsibilities.(A) explain the difference between personal and civic responsibilities.(B) evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good.(C) evaluate whether and/or when the rights of individuals are inviolable even against claims for the public good(D) analyze the consequences of political decisions and actions on society. Objective 4Government
16 Citizenship. The student understands the importance of voluntary individual participation in the U.S. democratic society.(A) analyze the effectiveness of various methods of participation in the political process at local, state, and national levels.(B) analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity.(C) analyze the factors that influence an individual's political attitudes and actions.(D) compare and evaluate characteristics, style, and effectiveness of state and national leaders, past and present. Objective 4Government
17 Citizenship. The student understands the importance of the expression of different points of view in a democratic society.(A) analyze different points of view of political parties and interest groups on important contemporary issues.(B) analyze the importance of free speech and press in a democratic society. Objective 3Economic and Social
18 Culture. The student understands the relationship between government policies and the culture of the United States. (C) describe an example of a government policy that has affected a particular racial, ethnic, or religious group. Objective 3Economic and Social
20 Science, technology, and society. The student understands the impact of advances in science and technology on government and society. (A) analyze the potential impact on society of recent scientific discoveries and technological innovations; and(B) analyze the reaction of government to scientific discoveries and technological innovations Objective 3Economic and Social
The Social Studies Skills below (TAKS Objective 5) are to be taught throughout the United States Government course, in all lessons in both quarters.
21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. (A) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.(B) create a product on a contemporary government issue or topic using critical methods of inquiry.(C) explain a point of view on a government issue.(D) analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference.(E) evaluate government data using charts, tables, graphs, and maps.(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. Objective 5Critical Thinking
22 Social studies skills. The student communicates in written, oral, and visual forms. (A) use social studies terminology correctly.(B) use standard grammar, spelling, sentence structure, and punctuation.(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.(D) create written, oral, and visual presentations of social studies information. Objective 5Critical Thinking
23 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Objective 5Critical Thinking
7th Grade Social Studies
Scope and Sequence
· Introduction (Team Building, Routines)
· 1 week
· Geography/Texas Regions
· 2 weeks
o Physical and human characteristics of regions (7.9)
o Effects of physical and human factors on Texas History (7.9)
· Celebrate Freedom Week
· 1 week
· Texas Government
· 3 weeks
o Principles of the Texas Constitution (limited government, checks and balances, federalism, separation of powers, popular sovereignty, individual rights) (7.14)
o Influence of the U.S Constitution on the Texas Constitution (7.14)
o Structure and functions of government (7.15)
o Texas Bill of Rights (rights and responsibilities, free speech and press) (7.16)
o Political Parties and Interest Groups (7.17)
· Early Texas
· 3 weeks
o Impact of Geography on events in early Texas (7.9, 7.10)
o Native Americans (7.2)
o Exploration and missions (7.2)
o Spanish influences on Texas (7.2)
· Anglo Colonization of Texas
· 4 weeks
o Anglo purposes for settling Texas (7.2)
o Empressarios and early colonies (7.2)
o Impact of the Mexican Constitution of 1824 (7.2)
· The Texas Revolution
· 4 weeks
o Developments subsequent to the Law of April 6, 1830 (7.2)
o Significant events and individuals of the Revolution (7.3)
· The Republic of Texas and Statehood
· 3 weeks
o Events, issues and individuals during the Republic of Texas (7.4)
o The Mexican War and the Treaty of Guadeloupe Hidalgo (7.4)
o Causes of and events leading to Texas Statehood (7.4)
· The Civil War and Reconstruction
· 3 weeks
o Reasons for Texas’ involvement in the Civil War (7.5)
o Political, social, and economics effects of the war and Reconstruction (7.5)
· Frontier Texas
· 4 weeks
o Expansion of the Frontier (7.6)
o Effects of Expansion on Native Americans (7.6)
o Development of the cattle industry (7.6)
o Effects of growth of the railroads (7.6)
o Changing migration patterns (7.11)
o Political, economic, and social impact of the cattle industry and close of the frontier (7.6)
o Factors that led to urbanization in Texas (7.12)
o Important scientific and technological innovations (barbed wire, windmill, machinery (7.20)
· Texas in the 20th Century
· 6 weeks
o Development and political, economic and social impact of the oil industry (7.6)
o “Boom and bust” cycles of leading industries in the 20th Century (7.7)
o Important scientific and technological innovations (effects) (7.20)
o Interdependence of the Texas economy with the United States and the world (7.13)
o The Progressive Movement (7.7)
o Civil Rights Movement (7.7)
o World War I and World War II (political, economic, and social impact )7.7)
o Leaders and significant individuals of the 20th Century in Texas (7.6)
o Emergence of the two-party system (7.7)
Total: 34 weeks
· Remaining 2 weeks any time during the year – field Trips, History Fair, DARE, added time to other units, interdisciplinary units, special programs
Individuals listed in the TEKS Student Expectations for Grade 7 Social Studies:
· Moses Austin· Stephen F. Austin· Juan Seguin· George Childress· Lorenzo de Zavala· James Fannin· Sam Houston· Santa Anna· William B. Travis· Anson Jones· Mirabeau B. Lamar· James Hogg· Cynthia Parker · James Farmer· Hector P.Garcia· Oveta Culp Hobby· Lyndon B. Johnson· Henry B. Gonzalez· Phil Gramm· Barbara Jordan· Sam Rayburn· Roy Bedichek, Walter Cunningham· Michael DeBakey· C.M. “Dad” Joiner
Grade 7/ “Connections” with Grade 8 and 11
· Annexation of Texas· Mexican War· Indian Removal· Treaty of Guadeloupe Hidalgo· Causes of the Civil War· Effects of the Civil War and Reconstruction· Immigration· Industrialization/Urbanization · Growth of Railroads· Scientific Innovations· Economic Interdependence· World War I· World War II· Influence of the U.S. Constitution· The Texas Constitution· The Texas Bill of Rights· Free Speech and Free Press
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