Introduction. Updated June 5, Dear Educator,

Size: px
Start display at page:

Download "Introduction. Updated June 5, Dear Educator,"

Transcription

1

2 Introduction Dear Educator, Updated June 5, 2015 Immigration is a major topic today in politics, the news, and the TEKS. This guide explores the subject of immigration through lessons, resources and strategies to help students grasp these difficult concepts. The resources, strategies and activities in this guide are inspired by the exhibit Why We Came: The Immigration Experience, and can be used independently in the classroom. The contents of this guide are based on Social Studies and English Language Arts TEKS for grades 6 through 12, but some activities may be modified for lower grades. For additional resources and information on ITC exhibits and tours, please visit If you have any questions or would like more information on materials, resources and services for students and educators, please do not hesitate to contact us. Respectfully, The Institute of Texan Cultures Education and Interpretation itceducation@utsa.edu Included in these documents: TEKS and standards based lessons and activities Teaching strategies Reproducible handouts Institute of Texan Cultures Why We Came: Part 1 2

3 Table of Contents Introduction... 2 Introduction to the Study of Immigration... 4 Citizenship Test... 5 Citizenship Test Answer Key... 6 Online Citizenship Test... 6 The Study of Immigration... 7 Resource Articles on Current Immigration Issues... 8 Discussion Questions Handout... 9 Packing Luggage Activity Additional Resources References Texas Essential Knowledge and Skills (TEKS) Institute of Texan Cultures Why We Came: Part 1 3

4 Introduction to the Study of Immigration This unit is part one of the Why We Came: The Immigration Experience Educator Guide, feel free to use only this section or to incorporate the entire series into your lesson plans. This guide provides background information on immigration and introduces students to important vocabulary words. Using The Study of Immigration in the Classroom You will find three parts in this unit: the introductory activity, supporting text, and classroom activities. Below is a list of activities included in this guide. The activities may not be appropriate for all grade levels. Introductory Activity Citizenship Test This introductory activity allows students to think about an important step to becoming a citizen of the United States before they begin studying immigration. Supporting Text The Study of Immigration This text will provide students with valuable background information and introduce key vocabulary words. Resource Articles Articles will introduce students to one issue in the immigration debate. The use of the term illegal immigrant students can use reading skills to analyze the articles. Classroom Activities Discussion Questions Students will use The Study of Immigration text to answer questions about immigration. Questions can be used to start an introductory discussion on the topic. Packing Luggage Activity This activity puts students in the shoes of someone leaving their home country. If students could only bring two items with them, what would they bring? Institute of Texan Cultures Why We Came: Part 1 4

5 Name: Date: Citizenship Test People who apply to become U. S. citizens must answer 10 randomly selected questions about American history and government. They must answer 60% correct to pass. Below are a few questions from the list of 100 possible questions. Directions: Answer each question to see if you would pass the test to become a U.S. citizen. 1. What do the stripes on the American flag represent? 2. What country did we fight during the Revolutionary War? 3. What are the three branches of our government? 4. Who becomes president should the president and vice president die? 5. What did the Emancipation Proclamation do? 6. Who has the power to declare war? 7. What kind of government does the United States have? 8. What are the first ten amendments to the Constitution called? 9. Name one right guaranteed by the first amendment. 10. Who was the first president of the Unites States? 11. How many U.S. Supreme Court justices are there? 12. Who helped the Pilgrims in the New World? 13. Which countries were our enemies during World War II? 14. Who is the Chief Justice of the U.S. Supreme Court? 15. How many amendments are there to the Constitution? 16. How many states are there today? 17. What are the colors of the American flag and what does each symbolize? 18. What are the duties of Congress? Institute of Texan Cultures Why We Came: Part 1 5

6 Citizenship Test Answer Key 1. They represent the 13 original colonies. 2. England 3. Legislative, Executive, and Judiciary 4. Speaker of the House of Representatives 5. Freed many slaves 6. The Congress 7. A democratic form of government (or, a Republic) 8. The Bill of Rights 9. Freedom of speech/press/religion; peaceable assembly 10. George Washington 11. Nine 12. Native Americans 13. Germany, Italy, and Japan 14. John Roberts Red stands for courage, white stands for truth, and blue stands for justice. 18. To make laws Online Citizenship Test An online citizenship test can be taken at This is an excellent site for students to review American history content and take a citizenship test. It is also a great site to find more questions to custom create your own citizenship test like the one in this guide. The site also includes more resources for teachers including lesson plans. Institute of Texan Cultures Why We Came: Part 1 6

7 Why Do People Move? The Study of Immigration People have moved since the earliest times of our existence. Travelling in search of sustainable sources of food, water and shelter has always been a major function of human culture. This act of moving from one place to another is called migration. Today, people still move for the pursuit of better opportunities or to escape a less desirable situation. For some people, relocating is short-term, to work a seasonal job or to experience life in another area. For others, moving is permanent and may involve moving from one country to another. The act of leaving a country to reside in another is called emigration. Immigration is the process of entering a country to live there. People who have moved from one country to live in another are called immigrants. Ways of Studying Immigration: 1. Determining the reasons people move and identifying the specific push and pull factors involved 2. Learning the laws that govern immigration and the legal, and illegal, processes of immigration 3. Exploring the stories of those who have made the journey 4. Considering the consequences of immigration. These may range from overcrowded cities, overpopulated workforces, and unemployment to cultural richness and diversity. Many of the greatest artists, scientists and thinkers have been immigrants. Immigration often leads to a fear of foreigners and laws that prohibit or limit immigration. Why We Came The reasons for migration are many and varied and are determined by a number of factors. These factors can be placed into two categories. There are factors that make the place where someone lives unattractive or, in some cases, dangerous. These are called push factors because they are the influences that push a person to leave. There are also the factors that make another place seem very attractive or better than where one currently lives. These are called pull factors because they pull a person to live somewhere else. Pull factors are what makes people want to go to one place rather than another. Push and pull factors may be economic, environmental, political, or social. The most common push factors are unemployment, war, threat of incarceration, loss of civil liberties, death threats, lack of educational opportunities, poverty, famine, drought, and natural disasters. Common pull factors include jobs, safe and/or pleasant environments, freedoms, better housing, family, possible or better education, and high supply of food and resources. Forced Immigration For many people, moving is a choice. However, some people have had no choice but to leave their homes and families due to extreme poverty, natural disaster, war, or persecution. People who seek solace in another country because violence or natural disaster has forced them to move are called refugees. Refugees often undertake long and difficult journeys in search of safety and security. Whether forced or voluntary, the story of each immigrant is unique and the journey can be physically difficult and frightening, but hopeful and exciting at the same time. The length and ease of their journey depends on a number of disparate factors, choices and coincidences. Assimilation Pull Factors Push Factors In both theory and practice, there are a variety of models and ways of thinking about how people of different backgrounds and identities live together in society. Much depends on how the receiving country responds to immigrants and refugees, which may vary from time to time and place to place. Some places may demand or encourage immigrants to become like the majority populations. Other places may welcome and encourage diversity and the preservation of one s heritage. Regardless, it is easy for an immigrant to feel social pressure to change the way they dress, the food they eat, or the language they speak. When a person forsakes their languages, religion and/or cultural practices to adopt those of their new country it is called assimilation. Institute of Texan Cultures Why We Came: Part 1 7

8 Controversy & Terminology There is a great deal of controversy surrounding the topic of immigration. Among the subjects of debate is the term used to refer to illegal immigrants. Below are two statements that illustrate both sides of this argument. "The correct terminology for the nearly 20 million persons illegally in the U.S. is illegal aliens. The term undocumented immigrants is purposely incorrect in order to sway the public in favor of special interest groups and only clouds the reality of the situation... The term illegal alien is broader and more accurate because it includes undocumented aliens and nonimmigrant visa overstayers....the term illegal alien, being broader in scope, is the accurate term to use. In that immigrant connotes legality, the term illegal immigrant is really an oxymoron." IllegalAliens.us "Calling an Illegal Alien an Undocumented Immigrant Is Like Calling a Burglar an Uninvited House Guest," illegalaliens.us Last updated on: 10/19/2011 3:31:55 PM PST "The National Association of Hispanic Journalists (NAHJ) is concerned with the increasing use of pejorative terms to describe the estimated 11 million undocumented people living in the United States. NAHJ is particularly troubled with the growing trend of the news media to use the word 'illegals' as a noun, shorthand for 'illegal aliens.' Using the word in this way is grammatically incorrect and crosses the line by criminalizing the person, not the action they are purported to have committed. NAHJ calls on the media to never use 'illegals' in headlines... [and] to avoid 'Illegal alien.' Alternative terms are 'undocumented worker' or 'undocumented immigrant.'" National Association of Hispanic Journalists "NAHJ Urges News Media to Stop Using Dehumanizing Terms When Covering Immigration," nahj.org Last updated on: 12/6/ :41:00 AM PST Throughout this guide, the term illegal immigrant is used to refer to a person living in a country without that country s permission to do so*. It should be pointed out that those who are sympathetic to illegal immigrants prefer the use of the term undocumented immigrant and those who are opposed advocate the use of the term illegal alien. Resource Articles on Current Immigration Issues The articles provided are an additional tool for the classroom discussing the controversy of the term illegal immigrant. They may be used as a catalyst for writing assignments, class discussions, or debates. One good strategy is to have students highlight or circle words or phrases they do not understand or question as they read. Another strategy is to have students read the articles and then summarize, making sure to convey the main idea, as well as the author s bias and the article s purpose. Analysis: Why the Debate over 'Illegal' Matters Cristina Costantini. ABC News: Univision. April 4, Illegal immigrant no more Paul Colford. The Definitive Source: A look inside the world s most trusted news organization. AP. *Please note that this term is chosen for the sake of consistency and to keep with the language common to the TEKS and other literature used in primary and secondary education. It does not reflect UTSA s or the ITC s position on immigration or the use of this term. We understand the evolution of language as it corresponds to culture and highly recommend incorporating discussions on this issue of terminology into your class discussions. For more on the controversy surrounding the use of the term, please see the articles in the resources section. Institute of Texan Cultures Why We Came: Part 1 8

9 Name: Date: Discussion Questions Handout Directions: Use the The Study of Immigration text to answer the questions below. Be prepared to discuss your answers with the class. 1. What are some ways to tell if a person has assimilated, or fit into, American society? Why and how do these things show they are fitting in? 2. Why is there controversy surrounding the terms used for immigrants? What are the two opposing viewpoints? Directions: Read the definition below and answer the questions. Be prepared to discuss your answers with the class. One definition of a refugee is a person who flees their country because of persecution for reasons of race, religion, nationality, political opinion, or social affiliation, and who are unable to gain the protection of their country. 3. What are some examples of refugee groups that illustrate parts of this definition? 4. Think about the definition. What could be the possible push and pull factors that act upon refugees? Institute of Texan Cultures Why We Came: Part 1 9

10 Name: Date: Packing Luggage Activity Often times when people migrate to another location they are only able to take a few items with them. Some people took food, clothing or a family heirloom. Children may carry their favorite toy along with a few clothing items. If you were forced to migrate and you were only allowed to take TWO items with you, what would you take? Directions: Describe and draw the 2 items that you would take with you on your journey to a new home. In your description, explain why you would choose each item Institute of Texan Cultures Why We Came: Part 1 10

11 Additional Resources Library of Congress Teacher s site on Immigration, Scholastic Immigration Education website, The Smithsonian s History Explorer with lessons, media and other resources, References British Council/BBC. OPENCities. Why do people migrate? Accessed March 4, The Canadian Council for Geographic Education (CCGE). Why Do People Migrate? Accessed February 4, Hemispheres, the International Outreach Consortium at the University of Texas at Austin. Understanding Migration: Curriculum Resources for the Classroom. Revised Edition. December Immigration Policy Center. How the United States Immigration System Works: A Fact Sheet. Last modified November 4, Knott, Kim. Moving People Changing Places. Copyright MovingPeopleChangingPlaces.org. National Geographic. Migration: Why People Move. Accessed February 5, ar_a=1. The UN Refugee Agency s United Nations High Commissioner for Refugees. uncr.org. Why do people move to another country? Last modified March 9, Institute of Texan Cultures Why We Came: Part 1 11

12 Texas Essential Knowledge and Skills (TEKS) Social Studies, Grade 6, Beginning with School Year (15) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (C) define a multicultural society and consider both the positive and negative qualities of multiculturalism; (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication based on research; (E) use standard grammar, spelling, sentence structure, and punctuation; and Social Studies, Grade 7, Beginning with School Year (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (D) identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants; (F) identify bias in written, oral, and visual material; (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; Social Studies, Grade 8, Beginning with School Year (23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to :( A) identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration; (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (F) identify bias in written, oral, and visual material; (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; World Geography Studies, Beginning with School Year (7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (B) explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration; (18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to: (A) analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion; (B) assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism World History Studies, Beginning with School Year (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (E) identify bias in written, oral, and visual material; (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; United States History Studies Since 1877, Beginning with School Year ) History. The student understands significant events, social issues, and individuals of the 1920s. The student is expected to: (A) analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; (26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture Institute of Texan Cultures Why We Came: Part 1 12

13 United States Government (One-Half Credit), Beginning with School Year (20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; (21) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (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; English Language Arts and Reading, Grade 6, Beginning with School Year (9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic. (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions; (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement English Language Arts and Reading, Grade 7, Beginning with School Year (11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument; English Language Arts and Reading, Grade 8, Beginning with School Year (11) Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents; English Language Arts and Reading, English I, Beginning with School Year (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience; English Language Arts and Reading, English II, Beginning with School Year (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; English Language Arts and Reading, English III, Beginning with School Year (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts; English Language Arts and Reading, English IV, Beginning with School Year (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text & provide evidence from text to support their analysis. Students are expected to: (A) evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; and (B) draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language. Institute of Texan Cultures Why We Came: Part 1 13

Government TEKS 2 nd Nine Weeks

Government TEKS 2 nd Nine Weeks Government TEKS 2 nd Nine Weeks Unit of Study Political Parties, Executive, Legislative, and Judicial Branches, Domestic Policy, Comparative Government, & State and Local Government 2) History. The student

More information

Lesson Plan Model 1. Grade Level: 4 th. Central Focus. Content Standard

Lesson Plan Model 1. Grade Level: 4 th. Central Focus. Content Standard Lesson Title/#: Immigration Lesson Plan Model 1 Grade Level: 4 th Central Focus What is the central focus for the content in the learning segment? Content Standard What standard(s) are most relevant to

More information

GRADE 12 / GOVERNMENT - ECONOMICS

GRADE 12 / GOVERNMENT - ECONOMICS GRADE 12 / GOVERNMENT - ECONOMICS (1) History The student understands major political ideas and forms of government in history The student is expected to: (A) explain major political ideas in history such

More information

Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War

Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8 th Grade History 1 st Nine Weeks TEKS Unit of Study: 17 th Century Colonial Settlement, 18 th Century Colonial Society, Causes of the Revolution, and The Revolutionary War 8.1) History. The student understands

More information

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8 th Grade History 4 th Nine Weeks TEKS Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8.1) History. The student understands traditional historical

More information

Grade 08 Social Studies Unit 07 Exemplar Lesson 01: Andrew Jackson's Election

Grade 08 Social Studies Unit 07 Exemplar Lesson 01: Andrew Jackson's Election Unit: 07 Lesson: 01 Suggested Duration: 3 days Grade 08 Unit 07 Exemplar Lesson 01: Andrew Jackson's Election This lesson is one approach to teaching the State Standards associated with this unit. Districts

More information

Lesson Description. Essential Questions

Lesson Description. Essential Questions Lesson Description left guidelines that he hoped would empower the young nation to grow in strength and remain independent. The students will work in groups to read a section of his address and summarize

More information

Grade 04 Social Studies Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution

Grade 04 Social Studies Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution Unit: 07 Lesson: 02 Suggested Duration: 2 days Grade 04 Unit 07 Exemplar Lesson 02: The Influence of the U.S. Constitution This lesson is one approach to teaching the State Standards associated with this

More information

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8. CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle

More information

Big Picture for Grade 12. Government

Big Picture for Grade 12. Government Big Picture for Grade 12 Government (1) History. The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation,

More information

17. Who becomes President of the United States if the President should die? 22. How many changes or Amendments are there to the Constitution?

17. Who becomes President of the United States if the President should die? 22. How many changes or Amendments are there to the Constitution? The following are 100 sample U.S. History and Government Questions that may be asked during the Naturalization Exam. 100 Typical Questions 1. What are the colors of our flag? 2. How many stars are there

More information

Founders Month Celebrate Freedom Week Constitution Day September Resource Packet

Founders Month Celebrate Freedom Week Constitution Day September Resource Packet Founders Month Celebrate Freedom Week Constitution Day September 2018 Resource Packet Compiled by Leon County Schools Academic Services August 2018 Florida Statutes Pertaining to Founders Month, Celebrate

More information

appeal: A written request to a higher court to modify or reverse the judgment of lower level court.

appeal: A written request to a higher court to modify or reverse the judgment of lower level court. alien: A person who is not a citizen of the country in which he or she lives. A legal alien is someone who lives in a foreign country with the approval of that country. An undocumented, or illegal, alien

More information

Civil Rights Amendments

Civil Rights Amendments Civil Rights Amendments Eighth Grade Unit: 10 Lesson: 04 Suggested Duration: 3 days Lesson Synopsis: In this lesson, students will learn about the Civil Rights Act of 1866 and the Amendments passed during

More information

Somerville Schools 2017 CURRICULUM MAP WITH SCOPE AND SEQUENCE. Course: American History Subject Area: Social Studies Grade Level: 8

Somerville Schools 2017 CURRICULUM MAP WITH SCOPE AND SEQUENCE. Course: American History Subject Area: Social Studies Grade Level: 8 Somerville Schools 2017 CURRICULUM MAP WITH SCOPE AND SEQUENCE Course: American History Subject Area: Social Studies Grade Level: 8 Enduring Understandings Unit 1: The Revolution (10 Days) 1. There were

More information

White. 4. What do the stars on the flag mean? One for each state in the Union. 9. What is the 4th of July? Independence Day. July 4th.

White. 4. What do the stars on the flag mean? One for each state in the Union. 9. What is the 4th of July? Independence Day. July 4th. The following questions are examples of what may be asked of you on your examination for citizenship. You may practice for the exam by attempting to answer them. Your actual test will have ten (10) questions

More information

Texas Essential Knowledge and Skills (TEKS)

Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States

More information

Civics Grade 12 Content Summary Skill Summary Unit Assessments Unit Two Unit Six

Civics Grade 12 Content Summary Skill Summary Unit Assessments Unit Two Unit Six Civics Grade 12 Content Summary The one semester course, Civics, gives a structure for students to examine current issues and the position of the United States in these issues. Students are encouraged

More information

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6 Correlation of We the People Series- Level Three to the South Carolina Social Studies Academic Standards [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades

More information

TAKS Diagnostic and Practice Tests

TAKS Diagnostic and Practice Tests Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students

More information

A Correlation of Prentice Hall World History Survey Edition 2014 To the New York State Social Studies Framework Grade 10

A Correlation of Prentice Hall World History Survey Edition 2014 To the New York State Social Studies Framework Grade 10 A Correlation of Prentice Hall World History Survey Edition 2014 To the Grade 10 , Grades 9-10 Introduction This document demonstrates how,, meets the, Grade 10. Correlation page references are Student

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

CIVICS TEACHER S GUIDE

CIVICS TEACHER S GUIDE TABLE OF CONTENTS Course Overview... 5 Unit Overviews... 8 Unit 1: Introduction to Civics and Government... 8 Unit 1 Focus Standards... 9 Unit 2: The Constitution... 10 Unit 2 Focus Standards... 11 Unit

More information

Big Picture Matrix for Fifth Grade Social Studies

Big Picture Matrix for Fifth Grade Social Studies Big Picture Matrix for Fifth Grade Social Studies (1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine.

More information

Geographers group the reasons why people migrate into two categories: Push Factors: Things that cause people to leave a location.

Geographers group the reasons why people migrate into two categories: Push Factors: Things that cause people to leave a location. Why Do People Move? Migrate: To move to a new location. Geographers group the reasons why people migrate into two categories: Push Factors: Things that cause people to leave a location. Push Factors Include

More information

Grade 8 Pre AP United States History Learner Objectives BOE approved

Grade 8 Pre AP United States History Learner Objectives BOE approved Grade 8 Pre AP United States History Learner Objectives BOE approved 2-17-2017 Learner Objective: Develop the ability to make informed decisions for the public good as citizens of a culturally diverse,

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

FOURTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations.

FOURTH GRADE. STANDARD 14-B Understand the structures and functions of the political systems of Illinois, the United States and other nations. FOURTH GRADE SOCIAL SCIENCE GOAL #14 UNDERSTAND POLITICAL SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES STANDARD 14-A Understand and explain basic principles of the United States government. List reasons

More information

United States Government Unit 1 Suggested Dates

United States Government Unit 1 Suggested Dates Title Introduction and Origins of United States Government Big Idea/Enduring Understanding American Constitutional Government was influenced by ideas, people and historical documents. American beliefs

More information

Red, white, and blue. One for each state. Question 1 What are the colors of our flag? Question 2 What do the stars on the flag mean?

Red, white, and blue. One for each state. Question 1 What are the colors of our flag? Question 2 What do the stars on the flag mean? 1 What are the colors of our flag? Red, white, and blue 2 What do the stars on the flag mean? One for each state 3 How many stars are there on our flag? There are 50 stars on our flag. 4 What color are

More information

Social Studies Grade 5

Social Studies Grade 5 (1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to: (A) explain when,

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

A Correlation of. Prentice Hall Magruder s American Government To the. Nevada Social Studies Standards Social Studies Skills & Civics

A Correlation of. Prentice Hall Magruder s American Government To the. Nevada Social Studies Standards Social Studies Skills & Civics A Correlation of Prentice Hall American Government 2011 To the Social Studies Skills & Civics Grades 9-12 Prentice Hall,, Grades 9-12 Introduction This document demonstrates how American Government 2010

More information

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills

Grade 5 Integrated Social Studies Scope and Sequence TEKS Timeline. Texas Essential Knowledge and Skills Cypress-Fairbanks I. S. D. 1 5.1 History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The A Explain when,

More information

For each of the following statistics write down your best guess as to the correct answer.

For each of the following statistics write down your best guess as to the correct answer. Does an illegal alien become a legal resident or citizen by marrying a US citizen? Answer An illegal alien does not automatically become a citizen by marrying one. However, certain illegal aliens can get

More information

World History Semester B Study Guide Credit by Exam for Credit Recovery or Acceleration

World History Semester B Study Guide Credit by Exam for Credit Recovery or Acceleration 102615 World History Semester B Credit by Exam for Credit Recovery or Acceleration The exam you are interested in taking is designed to test your proficiency in the relevant subject matter. You should

More information

Educating Non-Citizens Lesson Plan

Educating Non-Citizens Lesson Plan Educating Non-Citizens Lesson Plan Student Objectives Cite publicly funded education as a governmental benefit that citizens expect. Distinguish between rights enjoyed by all persons and privileges reserved

More information

Border: A Line That Divides

Border: A Line That Divides Border: A Line That Divides About this lesson This lesson is designed to be done in three parts. The first part should be done whole class, the second part should be completed in groups, and the third

More information

I. A.P UNITED STATES HISTORY

I. A.P UNITED STATES HISTORY I. A.P UNITED STATES HISTORY II. Statement of Purpose Advanced Placement United States History is a comprehensive survey course designed to foster analysis of and critical reflection on the significant

More information

Sul Ross State University Course Syllabus History 1301 Sec SSS U.S. History to 1877 MWF: 9:00-10:00

Sul Ross State University Course Syllabus History 1301 Sec SSS U.S. History to 1877 MWF: 9:00-10:00 Sul Ross State University Course Syllabus History 1301 Sec SSS U.S. History to 1877 MWF: 9:00-10:00 Instructor: Matt Lynn Telephone: (806) 778-1047 Email: clynn@sulross.edu Office: LH 301 Office Hours:

More information

Why America, Push or Pull? By James Randles

Why America, Push or Pull? By James Randles Lesson Plan: Immigration Push and Pull Factors Why America, Push or Pull? By James Randles OBJECTIVES: Identify and explain the reasons why immigrants to the United States left their native lands. Demonstrate

More information

ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R AUTHORITY: 1-8, NRS , , and

ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION. LCB File No. R AUTHORITY: 1-8, NRS , , and ADOPTED REGULATION OF THE STATE BOARD OF EDUCATION LCB File No. R056-17 EXPLANATION Matter in italics is new; matter in brackets [omitted material] is material to be omitted. AUTHORITY: 1-8, NRS 385.080,

More information

New York State Social Studies High School Standards 1

New York State Social Studies High School Standards 1 1 STANDARD I: HISTORY OF THE UNITED STATES AND NEW YORK Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points

More information

New York State K-8 Social Studies Framework

New York State K-8 Social Studies Framework The State Education Department The University of the State of New York New York State K-8 Social Studies Framework Revised August 2014 Contents Grades K 4... 3 Social Studies Practices: Vertical Articulation

More information

GTPS Curriculum Social Studies Grade 8 US History to the Industrialization

GTPS Curriculum Social Studies Grade 8 US History to the Industrialization Grade 8 Common Core Standards for English Language Arts & Literacy in History/Social Studies Reading Informational Key Ideas and Details RI.8.1. Cite the textual evidence that most strongly supports an

More information

Texas Assessment of Knowledge and Skills - Answer Key

Texas Assessment of Knowledge and Skills - Answer Key Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02

More information

A Correlation of. To the. Louisiana High School Civics Standards 2011

A Correlation of. To the. Louisiana High School Civics Standards 2011 A Correlation of 2016 To the Civics Standards 2011 Introduction This document demonstrates how Pearson American Government, 2016 meets the Civics Standards, 2011. Hailed as a stellar educational resource

More information

Study Questions for Citizenship. 1. Q. What are the colors of our flag? A. Red, white, and blue. 2. Q. How many stars are there in our flag?

Study Questions for Citizenship. 1. Q. What are the colors of our flag? A. Red, white, and blue. 2. Q. How many stars are there in our flag? Study Questions for Citizenship 1. Q. What are the colors of our flag? A. Red, white, and blue 2. Q. How many stars are there in our flag? A. Fifty (50) 3. Q. What colors are the stars on our flag? A.

More information

History/Social Science Standards (ISBE) Section Social Science A Common Core of Standards 1

History/Social Science Standards (ISBE) Section Social Science A Common Core of Standards 1 History/Social Science Standards (ISBE) Section 27.200 Social Science A Common Core of Standards 1 All social science teachers shall be required to demonstrate competence in the common core of social science

More information

SOCIAL STUDIES SKILLS

SOCIAL STUDIES SKILLS SOCIAL STUDIES SKILLS Anchor Standard: The student understands and applies reasoning skills to conduct research, deliberate, and form and evaluate positions through the processes of reading, writing, and

More information

Wisconsin Model Academic Standards for Social Studies Grades K -6

Wisconsin Model Academic Standards for Social Studies Grades K -6 A Correlation of 2005 to the Wisconsin Model Academic Standards Grades K -6 G/SS-25 This document demonstrates the high degree of success students will achieve when using Scott Foresman Social Studies

More information

5 th Grade US History

5 th Grade US History 5 th Grade US History Essential Questions: 1. How do people access, synthesize, and evaluate information to communicate and apply social studies knowledge to real world situations? 2. How do people create

More information

9 GRADE CANADA IN THE CONTEMPORARY WORLD

9 GRADE CANADA IN THE CONTEMPORARY WORLD CANADA IN THE CONTEMPORARY WORLD 9 GRADE Grade Overview 62 Cluster Descriptions 63 Grade 9 Skills 64 Core Concept Citizenship 68 General and Specific Learning Outcomes 69 Clusters: Cluster 1: Diversity

More information

GRADE 9 WORLD HISTORY

GRADE 9 WORLD HISTORY GRADE 9 WORLD HISTORY (1) The student will understand traditional historical points of reference in the world The student is A identify the major eras in world history and describe their defining characteristics;

More information

TIME STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS. OBJECTIVE History

TIME STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS. OBJECTIVE History Grade 8 U.S History to 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002 STRAND KNOWLEDGE AND SKILLS STUDENT EXPECTATIONS OBJECTIVE History Geography Economics Culture 8.1: Understand

More information

What Constitutes a Constitution?

What Constitutes a Constitution? Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 8-2011 What Constitutes a Constitution? Becky Orsini Trinity University Nick Thomason Trinity

More information

EXPLORING SOCIAL STUDIES

EXPLORING SOCIAL STUDIES EXPLORING SOCIAL STUDIES SOCIAL STUDIES SKILLS-CRITICAL THINKING IDENTIFYING CAUSE AND EFFECT Cause An action that leads to an event Effect A result of the action Words or phrases to look for: So Because

More information

Citizenship Lesson Plan. Subject: Government Teacher: Kelly Vallance Unit: Citizenship Grade: 12 Lesson: Measuring Citizenship # of students: 25

Citizenship Lesson Plan. Subject: Government Teacher: Kelly Vallance Unit: Citizenship Grade: 12 Lesson: Measuring Citizenship # of students: 25 Citizenship Lesson Plan General Information: Subject: Government Teacher: Kelly Vallance Unit: Citizenship Grade: 12 Lesson: Measuring Citizenship # of students: 25 II. Big Question: What makes you a citizen?

More information

TTUISD - TEKS Tracker

TTUISD - TEKS Tracker TTUISD - TEKS Tracker Author Submission Date / / Evaluator Joni Rodela Evaluation Date _8 /_1 /_16_ Note: The historical parameters for the TEKS range from 1565-2008 with the intent that all strands are

More information

5-8 Social Studies Curriculum Alignment. Strand 1: History

5-8 Social Studies Curriculum Alignment. Strand 1: History 5-8 Social Studies Curriculum Alignment Strand 1: History Content Standard 1: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes,

More information

United States Government

United States Government US Government TEKS :: The student is expected to... explain major political ideas in history such as natural law, natural rights, divine right of kings, and social contract theory.[usg.1a] identify the

More information

Bellwood-Antis School District Curriculum Revised on 8/23/2011

Bellwood-Antis School District Curriculum Revised on 8/23/2011 Course: Civics Teacher: Matt McNaul Grade Level: 9 Big Ideas Modern Conflicts have an historical basis Essential Questions What conflicts have impacted our foreign policy today? Effective democracy requires

More information

Prentice Hall Magruder s American Government 2004 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 11)

Prentice Hall Magruder s American Government 2004 Correlated to: Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 11) Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 11) History Students use materials drawn from the diversity of human experience to analyze and interpret significant events,

More information

EXCEL. TEKS Correlated to Texas Essential Knowledge and Skills. English Language Arts and Reading 6th 12th Grade

EXCEL. TEKS Correlated to Texas Essential Knowledge and Skills. English Language Arts and Reading 6th 12th Grade T E K S C O R R E L A T I EXCEL TEKS Correlated to Texas Essential Knowledge and Skills English Language Arts and Reading 6th 12th Grade O N Saddleback Publishing Emerge Box 3 Correlated to Texas Essential

More information

1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change

1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change COURSE: MODERN WORLD HISTORY UNITS OF CREDIT: One Year (Elective) PREREQUISITES: None GRADE LEVELS: 9, 10, 11, and 12 COURSE OVERVIEW: In this course, students examine major turning points in the shaping

More information

KWL chart, Write the Future Senior Cycle PowerPoint presentation, sheets of flip chart or poster paper, markers

KWL chart, Write the Future Senior Cycle PowerPoint presentation, sheets of flip chart or poster paper, markers SENIOR CYCLE LESSON PLAN 1 PUSH & PULL FACTORS Objectives To develop an understanding of the current refugee crisis and why people are leaving their countries (in particular Syria) To develop an understanding

More information

Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework

Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework Old Sturbridge Village and the Massachusetts History and Social Science Curriculum Framework Old Sturbridge Village provides enrichment of curriculum standards that complement classroom instruction. Fieldtrips

More information

Florida Teacher Certified ESOL, Spanish, Counseling April 2017

Florida Teacher Certified ESOL, Spanish, Counseling April 2017 Book Review Mary Ellen Cash Florida Teacher Certified ESOL, Spanish, Counseling April 2017 Florida Social Studies, Networks, McGraw Hill Education, New York, New York, 2018 Summary This series is designed

More information

20 th CENTURY UNITED STATES HISTORY CURRICULUM

20 th CENTURY UNITED STATES HISTORY CURRICULUM 20 th CENTURY UNITED STATES HISTORY CURRICULUM NEWTOWN SCHOOLS NEWTOWN, CT. August, 2002 K-12 SOCIAL STUDIES PHILOSOPHY The primary purpose of social studies education is to prepare young people to make

More information

GRADE 3. The student demonstrates an understanding of. Therefore, the student is able to

GRADE 3. The student demonstrates an understanding of. Therefore, the student is able to Anchor Standard The student demonstrates an Anchor Standard 1 Developing and Planning Inquiries Anchor Standard 2 Gathering and Evaluating Sources Anchor Standard 3 Creating Claims Anchor Standard 4 Communicating

More information

Bureau of Refugee and Immigrant Assistance (BRIA) New York State Office of Temporary and Disability Assistance

Bureau of Refugee and Immigrant Assistance (BRIA) New York State Office of Temporary and Disability Assistance Bureau of Refugee and Immigrant Assistance (BRIA) New York State Office of Temporary and Disability Assistance Imagine if you walk into a new school and everyone is speaking a language that you don t understand.

More information

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the 5.A.3.2 5.A.2.3 5.A.2.2 NGSSS 5.A.1.2 5.A.1.1 Use primary and secondary sources to understand history. Identify Native American tribes from different geographic regions of North America (cliff dwellers

More information

Teacher Guide: rights

Teacher Guide: rights Teacher Guide: rights In order of appearance in Preparing for the Oath, the Civics Test items covered in this theme are: 58. What is one reason colonists came to America? freedom political liberty religious

More information

Population size: 21,015,042 Student enrollment: 3,417,000 in 2007 U.S. states with similar statistics: Florida, Texas, and Pennsylvania

Population size: 21,015,042 Student enrollment: 3,417,000 in 2007 U.S. states with similar statistics: Florida, Texas, and Pennsylvania AUSTRALIA PISA Rankings 2006 MATH SCIENCE READING 13 8 7 2003 MATH SCIENCE READING 11 6 4 2000 MATH SCIENCE READING 6 8 4 Population size: 21,015,042 Student enrollment: 3,417,000 in 2007 U.S. states with

More information

Unit 3 Becoming the United States

Unit 3 Becoming the United States Unit 3 Becoming the United States Parents/Guardians, Below is information that your child will be learning in this unit in social studies. This nine weeks there is one unit for the 4 ½ weeks that will

More information

Eighth Grade Social Studies Curriculum Map

Eighth Grade Social Studies Curriculum Map Semester Unit Unit Focus NC Essential Standards Social Studies College & Career Readiness Anchor Standards Vocabulary 1st Geography Geography US/NC 8.G.1.2 RL 7 Location, Place, Challenge, Movement, Region,

More information

INSPIRED STANDARDS MATCH: LOUISIANA

INSPIRED STANDARDS MATCH: LOUISIANA www.inspiration.com LOUISIANA SOCIAL STUDIES CONTENT STANDARDS STATE STANDARDS FOR CURRICULUM DEVELOPMENT 05/22/97 TABLE OF CONTENTS PAGE INTRODUCTION... 3 LOUISIANA CONTENT STANDARDS FOUNDATION SKILLS...

More information

PREVIEW If men are not angels, what are they? 2. Why are governments necessary?

PREVIEW If men are not angels, what are they? 2. Why are governments necessary? PREVIEW 9 James Madison once wrote, If men were angels, no government would be necessary. This statement suggests that Madison did not have a very positive view of human nature. Try to put yourself in

More information

American Government and Politics Curriculum. Newtown Public Schools Newtown, Connecticut

American Government and Politics Curriculum. Newtown Public Schools Newtown, Connecticut Curriculum Newtown Public Schools Newtown, Connecticut Adopted by the Board of Education June 2009 NEWTOWN SUCCESS-ORIENTED SCHOOL MODEL Quality education is possible if we all agree on a common purpose

More information

Content Area: Social Studies Grade/Course: K / ACCN: No ACCN

Content Area: Social Studies Grade/Course: K / ACCN: No ACCN Grade/Course: K / ACCN: No ACCN Historical Understanding Standard 1: Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history Benchmark

More information

COURSE: Legal Education GRADE(S): Ten (10) Eleven (11) and Twelve (12) NATIONAL STANDARDS: Civics, Government, Citizenship and Communication

COURSE: Legal Education GRADE(S): Ten (10) Eleven (11) and Twelve (12) NATIONAL STANDARDS: Civics, Government, Citizenship and Communication COURSE: Legal Education GRADE(S): Ten (10) Eleven (11) and Twelve (12) UNIT: #1 Introduction to Law and History of Law TIME FRAME: 3 Weeks 90 min periods NATIONAL STANDARDS: Civics, Government, Citizenship

More information

ENGLISH LANGUAGE LEARNERS INSTRUCTOR S NOTES 5-6

ENGLISH LANGUAGE LEARNERS INSTRUCTOR S NOTES 5-6 ENGLISH LANGUAGE LEARNERS INSTRUCTOR S NOTES 5-6 Contents Learner s Activity 1 Pretour Materials Symbols 2 Reading and 10 Questions Game Levels of Government 5 Reading Comprehension The People of the Assembly

More information

eorgia Adult Education CIVICS STANDARDS

eorgia Adult Education CIVICS STANDARDS eorgia Adult Education CIVICS STANDARDS CIVICS STANDARDS A. Demonstrate knowledge of key events, momentous documents, and historic people in United States history. B. Demonstrate knowledge of the structure,

More information

Dan Anderson, Prairie Public Education Services

Dan Anderson, Prairie Public Education Services TITLE: WRITTEN BY: EDITED BY: GRADE LEVEL(S): Immigrants in Our Communities William J. Demke, Educator Dan Anderson, Prairie Public Education Services Ninth Grade TIME ALLOTMENT: Three six class periods

More information

9 th Grade World Studies from 1750 to the Present ESC Suggested Pacing Guide

9 th Grade World Studies from 1750 to the Present ESC Suggested Pacing Guide 9 th Grade World Studies from 1750 to the Present 2005-06 ESC Suggested Pacing Guide Ninth grade students continue the chronological study of world history. This study incorporates each of the seven standards.

More information

Eighth Grade Social Studies Crosswalk North Carolina and the United States: Creation and Development of the State and Nation

Eighth Grade Social Studies Crosswalk North Carolina and the United States: Creation and Development of the State and Nation This document is designed to help North Carolina educators teach the Common Core and s (Standard Course of Study). NCDPI staff Eighth Grade Social Studies Crosswalk North Carolina and the United States:

More information

World History Studies (Grade 10) TEKS/LINKS Student Objectives. Full Year (The student will )

World History Studies (Grade 10) TEKS/LINKS Student Objectives. Full Year (The student will ) World History Studies (Grade 10) TEKS/LINKS Student Objectives Social Studies Skills Full Year On-going WH25A identify ways archaeologists, anthropologists, historians, and geographers analyze limited

More information

Q6. What do the stripes on the flag represent? 96. Why does the flag have 13 stripes?

Q6. What do the stripes on the flag represent? 96. Why does the flag have 13 stripes? Naturalization TEST Civics Items Comparison Current 96 Civics Items Q1. What are the colors of the flag? Q2. What do the stars on the flag mean? Q3. How many stars are there on our flag? Q4. What color

More information

BHS Social Studies Department Curriculum Grade 11 United States History Unit 2 - Constitution and Voting

BHS Social Studies Department Curriculum Grade 11 United States History Unit 2 - Constitution and Voting BHS Social Studies Department Curriculum Grade 11 United States History Unit 2 - Constitution and Voting Essential Understandings Essential Questions The Constitution was written in its historical form

More information

SYLLABUS FOR HIST 1301

SYLLABUS FOR HIST 1301 CENTRAL TEXAS COLLEGE SYLLABUS FOR HIST 1301 Semester Hours Credit: 3 United States History I INSTRUCTOR: OFFICE HOURS: I. INTRODUCTION A. A survey of the social, political, economic, cultural, and intellectual

More information

Lesson Title: Supreme Court Decision of Dred Scott v. Sanford (1857) 60 U.S Lesson Overview:

Lesson Title: Supreme Court Decision of Dred Scott v. Sanford (1857) 60 U.S Lesson Overview: Charles H Wright African American Museum Underground Railroad/Library of Congress Slavery in the United States: Defining United States Supreme Court Cases Dred Scott v Sanford (1857) 60 US 393 Raymond

More information

Geographers generally divide the reasons for migration into push and pull factors.

Geographers generally divide the reasons for migration into push and pull factors. Migration What reasons cause people to migrate to different areas? Important Vocabulary Migration Push and Pull Factors Social Factors Ethnic Persecution Religious Persecution Environmental Factors Forced

More information

We the People: The Citizen and the Constitution

We the People: The Citizen and the Constitution We the People: The Citizen and the Constitution CORRELATION GUIDE for Maine s Social Studies Framework and Standards Published by the Center for Civic Education and funded by the U.S. Department of Education

More information

Social Studies Standard Articulated by Grade Level

Social Studies Standard Articulated by Grade Level Scope and Sequence of the "Big Ideas" of the History Strands Kindergarten History Strands introduce the concept of exploration as a means of discovery and a way of exchanging ideas, goods, and culture.

More information

Student Text Student Practice Book Activities and Projects

Student Text Student Practice Book Activities and Projects English Language Arts III Correlation with TEKS 110.39. English Language Arts and Reading, English IV (One Credit), Adopted 2017. Knowledge and skills. Student Text Student Practice Book Activities and

More information

High School Social Studies U.S. History Unit 03 Exemplar Lesson 01: Reforms Expand Rights

High School Social Studies U.S. History Unit 03 Exemplar Lesson 01: Reforms Expand Rights United States History Studies Since 1877 Unit: 03 Lesson: 01 Suggested Duration: 2 days High School U.S. History Unit 03 Exemplar Lesson 01: Reforms Expand Rights This lesson is one approach to teaching

More information

DO NOT WRITE ON THIS TEST BOOKLET, ANSWER ALL QUESTIONS ON ANSWER SHEET PROVIDED.

DO NOT WRITE ON THIS TEST BOOKLET, ANSWER ALL QUESTIONS ON ANSWER SHEET PROVIDED. DO NOT WRITE ON THIS TEST BOOKLET, ANSWER ALL QUESTIONS ON ANSWER SHEET PROVIDED. DO NOT WRITE ON THIS TEST BOOKLET, ANSWER ALL QUESTIONS ON ANSWER SHEET PROVIDED. (rev. 03/11) Civics (History and Government)

More information

The United States Constitution HOCPP 1256 Published: July, Sample file

The United States Constitution HOCPP 1256 Published: July, Sample file Thank you for your purchase from In the Hands of a Child Your Premiere Lapbook Provider since 2002!! The United States Constitution HOCPP 1256 Published: July, 2008 Authors: Katie Kubesh Niki McNeil Kimm

More information

The Reconstruction Era

The Reconstruction Era Unit 7 The Reconstruction Era C H A P T E R 23 To what extent did Reconstruction bring African Americans closer to full citizenship? P R E V I E W Suppose that you are an emancipated slave in the South

More information

THE CANADIAN IDENTITY IN THE 20 TH CENTURY CULMINATING ACTIVITY DECADE PRESENTATION

THE CANADIAN IDENTITY IN THE 20 TH CENTURY CULMINATING ACTIVITY DECADE PRESENTATION CULMINATING ACTIVITY DECADE PRESENTATION DESCRIPTION: In this activity students will work in groups of up to four, and focus on ONE DECADE IN CANADIAN HISTORY covered during the course. The group will

More information