Army Heritage Center Foundation PO Box 839, Carlisle, PA 17013 717-258-1102; www.armyheritage.org Lorraine Luciano, Education Director, Lluciano@armyheritage.org Casandra Jewell, Education Assistant, cjewell@armyheritage.org Texas Standards as they apply to Educational Resources developed with U.S. Department of Education Funds for the Improvement of Education Texas Standards - History 113.22. (7.6) History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20 th century. The student is expected to: (A) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20 th century, including the factors leading up to the expansion of the Texas frontier, the effects of westward expansion on Native Americans, the development of the cattle industry from its Spanish beginnings, the myth and realities of the cowboy way of life, the effects of the growth of railroads, the buffalo soldiers, James Hogg, Cynthia Parker, and Spindletop; and o Chapter 4: The Buffalo Soldiers (7.7) History. The student understands how individuals, events, and issues shaped the history of Texas during the 20 th century. The student is expected to: (C) trace the civil rights and equal rights movements of various groups in Texas in the 20 th century and identify key leaders in these movements, including James Farmer, Hector P. Garcia, Oveta Culp Hobby, and Lyndon B. Johnson Eighth Grade (8.4) History. The Student understands significant political and economic issues of the revolutionary era. The student is expected to: (C) Explain the issues surrounding important events of the American Revolution, including Declaration of Independence, writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of, o Chapter 1: The World Turned Upside Down
2 (8.7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to: (B) Compare the effects of political, economic and social factors on slaves and free blacks; o Chapter 2: Property (C) Analyze the impact of slavery on different sections of the United States; and (8.8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to; (A) Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S, Grant, Robert E. Lee, and Abraham Lincoln; (8.19) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to: (B) Evaluate the impact of select landmark Supreme Court decisions including Dred Scott v. Stanford on life in the United States. o Chapter 2: Property Subchapter C. High School 113.32. United States Since Reconstruction (One Credit) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: (A) Identify the major eras in U.S. history from 1877 to the present ad describe their defining characteristics; apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957. o Episode 1: Determined to Serve o Episode II: Drawing on History
3 o Chapter 8: The Twilight of the Segregated Army (2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (A) Analyze political issues such as Indian policies, the growth of political machines, and civil service reform. o Episode I: Determined to Serve (C) analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants. (3) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected: (A) Explain why significant events and individuals, including the Spanish- American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power; (B) Identify the reason for U.S. involvement in World War I, including unrestricted submarine warfare; (C) analyze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I; and (D) analyze major issues raised by U.S. involvement in World War I, Wilson s Fourteen Points, and the Treaty of Versailles
4 (5) History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to: (A) Analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and (6). History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to: (A)Identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor; (B)Analyze major issues and events of World War II such as fighting the war on multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman s decision to use the atomic bomb; (C)Explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton; o Episode II: Drawing on History, Willard R. Dominick (D) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North atlantic Treaty Organization, and the Berlin airlift; (E)analyze the conflicts in Korea and Vietnam and describe their domestic and international effects; o Chapter 8: Twilight of the Segregated Army Heritage Center Foundation (7) History. The student understands the impact of the American civil rights movement. The student is expected to:
5 (A) trace the historical development of the civil rights movement in the 18 th, 19 th, and 20 th centuries, including the 13 th, 14 th, 15 th amendments; (B) identify significant leaders of the civil rights movement, including Martin Luther King, Jr.; o All chapters 113.35. United States Government (One Half-Credit) (c) Knowledge and skills. (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. The student is expected to: (A) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and (B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present. Defending the Long road to Freedom o Chapter 8: Twilight of the Segregated Army (18) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to: (B) Analyze changes in American culture brought by government polices such as voting rights, the GI bill, and racial integration; and o All Chapters (C) Describe an example of a governmental policy that has affected a particular racial, ethnic, or religious group. o All Chapters