US History: Since 1877
one credit courseUS History: Since 1877
Embedded Files
Introduction
Introduction
(1) In United States History Studies Since 1877, which is the second part of a two-year study that begins in Grade 8, students study the history of the United States from 1877 to the present. The course content is based on the founding documents of the U.S. government, which provide a framework for its heritage. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of geographic factors on major events and eras and analyze their causes and effects. Students examine the impact of constitutional issues on American society, evaluate the dynamic relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use critical-thinking skills and a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text from the Declaration of Independence: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
(8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.
Unit 01: Thinking Like a Historian
Unit 01: Thinking Like a Historian
(5 classes for the entire unit)
(5 classes for the entire unit)
During this unit students receive direct instruction and practice in the social studies critical thinking skills. Optimally students will begin the research process to culminate in a National History Day presentation during this unit and continue that research throughout the course. Students may alternatively participate in a historical inquiry or history lab to refresh their skills needed for historical inquiry throughout the course.
TEKS in this unit: US.28A, US.28B, US.28C, US.28D, US.28E, US.29A, US.29B
Unit 02: Growing Pains – the Gilded Age 1877-1898
Unit 02: Growing Pains – the Gilded Age 1877-1898
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit, students study about the final settlement of the frontier; the industrialization and rise of big business in America; and the urbanization of America, along with the rise of political machines and eventual civil service reform. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.3A, US.3B, US.3C, US.12A, US.13A, US.13B, US.14A, US.15A, US.15C, US.23A, US.25B, US.26A, US.26B, US.26C, US.27A, US.28B, US.29A, US.29B, US.30A, US.30B
Unit 03: Reforming America – the Progressive Era 1898-1920
Unit 03: Reforming America – the Progressive Era 1898-1920
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students learn about how progressive reformers brought about social and political change at the local, state, and national level; the emergence of the Progressive Party; and how reform legislation changed the relationship between business and government. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.5A, US.5B, US.5C, US.9B, US.14B, US.15B, US.22A, US.22C, US.24A, US.25A, US.28B, US.28E, US.29A, US.29B
Unit 04: Emergence as a World Power – Spanish-American and First World Wars 1898-1920
Unit 04: Emergence as a World Power – Spanish-American and First World Wars 1898-1920
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit students examine U.S. foreign policy in the early twentieth century including, involvement in the Spanish-American War; the development of U.S. foreign policy in regards to Latin America, China and Japan; and involvement in the First World War. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
While the causes of the First World War are reviewed in this unit, the primary focus of study involves examining U.S. entry into the First World War as well as U.S. actions in the war (1917-1918). Students also study the varying points of view regarding ratification of the Treaty of Versailles. Though the results of the treaty (change in political boundaries in Europe and payment of repartitions) should be reviewed, the focus of study is on Wilson’s Fourteen Points and the debate regarding the League of Nations.
TEKS in this unit: US.2A, US.2B, US.4A, US.4B, US.4C, US.4D, US.4E, US.4F, US.12A, US.15C, US.15D, US.18B, US.23B, US.26B, US.28B, US.29A, US.29B
Unit 05: Boom Time – 1920s America 1920-1929
Unit 05: Boom Time – 1920s America 1920-1929
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students study about the economic prosperity of the 1920s; the rising of nativism in 1920s society; and the social and cultural changes of the1920s that resulted in clashes between those embracing new values and those wanting to preserve traditional society. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.5A, US.6A, US.6B, US.13A, US.15C, US.16A, US.18C, US.22B, US.24A, US.24B, US.24C, US.25B, US.25C, US.26C, US.27A, US.28A, US.28B, US.28D, US.29A, US.29B
Unit 06: Economic Bust – the Great Depression 1929-1939
Unit 06: Economic Bust – the Great Depression 1929-1939
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit students study about the causes of the Great Depression along with the economic and social impact of the depression; the economic impact of the “Dust Bowl” on the agricultural sector; and about the provisions of the New Deal along with its impact on the role of government. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.2B, US.12A, US.13A, US.14A, US.16B, US.16C, US.16D, US.16E, US.18A, US.18B, US.19B, US.24A, US.28A, US.28B, US.29A, US.29B, US.30A, US.30B
Unit 07: Total War – the Second World War 1939-1945
Unit 07: Total War – the Second World War 1939-1945
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit students study about the rise of dictatorships in Europe and how that contributed to the cause of a second world war. Students examine the reasons for the United States’ entry into the war, and the responses on the home front, including Executive Order 9066 as well as the economic and social changes brought about by U.S. involvement in the war. Additionally, students study the military involvement of the United States in the fighting of the Second World War by examining significant battles, the fighting on two fronts, the military and political leadership during the war, and the decision to drop atomic bombs. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.2B, US.7A, US.7B, US.7C, US.7D, US.7E, US.7F, US.7G, US.17A, US.18B, US.23B, US.28A, US.28B, US.28D, US.29A, US.29B
Unit 08: Differing Ideologies – The Cold War 1945-1970s
Unit 08: Differing Ideologies – The Cold War 1945-1970s
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit, students examine the Cold War policies developed to address Soviet aggression and the involvement of the United States in Korea; the economic prosperity of the 1950s and 1960s; the domestic issues surrounding the Cold War; and the fighting of the Vietnam War along with the public response to the war in Vietnam. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.2B, US.8A, US.8B, US.8C, US.8D, US.8E, US.8F, US.14A, US.17B, US.17C, US.18B, US.19A, US.20A, US.20B, US.22B, US.23B, US.24A, US.24B, US.26A, US.26B, US.27A, US.28B, US.29A, US.29B
Unit 09: Liberty and Justice for All – Civil Rights Movement 1900-1970s
Unit 09: Liberty and Justice for All – Civil Rights Movement 1900-1970s
(15 classes for the entire unit)
(15 classes for the entire unit)
In this unit, students trace the development of the civil rights movement from Reconstruction to modern times, including the desegregation of the military and Brown v. Board of Education (1954) which were not addressed in the previous unit. During this unit, students learn about the early efforts of civil rights leaders to use the courts to overturn legal segregation; the advances the movement made with the leadership of Dr. Martin Luther King, Jr.; the expansion of the movement to include a variety of political organizations that worked to advance the civil rights of African Americans, Mexican Americans, American Indians, and women; the legislative gains made by the movement as part of Johnson’s Great Society; the arguments and actions of those in opposition to the movement; and about various landmark court cases and changes that were made to the U.S. Constitution to ensure the protection of civil rights. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.2B, US.9A, US.9B, US.9C, US.9D, US.9E, US.9F, US.9G, US.9H, US.9I, US.9J, US.17D, US.20A, US.20B, US.22A, US.22B, US.23A, US.25A, US.25C, US.25D, US.28A, US.28B, US.28C, US.28D, US.28E, US.29A, US.29B
Unit 10: A Growing World Presence – New National Directions 1970-1990
Unit 10: A Growing World Presence – New National Directions 1970-1990
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit students learn about the increasing complexity of the political and economic relationships with China, the Soviet Union, and nations in the Middle East, especially with the presidencies of Nixon, Carter and Reagan. Students also study the economic changes, the growing environmentalism, and the political resurgence of conservatism that characterized the 1970s and 1980s. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.10A, US.10B, US.10C, US.10D, US.10E, US.13A, US.14B, US.17E, US.18C, US.18D, US.23A, US.26A, US.28A, US.28B, US.29A, US.29B
Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit students learn about the foreign and domestic policies of the presidential administrations from 1990-2016, along with the challenges faced by these administrations. Students also examine how increasing globalization, along with changing technologies and business practices affected economics in the United States during this period. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.2A, US.2B, US.11A, US.11B, US.11C, US.11D, US.12A, US.13B, US.17E, US.18B, US.18C, US.18D, US.19B, US.23A, US.24C, US.25D, US.26C, US.27A, US.27B, US.28B, US.28C, US.28D, US.28E, US.29A, US.29B
Unit 12: Ever-Changing America – Yesterday’s Challenges and Today’s Opportunities
Unit 12: Ever-Changing America – Yesterday’s Challenges and Today’s Opportunities
(5 classes for the entire unit)
(5 classes for the entire unit)
During this unit students revisit the significance of the founding documents and the contributions made by the Founding Fathers, along with learning about the five American values attributed to the success of the republic. Additionally, students continue to develop historical inquiry skills by: 1) acquiring information from various sources, 2) identifying multiple viewpoints in sources, 3) evaluating sources for bias and validity, and 4) supporting conclusions with evidence. All social studies skills expectations are included in this unit to support the inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: US.1A, US.1B, US.1C, US.21A, US.21B, US.22D, US.28A, US.28B, US.29A, US.29B
Texas Essential Knowledge & Skills (TEKS)
Texas Essential Knowledge & Skills (TEKS)
TEKS - Social Studies - US History.pdfPage updated
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