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 Vertical Alignment Document Social Studies Grade 5, Grade 8, U.S. History SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
GRADE 5
GRADE 8
U.S. HISTORY
§113.10. Implementation of Texas Essential Knowledge and Skills for Social Studies, Elementary, Beginning with School Year 2011-2012.
Source: The provisions of this §113.10 adopted to be effective August 23, 2010, 35 TexReg 7232.
§113.16. Social Studies, Grade 5, Beginning with
School Year 2011-2012.
§113.20. Social Studies, Grade 8, Beginning with
School Year 2011-2012.
§113.41. United States History Studies Since 1877
(One Credit), Beginning with School Year 20112012.
(a) Introduction
(a) Introduction.
(a) General requirements. Students shall be awarded
one unit of credit for successful completion of this
course.
(b) Introduction.
(1) In Grade 5, students survey the history of the
United States from 1565 to the present. Historical
content includes the colonial period, the American
Revolution, the establishment of the U.S.
Constitution and American identity, westward
expansion, the Civil War and Reconstruction,
immigration and industrialization, and the 20th and
21st centuries. Students study a variety of regions in
the United States that result from physical features
and human activity and identify how people adapt to
and modify the environment. Students explain the
characteristics and benefits of the free enterprise
system and describe economic activities in the
United States. Students identify the roots of
representative government in this nation as well as
the important ideas in the Declaration of
Independence and the U.S. Constitution. Students
study the fundamental rights guaranteed in the Bill
of Rights. Students examine the importance of
effective leadership in a constitutional republic and
identify important leaders in the national
government. Students recite and explain the
meaning of the Pledge of Allegiance to the United
States Flag. Students describe the cultural impact of
various racial, ethnic, and religious groups in the
nation and identify the accomplishments of notable
individuals in the fields of science and technology.
Students explain symbols, traditions, and landmarks
that represent American beliefs and principles.
Students use critical-thinking skills to sequence,
(1) In Grade 8, students study the history of the
United States from the early colonial period through
Reconstruction. The knowledge and skills in
subsection (b) of this section comprise the first part
of a two–year study of U.S. history. The second
part, comprising U.S. history from Reconstruction
to the present, is provided in §113.41 of this title
(relating to United States History Studies Since
1877 (One Credit), Beginning with School Year
2011–2012). The content in Grade 8 builds upon
that from Grade 5 but provides more depth and
breadth. Historical content focuses on the political,
economic, religious, and social events and issues
related to the colonial and revolutionary eras, the
creation and ratification of the U.S. Constitution,
challenges of the early republic, the Age of
Jackson, westward expansion, sectionalism, Civil
War, and Reconstruction. Students describe the
physical characteristics of the United States and
their impact on population distribution and
settlement patterns in the past and present.
Students analyze the various economic factors that
influenced the development of colonial America
and the early years of the republic and identify the
origins of the free enterprise system. Students
examine the American beliefs and principles,
including limited government, checks and
balances, federalism, separation of powers, and
individual rights, reflected in the U.S. Constitution
and other historical documents. Students evaluate
(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 criticalthinking 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.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 2 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
GRADE 5
GRADE 8
categorize, and summarize information and to draw
inferences and conclusions.
the impact of Supreme Court cases and major
reform movements of the 19th century and
examine the rights and responsibilities of citizens of
the United States as well as the importance of
effective leadership in a constitutional republic.
Students evaluate the impact of scientific
discoveries and technological innovations on the
development of the United States. Students use
critical–thinking skills, including the identification of
bias in written, oral, and visual material.
U.S. HISTORY
(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
documents, biographies, novels, speeches, letters,
poetry, songs, and artworks is encouraged.
Motivating resources are available from museums,
historical sites, presidential libraries, and local and
state preservation societies.
(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 the
complete text of the U.S. Constitution and the
Declaration of Independence, landmark cases of
the U.S. Supreme Court, biographies,
autobiographies, 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.
(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 (b) 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.
(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 (b) 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.
(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.
(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
(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.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 3 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
GRADE 5
GRADE 8
U.S. HISTORY
(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).
(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).
(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.
(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.
(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.
(7) State and federal laws mandate a variety of
celebrations and observances, including Celebrate
Freedom Week.
(7) State and federal laws mandate a variety of
celebrations and observances, including Celebrate
Freedom Week.
system.
(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.
(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
(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
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 4 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
GRADE 5
GRADE 8
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: "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 identify and discuss how the actions of
U.S. citizens and the local, state, and federal
governments have either met or failed to meet the
ideals espoused in the founding documents.
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– "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 identify and discuss how the actions of
U.S. citizens and the local, state, and federal
governments have either met or failed to meet the
ideals espoused in the founding documents.
U.S. HISTORY
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: "We hold these Truths to be selfevident, 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 identify and discuss how the actions of
U.S. citizens and the local, state, and federal
governments have either met or failed to meet the
ideals espoused in the founding documents.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 5 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
8.1
History. The student understands traditional
historical points of reference in U.S. history
through 1877. The student is expected to:
U.S. HISTORY
US.2
History. The student understands traditional
historical points of reference in U.S. history
from 1877 to the present. The student is
expected to:
US.2A
Identify the major characteristics that define an
historical era.
Supporting Standard
Identify
MAJOR CHARACTERISTICS THAT DEFINE AN
HISTORICAL ERA
Including, but not limited to:
 An era of history having a distinctive feature
 Political, social or economic commonality
 Considered to be relative chronology rather
than absolute chronology
8.1A
Identify the major eras and events in U.S.
history through 1877, including colonization,
revolution, drafting of the Declaration of
Independence, creation and ratification of
the Constitution, religious revivals such as
the Second Great Awakening, early republic,
the Age of Jackson, westward expansion,
reform movements, sectionalism, Civil War,
and Reconstruction, and describe their
causes and effects.
Readiness Standard
US.2B
Identify the major eras in U.S. history from
1877 to the present and describe their defining
characteristics.
Readiness Standard
Identify, Describe
MAJOR ERAS IN U.S. HISTORY FROM 1877 TO
PRESENT
Including, but not limited to:
 Movement westward and Gilded Age (late
1800s)
Identify
MAJOR ERAS AND EVENTS IN U.S. HISTORY
THROUGH 1877
Including, but not limited to:
 Exploration and Colonization
 Factory system
 Population shift to cities
 Inventions/industrialism
 Immigration
 Establishment of the 13 colonies
 Urbanization
 Representative Democracy
 Political corruption and political machines
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 6 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Mercantilism
 Entrepreneurship (growth of big business)
 Religious freedom
 Philanthropy
 American Revolution
 Indian policies
 Great Awakenings
 Labor unions
 Acts
 Growth of railroad (transcontinental)
 Boston Tea Party
 Cattle industry boom
 Taxation without Representation
 Westward movement and the Homestead
Act
 Unalienable rights
 Battles of Lexington and Concord,
Saratoga and Yorktown
 Declaration of Independence
 Articles of Confederation
 Constitutional Era
 Philadelphia Convention 1787
 Great Compromise
 Three-fifths Compromise
 Anti-Federalist vs. Federalist
 Federalist Papers
 Bill of Rights
 Early Republic
 George Washington's Presidency
 Political Parties – DemocraticRepublicans & Federalists
 Louisiana Purchase (1803)
 Jeffersonian Democracy
 Monroe Doctrine
 War of 1812
 Judicial Review – Marbury v. Madison
 Laissez-faire
 Progressive Era (1890-1920)
 Opposed corruption and waste in
government
 Concerned with social injustice
 Civil Service reform
 Anti-trust acts
 Populism
 Interested in government reform at all
levels
 Muckrakers
 Conservation
 Reform
 16th, 17th, 18th, and 19th amendments
 Suffrage
 Prohibition
 Pure Food and Drug Act
 Federal Reserve
 Social Gospel Movement
 Rise of world power
 Indian policies
 Spanish American War and Expansionism
– acquisitions of land (Guam, Hawaii,
Philippines, and Puerto Rico)
 Bank crisis
 Latin America – Panama Canal
 Jacksonian Democracy/expanded
 World War I (1914-1918) – Woodrow
 Age of Jackson
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 7 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
suffrage
 Nullification crisis
 Manifest Destiny
 Westward expansion
 War With Mexico
 Annexation of Texas
 Gold rush
 Industrialization
 Factory system
 Population shift to cities
 Inventions
 Expansion of slavery
 Slave rebellions
 Reform movements
 Immigration
 Reform
U.S. HISTORY
Wilson, League of Nations, total war,
technological advances, Treaty of
Versailles
 Transition to modern America
 Twenties (1920-1929)
 Isolationism
 Immigration
 Red Scare
 Jazz Age
 Social Darwinism
 Eugenics
 Nativism
 Changing role of women
 Economic boom/consumerism
 Great Depression and New Deal
 Depression (1929-1941)
 Crash of stock market
 Abolition
 Women’s rights
 Education
 Care of the disabled and mentally ill
 Prisons
 Temperance
 Sectionalism
 Protective tariffs
 Increasing divide between North and
South
 Manufacturing society vs. plantation
society
 Kansas-Nebraska Act
 Missouri Compromise
 Civil War
 Secession
 Great Depression
 Dust Bowl
 New Deal
 Expansion of the Federal government
 Relief, Reform, Recovery
 America’s reaction to world at war
 Totalitarianism
 Alliances
 Pearl Harbor
 Internment
 Home front (volunteerism, victory gardens,
and war bonds)
 Mobilization
 World War II
 Axis and Allies
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 8 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Slavery and states’ rights
 Multiple front war
 Abraham Lincoln
 Military leaders
 Confederate States of America
 Significant contributions of groups
 Union
 Onset of Cold War and 1950s
 Reconstruction
 Ideological war against communism
 13th,14th,15th Amendments
 HUAC
 Radical Reconstruction
 Truman Doctrine
 Andrew Johnson
 Marshall Plan
 Sharecropping
 Berlin Airlift
 Carpetbaggers and scalawags
 NATO
 Domino Theory/containment
 Korean Conflict
 McCarthyism
 Space race
 Berlin Wall (construction and fall of)
 Cuban Missile Crisis
 Civil Rights Movement
 Political organizations
 Civil Rights Acts (1957 and 1964)
 Voting Rights Act of 1965
 Various approaches to advocacy
 Significant Supreme Court cases
 Presidential actions and congressional
votes
 Significant leaders
 New Frontiers and familiar enemies
 New Frontier – John F. Kennedy
 Great Society – Lyndon B. Johnson
 Vietnam War
 1970-1990
 Nixon and relationship with China
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 9 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Reaganomics
 Peace through Strength
 Involvement in the Middle East
 Conservative resurgence
 1990-present
 U.S. Involvement in world affairs
 Persian Gulf War
 Balkans Crisis
 September 11, 2001
 Long term effects of government
entitlement programs
 2008 Presidential election
8.1B
Apply absolute and relative chronology
through the sequencing of significant
individuals, events, and time periods.
US.2C
Supporting Standard
Supporting Standard
Apply
Apply
ABSOLUTE AND RELATIVE CHRONOLOGY
ABSOLUTE CHRONOLOGY
Including, but not limited to:
Including, but not limited to:
 Significant individuals, events, and time
periods
 Absolute chronology
 Significant individuals, events and time
periods listed in the Grade 8 TEKS
 Absolute chronology – exact date
 Absolute chronology – exact date
RELATIVE CHRONOLOGY
 Relative chronology
 Significant individuals, events, and time
periods listed in the Grade 8 TEKS
Including, but not limited to:
 Significant individuals, events, and time
periods
 Relative chronology – general time
period or era
8.1C
Apply absolute and relative chronology
through the sequencing of significant
individuals, events, and time periods.
Explain the significance of the following
dates 1607, founding of Jamestown; 1620,
arrival of the Pilgrims and signing of the
 Relative chronology – general time period or
era
US.2D
Explain the significance of the following years
as turning points: 1898 (Spanish–American
War), 1914–1918 (World War I), 1929 (the Great
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 10 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Mayflower Compact; 1776, adoption of the
Declaration of Independence; 1787, writing of
the U.S. Constitution; 1803, Louisiana
Purchase; and 1861–1865, Civil War.
Explain
Depression begins), 1939–1945 (World War II),
1957 (Sputnik launch ignites U.S.–Soviet space
race), 1968–1969 (Martin Luther King Jr.
assassination and U.S. lands on the moon),
1991 (Cold War ends), 2001 (terrorist attacks on
World Trade Center and the Pentagon), and
2008 (election of first black president, Barack
Obama).
SIGNIFICANCE OF DATES
Supporting Standard
Including, but not limited to:
Explain
Supporting Standard
 1607 – founding of Jamestown, first
permanent settlement
 1620 – arrival of the Pilgrims and signing
of Mayflower Compact
 1776 – adoption of the Declaration of
Independence
 1787 – writing of the U.S. Constitution
(1788 – Ratification of Constitution)
 1803 – Louisiana Purchase (and
establishment of judicial review from
Marbury v. Madison)
 1861-1865 – Civil War
SIGNIFICANCE OF DATES AS TURNING
POINTS
Including, but not limited to:
 1898 – Spanish-American War
 U.S. enters the world stage and is no
longer an isolationist
 Expansion (territories)
 1914-1918: World War I
 U.S. becomes a member of an alliance
system and begins to partake in global
decisions
 1929 – Stock Market Crash, beginning of the
Great Depression
 U.S. becomes economically vulnerable
 Changing role of federal government in
domestic economic policy
 1939-1945: World War II
 U.S. becomes a global leader
 1957 – Sputnik and U.S.-Soviet Space Race
 A sense of urgency grows to compete with
the Soviet Union
 Funding towards education in mathematics
and science
 1968-1969: Martin Luther King, Jr.,
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
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Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
assassination, and U.S. lands on the moon
 1991 – Cold War ends
 2001 – terrorist attacks on World Trade
Center and the Pentagon
 2008 – election of first African American
president, Barack Obama
8.3
History. The student understands the
foundations of representative government in
the United States. The student is expected
to:
8.3A
Explain the reasons for the growth of
representative government and institutions
during the colonial period.
US.1
History. The student understands the
principles included in the Celebrate Freedom
Week program. The student is expected to:
Readiness Standard
Explain
REASONS FOR GROWTH OF
REPRESENTATIVE GOVERNMENT AND
INSTITUTIONS DURING COLONIAL PERIOD
Including, but not limited to:
 The distance from England created a need
for colonists to make their own laws and
keep peace and order.
 Colonists were accustomed to English
traditions and structures.
 Most colonies were self-governing, electing
members of their community to a general
assembly, which made their laws.
8.3B
Analyze the importance of the Mayflower
Compact, the Fundamental Orders of
Connecticut, and the Virginia House of
Burgesses to the growth of representative
government.
Supporting Standard
Analyze
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
IMPORTANCE OF DOCUMENTS TO THE
GROWTH OF REPRESENTATIVE
GOVERNMENT
Including, but not limited to:
 Mayflower Compact – an agreement that
established the idea of self-government
and majority rule. Signed by most of the
men on the Mayflower, this compact was
an agreement to form a political body and
give it the power to enact laws for the good
of the colony.
 The Fundamental Orders of Connecticut –
first written constitution in the colonies.
This document stated that people had the
right to elect governors, judges, and a
legislature.
 The Virginia House of Burgesses – first
representative assembly in the American
colonies. Representatives immediately
began to enact laws and to safeguard
individual rights.
8.3C
Describe how religion and virtue contributed
to the growth of representative government
in the American colonies.
Supporting Standard
Describe
HOW RELIGION AND VIRTUE CONTRIBUTED
TO THE GROWTH OF REPRESENTATIVE
GOVERNMENT IN THE AMERICAN
COLONIES
Including, but not limited to:
 Religious freedom was a main cause for
the establishment of the American
colonies.
 Religious groups (Pilgrims, Puritans,
Quakers, etc.) created communities that
were self-governed.
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Penn Colony (Pennsylvania) was an
experiment in the possibility of equality and
citizens involved in the government.
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:
8.2
History. The student understands the causes
of exploration and colonization eras. The
students is expected to:
8.2A
Identify reasons for European exploration
and colonization of North America.
Readiness Standard
Identify
REASONS FOR EUROPEAN EXPLORATION
AND COLONIZATION
Including, but not limited to:
 Reasons for exploration

Religion (God)

Wealth (Gold)

Fame (Glory)

National pride

Curiosity

Faster, cheaper trade routes to Asia
 Reasons for colonization
5.1A
Explain when, where, and why groups of
people explored, colonized, and settled in
the United States, including the search for
religious freedom and economic gain.
8.2B

Religious freedom

Political freedom

Economic opportunity (mercantilism)

Social mobility

A better way of life
Compare political, economic, religious, and
social reasons for the establishment of the
13 English colonies.
Supporting Standard
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Explain
Compare
WHEN, WHERE, AND WHY GROUPS OF
PEOPLE EXPLORED, COLONIZED, AND
SETTLED IN THE UNITED STATES
Including, but not limited to:
 Exploration of the New World by
Europeans in the 16th and 17th centuries
was fueled by the search for gold (and
raw materials and new markets), the
desire to bring glory to themselves and
their king by conquering new lands, and a
desire to bring Christianity to peoples of
the New World (God, gold, glory)
 Colonization by Europeans in the 17th
and 18th centuries was meant to create a
foothold in new lands during a period of
expansion by European powers (France,
Spain, Great Britain, Portugal, also the
Dutch). European countries were highly
competitive and intent on control of land
and its resources.
 Spanish – conquered much of western
South America, Central America, and
Mexico, overthrowing the Aztec
(Cortes) and Inca (Pizarro)
POLITICAL, ECONOMIC, RELIGIOUS AND
SOCIAL REASONS FOR ESTABLISHING 13
ENGLISH COLONIES
Including, but not limited to:
 Political

Competition with Spain and France who
had many colonies in the Americas
 Economic


Increase trade and markets for English
exports (mercantilism)
Source of raw materials
 Religious

Seeking religious freedom
 Social

Opportunity for adventure

England was overcrowded and settlers
desired owning land
 1565 – San Augustine (Florida),
the first permanent European
settlement in what is now the
continental United States, was
founded by Spain in 1565. The
area was earlier explored by both
France and Spain (Ponce de
Leon). To discourage French
colonization, Pedro Menéndez de
Avilés was sent to establish a
colony. St. Augustine remained the
sole European settlement in the
continental United States for many
decades.
 French – settled Newfoundland,
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Canada, much of what is now the
central area of continental United
States, down to New Orleans
 English – early settlements in Virginia
(e.g., Roanoke and Jamestown) and
New England (e.g., Plymouth Colony)
 Settlement – once colonies were
established, settlement by Europeans
was driven by a search for religious
freedom and economic gain
 Colonies settled in search of economic
gain: Virginia (Roanoke and
Jamestown), New York, Delaware,
North Carolina, South Carolina, New
Jersey
 Colonies settled in search of religious
freedom (though profit was also a
motivator): Massachusetts (Plymouth),
New Hampshire, Maryland,
Pennsylvania, Connecticut
5.1B
Describe the accomplishments of
significant individuals during the colonial
period including William Bradford, Anne
Hutchinson, William Penn, John Smith,
John Wise and Roger Williams.
Describe
ACCOMPLISHMENTS OF COLONIAL
LEADERS
Including, but not limited to:
 William Bradford – an exemplary leader
and writer, a Puritan and leader
(governor) of the Plymouth colony.
Accomplishments include the
contributions he made to the Mayflower
Compact, leadership of the Plymouth
colony, building relationships with the
Native Americans.
 Anne Hutchinson – a proponent of
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
religious freedom and tolerance, but was
viewed as a controversial character and
eventually banished from the
Massachusetts Bay Colony
 William Penn – a Quaker who settled the
colony of Pennsylvania and allowed for
freedom of worship
 John Smith – ensured survival of
Jamestown with his leadership qualities
 John Wise – minister in Massachusetts
who led a protest against taxes imposed
by the British government
 Roger Williams – founded the colony of
Rhode Island and secured religious
freedom for members of his community
5.2
History. The student understands how
conflict between the American colonies and
Great Britain led to American
independence. The student is expected to:
8.4
History. The student understands significant
political and economic issues of the
revolutionary era. The student is expected
to:
5.2A
Identify and analyze the causes and effects
of events prior to and during the American
Revolution including the French and Indian
War and the Boston Tea Party.
8.4A
Analyze causes of the American Revolution,
including the Proclamation of 1763, the
Intolerable Acts, the Stamp Act,
mercantilism, lack of representation in
Parliament, and British economic policies
following the French and Indian War.
Identify
CAUSES AND EFFECTS OF EVENTS PRIOR
TO AND DURING THE AMERICAN
REVOLUTION
Readiness Standard
Including, but not limited to:
CAUSES OF AMERICAN REVOLUTION
 French and Indian War
Analyze
Including, but not limited to:
 The portion of a war between England
and France (the Seven Years War)
that took place in colonial America.
The English victory doubled their
colonial territory since France ceded
much of its North American claims, but
the cost of the war left the British
treasury depleted. (The Indian tribes
allied with the French.)
 Proclamation of 1763 – British Parliament
law; colonists were forbidden to settle west
of the Appalachian Mountains, Britain
wanted a buffer zone between the
colonists and the Native Americans
(reduce threat of violence), but the
colonists wanted to settle the fertile Ohio
River Valley
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
 In order to gain money to repay war
debts (and to reassert authority over
British colonies), the British
government passed laws and taxes
that were unpopular in the American
colonies.
 Sugar Act, Stamp Act, Townshend
Acts: British laws that placed taxes
on almost everything that colonists
needed or used in their daily lives
 Boston Tea Party – in 1773, a band of
American colonists led by Samuel Adams
(and the Sons of Liberty) boarded British
ships (East India Company) and dumped
tea into Boston Harbor to protest the Tea
Act. As a result, Boston port was closed
and town meetings were banned. The
Tea Party led to a crackdown by the
British government, including the punitive
Intolerable Acts (e.g., the Boston Port Act
that closed the Port of Boston, the
Massachusetts Government Act that
essentially put the Massachusetts colonial
government directly under British control
and limited town meetings, the
Administration of Justice Act that allowed
trials to Great Britain, the Quartering Act
that allowed British governor to house
soldiers in private homes).
 Declaration of Independence – in 1776,
Jefferson wrote that when a form of
government destroys the rights of people
it governs, they have a right to abolish it.
A declaration for the independence of the
American colonies from Great Britain was
written, and this led to a war between the
colonists and Great Britain.
EIGHTH GRADE
U.S. HISTORY
 Intolerable Acts – (passed in 1774, also
known as the Coercive Acts); British
reaction to the Boston Tea Party; closed
the port of Boston until the tea was paid
for, restructured Massachusetts
government, troops quartered in Boston
and British officials accused of crimes sent
to England or Canada for trial; colonists
reacted by boycotting British goods and
First Continental Congress convenes
(September, 1774)
 Stamp Act – (passed in 1765); required
that all legal documents (diplomas,
contracts, wills, newspapers, etc.) have an
official stamp showing that a tax had been
paid; British used this to generate revenue
to help cover the cost of the French and
Indian War; colonists reacted by rioting
and Stamp Act Congress convenes
(October, 1765)
 Mercantilism – system by which a nation
increases its wealth and power by
obtaining gold and silver from its colonies.
It includes a favorable balance of trade.
The colonies become a source of raw
materials for the mother country. The
colonies also are expected to be the
purchasers of manufactured goods from
the mother country. Mercantilism includes
the theory that a colony exists for the
economic benefit of the mother country.
 Lack of representation in Parliament –
since the formation of the colonies, the
colonists had set up their own legislative
assemblies; colonists were unhappy about
Britain’s insistence on the supremacy of
Parliament (taxation); the debate turned
into one regarding representation, the
colonists did not have direct representation
in Britain’s law-making body (Parliament);
Britain argued that the colonies had “virtual
representation”
 British economic policies following the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
French and Indian War – to raise money to
help pay off the debt incurred from the
French and Indian War caused many
colonists to resent British rule (Ex: Sugar
Act, Stamp Act, Townshend Acts, Tea Act,
etc.)
5.2B
Identify the Founding Fathers and Patriot
heroes, including John Adams, Samuel
Adams, Benjamin Franklin, Nathan Hale,
Thomas Jefferson, the Sons of Liberty, and
George Washington; and their motivations
and contributions during the revolutionary
period.
Identify
CONTRIBUTIONS OF SIGNIFICANT
INDIVIDUALS DURING THE
REVOLUTIONARY PERIOD
Including, but not limited to:
 Founding Fathers – political leaders and
statesmen instrumental in founding the
United States. They signed the
Declaration of Independence, participated
in the American Revolution, helped
establish the United States Constitution,
or contributed in some other important
way. The term usually refers to Benjamin
Franklin, George Washington, John
Adams, Thomas Jefferson, John Jay,
James Madison, and Alexander Hamilton.
 John Adams – significant leader in
advocating a growing movement to
declare independence from Great Britain
 Samuel Adams – political activist and
organizer of the rebellion against British
policies. He spoke and wrote articles
against British restrictions in
Massachusetts and was a leader of the
Boston Tea Party. He attended the First
Continental Congress and signed the
8.4B
Explain the roles played by significant
individuals during the American Revolution,
including Abigail Adams, John Adams,
Wentworth Cheswell, Samuel Adams, Mercy
Otis Warren, James Armistead, Benjamin
Franklin, Bernardo de Gálvez, Crispus
Attucks, King George III, Haym Salomon,
Patrick Henry, Thomas Jefferson, the
Marquis de Lafayette, Thomas Paine, and
George Washington.
US.1C
Explain the contributions of the Founding
Fathers such as Benjamin Rush, John
Hancock, John Jay, John Witherspoon, John
Peter Muhlenberg, Charles Carroll, and
Jonathan Trumbull Sr.
Supporting Standard
Explain
Supporting Standard
CONTRIBUTIONS OF THE FOUNDING
FATHERS
Explain
Including, but not limited to:
ROLES PLAYED BY SIGNIFICANT
INDIVIDUALS DURING THE AMERICAN
REVOLUTION
Including, but not limited to:
 Abigail Adams – wife of John Adams,
served as his confidant and support while
he served in the Continental Congress.
When John and others were considering a
declaration of independence, Abigail
reminded him to take care of the women,
who would not hold themselves bound by
laws in which they had no voice
(“Remember the ladies”).
 John Adams – lawyer and politician;
defended British soldiers after the Boston
Massacre; a member of the Continental
Congress (representing Massachusetts);
strong supporter of independence
 Wentworth Cheswell – African American
Patriot; like Paul Revere he made an allnight ride back from Boston to warn his
 Benjamin Rush – from Pennsylvania;
treasurer of the U.S. Mint from 1797 to 1813;
physician, writer, educator, Founding Father;
Signed Declaration of Independence and
attended Continental Congress
 John Hancock – representative from
Massachusetts; president of the Continental
Congress in 1775; first to sign Declaration of
Independence
 John Jay – representative from New York at
the Continental Congresses; signer of the
Declaration of Independence; helped
negotiate the Treaty of Paris 1783 that ended
the American Revolution; diplomat to
England in late 1700s where he negotiated
Jay’s Treaty that averted threat of another
war with the British
 John Witherspoon – active clergyman; New
Jersey representative that signed the
Declaration of Independence; later President
of modern Princeton University
 John Peter Muhlenberg – clergyman; soldier
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
Declaration of Independence.
 Benjamin Franklin – a Founding Father,
statesman and diplomat during the
American revolutionary period, intimately
involved in writing the Declaration of
Independence and Constitution and
instrumental in forging an alliance
between the colonies and France that
helped win the war. In 1783, he was one
of the negotiators of the Treaty of Paris
that ended the American Revolution.
 Nathan Hale – lieutenant in the
Continental Army and American patriot
who was caught by the British for being
behind enemy lines while out of uniform
(spying). Condemned as a spy, Hale was
hanged (by the British) for treason.
Captain Montresor, witness to Hale’s
execution, quoted Hale’s last words on
the gallows as, “I only regret that I have
but one life to lose for my country.”
 Thomas Jefferson – Founding Father and
principal author of Declaration of
Independence; early and effective leader
in the American Revolution
 Sons of Liberty – workers and tradesmen
who originally banded together to
undermine the Stamp Act; they were the
driving force behind the Boston Tea Party.
Their motto became, “No taxation without
representation.”
 George Washington – commander in
Chief of the Continental Army during the
American Revolution; led the colonies to
independence when the British
surrendered at the Battle of Yorktown
MOTIVATIONS DURING THE
REVOLUTIONARY PERIOD
Including, but not limited to:
 These significant leaders were motivated
EIGHTH GRADE
community of the impending British
invasion; served in the army and fought at
the Battle of Saratoga
 Samuel Adams – played a role in many of
the events which contributed to the
Revolution including organized opposition
to the Stamp Act, protests waged by the
Sons of Liberty, and the Boston Massacre
 Mercy Otis Warren – wife of a
Massachusetts Patriot; anonymously wrote
several propaganda pieces supporting the
Patriot cause
U.S. HISTORY
during Colonial, Revolutionary, and PostRevolutionary eras in Pennsylvania; elected
to the first U.S. Congress
 Charles Carroll – Catholic; signer of
Declaration of Independence; delegate to
Constitutional Convention; Senator from
Maryland
 Jonathan Trumbull Sr. – the only colonial
governor who supported the American
cause/side in the Revolution
 James Armistead – slave in Virginia;
Marquis de Lafayette recruited him as a
spy for the Continental Army. Posing as a
double agent, forager and servant at
British headquarters, he moved freely
between the lines with vital information on
British troop movements for Lafayette;
contributed to the American victory at
Yorktown
 Benjamin Franklin – a member of the
committee which wrote the Declaration of
Independence, but spent most of the
period of the American Revolution in
France. He represented the colonies as
the American envoy starting in 1776 and
remained until 1785. He negotiated the
alliance with France and then the Treaty of
Paris which ended the war.
 Bernardo de Gálvez – Spanish nobleman
who became governor of the province of
Louisiana (January, 1777), protected
American ships in the port of New Orleans
and helped transport war supplies, and
took up arms and fought to protect
Louisiana
 Crispus Attucks – a black man; became
the first casualty of the American
Revolution when he was shot and killed in
what became known as the Boston
Massacre
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
by deeply held beliefs that they were
willing to stand behind with words and
actions.
EIGHTH GRADE
U.S. HISTORY
 King George III – feared that the loss of
one group of colonies would lead to the
loss of others and the eventual decline of
the empire. To prevent this, the Crown
maintained an aggressive policy against
colonial resistance. George III struggled to
enforce royal authority throughout his
reign.
 Haym Salomon – a Polish-born Jewish
immigrant to America who played an
important role in financing the Revolution;
arrested by the British as a spy; used by
the British as an interpreter with their
German troops; helped British prisoners
escape and encouraged German soldiers
to desert the British army; became a
broker to the French consul and paymaster
to French troops in America
 Patrick Henry – a member of the Virginia
House of Burgesses; spoke against the
Stamp Act; famous quote “Give me liberty
or give me death;” during the Revolution
he served in the Continental Army
 Thomas Jefferson – early and effective
leader in the American Revolution. He was
a delegate to the Continental Congress in
Philadelphia and in 1776 he was a
member of the committee which wrote the
Declaration of Independence; chief writer
of Declaration of Independence, which was
approved by the delegates.
 The Marquis de Lafayette – a French
aristocrat who played a leading role in two
revolutions in France and in the American
Revolution. He respected the concepts of
liberty and freedom and constitutional
government. Between 1776 and 1779 he
fought in the American Revolution,
commanding forces as a major-general in
the colonial army; important because
France joined the Colonists against the
British.
 Thomas Paine – propagandist and
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
journalist; wrote pamphlet “Common
Sense” persuading Americans to join the
Patriot cause
 George Washington – a resident of
Virginia, he was a surveyor, a planter, a
soldier in the French and Indian War, a
delegate to the First and Second
Continental Congresses, commander-inchief of the Continental Army during the
American Revolution, and the chairman of
the Constitutional Convention in 1787
8.4C
Explain the issues surrounding important
events of the American Revolution, including
declaring independence; writing the Articles
of Confederation; fighting the battles of
Lexington, Concord, Saratoga, and
Yorktown; enduring the winter at Valley
Forge; and signing the Treaty of Paris of
1783.
Readiness Standard
Explain
US.1B
Analyze and evaluate the application of these
founding principles to historical events in U.S.
history.
Supporting Standard
Analyze, Evaluate
APPLICATION OF THESE FOUNDING
PRINCIPLES TO HISTORICAL EVENTS IN U.S.
HISTORY
Including, but not limited to:
ISSUES SURROUNDING IMPORTANT
EVENTS OF THE AMERICAN REVOLUTION
 “All men are created equal” – passage of the
Including, but not limited to:
 Structure of government (balanced and
 Declaring independence – reaction to King
George III’s refusal to acknowledge the
colonial requests/demands, “dissolve the
political bands” with Britain, provided
philosophy for the establishment of the
new nation (“all men are created equal and
endowed by their creator with certain
unalienable rights, that among these are
life, liberty and pursuit of happiness”), and
listed grievances against the King of
England
suffrage amendments and Civil Rights acts
limited) – anytime when the power of one of
the branches of government was significant:
passing laws, vetoing laws, declaring war,
Executive Orders, etc.
 Individual rights – the individual rights
protected in the Bill of Rights include
economic rights related to property, political
rights related to freedom of speech and
press, and personal rights related to bearing
arms and maintaining private residences.
 Writing the Articles of Confederation –
occurred at the Second Continental
Congress (1776), created a new form of
government for the independent colonies,
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
included one branch – a Congress
including one representative from each of
the former colonies
 Battles of Lexington and Concord – 1st
battles of the war; (“The shot heard ‘round
the world”)
 Battle of Saratoga – turning point of the
war; France joined the colonists after this
victory, tipping the scale
 Battle of Yorktown – surrender of
Cornwallis brought end of war
 Enduring the winter at Valley Forge – after
suffering several defeats, Washington took
his army to Valley Forge for the winter of
1777. There the men were trained and
became more of a professional army
(rather than militias). The winter was harsh
and men suffered from starvation and
frostbite.
 Signing the Treaty of Paris 1783 –
independence recognized, boundaries
extended to Canada in the North, the
Mississippi River in the West, and Florida
in the South
5.2C
Summarize the results of the American
Revolution, including the establishment of
the United States, and the development of
the U.S. military.
Summarize
RESULTS OF THE AMERICAN REVOLUTION
Including, but not limited to:
 A treaty (Treaty of Paris, 1783), was
signed by Great Britain, and ratified by the
United States Congress of the
Confederation. In the treaty, Great Britain
acknowledged sovereignty for the
colonies, recognizing the United States as
an independent nation and ceding all
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EIGHTH GRADE
U.S. HISTORY
claimed territory between the Appalachian
Mountains and the Mississippi River to
the United States.
 The Articles of Confederation was the first
written constitution of the United States.
They specified how the national
government would operate.
 The Continental Army, with George
Washington as its commander, was
formed by the Continental Congress in
1775. The army, along with state militia
forces, made up the colonial revolutionary
forces. Because of a pervasive distrust of
permanent (or "standing") armies, the
Continental Army was quickly disbanded
after the Revolution. The Congress of the
Confederation officially created the United
States Army after the end of the
revolutionary war to replace the
disbanded Continental Army. The U.S.
military evolved from militia (military force
composed of ordinary citizens) to a welltrained standing army and navy.
5.3
History. The student understands the
events that led from the Articles of
Confederation to the creation of the U.S.
Constitution and the government it
established. The student is expected to:
5.3A
Identify the issues that led to the creation
of the U.S. Constitution, including the
weaknesses of the Articles of
Confederation.
Identify
Supporting Standard
Analyze and evaluate the text, intent, meaning,
and importance of the Declaration of
Independence and the U.S. Constitution,
including the Bill of Rights, and identify the full
text of the first three paragraphs of the
Declaration of Independence.
ISSUES THAT LED TO THE CREATION OF
THE UNITED STATES CONSTITUTION
Analyze
Supporting Standard
ISSUES OF THE CONSTITUTIONAL
CONVENTION OF 1787
Analyze, Evaluate, Identify
Including, but not limited to:
 Articles of Confederation
 Designed as a confederation of
powerful states united by a weak
8.4D
Analyze the issues of the Constitutional
Convention of 1787, including the Great
Compromise and the Three-Fifths
Compromise.
Including, but not limited to:
 Issue
US.1A
TEXT, INTENT, MEANING, AND IMPORTANCE
OF THE DECLARATION OF INDEPENDENCE
AND THE U.S. CONSTITUTION, BILL OF
RIGHTS, AND FULL TEXT OF THE FIRST
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national government that was capable
of making war, negotiating diplomatic
agreements, and resolving issues
regarding the western territories, but
where the states retained sovereignty
over all governmental functions not
specifically relinquished to the national
government. There was no president,
no executive agency, no judiciary, and
no taxes (therefore no way to pay off
state and national debts from the war).
 Weaknesses included a unicameral
legislature with no separation of
powers, a weak central (federal)
government where most power lay
with the states, a Congress that did not
have the power to tax or enforce laws
or regulate commerce, and an
awkward amendment process that
required unanimous approval of the
states and 9 of 13 states approval to
pass major laws. It also lacked an
executive branch and a national court
system.
EIGHTH GRADE
U.S. HISTORY
 Virginia Plan – large state plan that
proposed representation based on
population size
THREE PARAGRAPHS OF THE DECLARATION
OF INDEPENDENCE
 New Jersey Plan – small state plan that
proposed equal representation among
all states
Including, but not limited to:
 Compromise
 Great Compromise – Constitution
resulted in a two-house legislature with
House of Representatives based on
population and the Senate maintaining
equal representation from all states
 Issue
 How slaves should be counted
regarding population and taxation
 Compromise
 Three-Fifths Compromise – three-fifths
of the slave population would be
counted when setting direct taxes on the
states and three-fifths ratio would also
be used to determine representation in
the legislature
 Declaration of Independence (first three
paragraphs) – the Declaration of
Independence announced the colonies’
freedom from British rule and set forth the
founding principles of the United States of
America including: “all men are created
equal”; unalienable rights; government
derives its power from the consent of the
governed.
 U.S. Constitution – the Constitution of the
United States of America defines a
framework for the country's law and order.
The Constitution is the supreme law enforcer
of the United States. It very clearly defines
that the federal government does not enjoy
authority outside of the established clauses in
the Preamble. It's main purpose is clearly
determined in the Preamble:
 The foundation of legal authority, along the
governance of which the citizens of the
United States of America can design
individual contributions.
 Framework of the federal government of the
United States
 The U.S. Constitution provides the
government with the framework for the
organization of the government. The draft
clearly defines the responsibilities of:
 The bicameral Congress governance
within the legislative branch of the
government
 The President as head of the
government's executive branch
 The Supreme Court as head of the
judicial branch of the government
 Bill of Rights – many opposed the
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Constitution in 1787 because they believed it
did not offer adequate protection of individual
rights. The Bill of Rights, ratified in 1791, was
created to correct this. The individual rights
protected in the Bill of Rights include
economic rights related to property, political
rights related to freedom of speech and
press, and personal rights related to bearing
arms and maintaining private property. The
Bill of Rights exists as the first 10
amendments to the U.S. Constitution.
8.4E
Analyze the arguments for and against
ratification.
Readiness Standard
Analyze
ARGUMENTS FOR AND AGAINST
RATIFICATION
Including, but not limited to:
 Arguments
 Federalists – argued for a stronger
national government because under the
Articles of Confederation, the weak
national government set the United
States up for failure
 Anti-federalists – argued that states’
rights should remain powerful over key
issues; remained of the opinion that
Americans fought the Revolution to get
away from strong central government;
had great desire for individual liberties
 Compromise
 The U.S. Constitution is ratified and the
Bill of Rights is added.
5.3B
Identify the contributions of individuals
including James Madison, and others such
as George Mason, Charles Pinckney and
Roger Sherman who helped create the U.S.
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Constitution.
Identify
CONTRIBUTIONS OF INDIVIDUALS WHO
HELPED CREATE THE U.S. CONSTITUTION
Including, but not limited to:
 James Madison – called the Father of the
Constitution, formulated many of the
ideas included in the Constitution such as
the three branches of government. His
Virginia Plan (based on the Virginia
Constitution he helped develop) served as
the basis for the Constitution. He argued
for a strong central government.
 George Mason – a leading anti-federalist,
he opposed having a strong national
government and feared that it would
overrule state decisions. Fought for
addition of individual and states’ rights in
the Constitution to balance increased
federal powers. He did not sign the
Constitution because he thought it gave
the federal government too much power
and because he opposed slavery, which
was not directly addressed in the
Constitution. Instrumental in adding the
Bill of Rights to the Constitution.
 Charles Pinckney – American statesman
and signer of the U.S. Constitution,
represented South Carolina at the
Constitutional Convention and was a
strong supporter of a strong national
government. His ideas and wording make
up a good portion of the U.S. Constitution,
including the statement in Article VI that
states, “no religious test shall ever be
required as a qualification to any office or
public trust under the authority of the
United States." He also served as a
lieutenant in the Continental Army, in the
Continental Congress, and the South
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Carolina state legislature. He was
governor of South Carolina and a member
of the U.S. Senate and House of
Representatives.
 Roger Sherman – represented
Connecticut, a small state, at the
Constitutional Convention, and was
largely known for his contributions
towards bicameralism, where there would
be equity between large and small states
relevant to representation in the national
government (The Great Compromise)
5.4
History. The student understands political,
economic, and social changes that
occurred in the United States during the
19th century. The student is expected to:
8.5
History. The student understands the
challenges confronted by the government
and its leaders in the early years of the
republic and the Age of Jackson. The
student is expected to:
8.5A
Describe major domestic problems faced by
the leaders of the new republic such as
maintaining national security, building a
military, creating a stable economic system,
setting up the court system, and defining the
authority of the central government.
Readiness Standard
Describe
MAJOR DOMESTIC PROBLEMS FACED BY
THE LEADERS OF THE NEW REPUBLIC
Including, but not limited to:
 Maintaining national security
 Whiskey Rebellion – farmers in western
Pennsylvania staged a rebellion against
a government tax on whiskey and the
grain it was made from (it was
decreasing their profits on the grain they
produced). Washington sent out federal
troops to put down the uprising. The
rebels fled.
 XYZ Affair – the French were seizing
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
American ships to prevent Americans
from trading with the British. The British
and French were at war. X, Y, and Z
referred to the French agents that
assured the American negotiators that
they could meet with the French
minister. The French agreed to stop if
the Americans agreed to give France a
loan of $10 million and a bribe to the
minister of $250,000. America refused
and Congress canceled their treaties
with France, allowed France to seize
ships, and set aside money to increase
the U.S. military.
 Creating a stable economic system
 National Bank – based on a loose
interpretation of the elastic clause of the
Constitution, the bank was “necessary
and proper” to carry out the
government’s duties. Based on this
view, when the Constitution grants a
power to Congress, it also grants
Congress the “necessary and proper”
means to carry out that power.
 Setting up the court system
 Federal Judiciary Act 1789 – a law that
designed the state and federal court
system
 Marbury v. Madison (1803) – set the
precedent of judicial review and gave
the Supreme Court the power to declare
laws unconstitutional
 Defining the authority of the central
government
 Appointing a Presidential Cabinet – the
Constitution does not mention a cabinet,
but it does state that the President may
require opinions of heads of executive
departments (Washington’s cabinet set
the precedent for future Presidents)
 Alien & Sedition Acts – laws that
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
targeted immigrants (aliens). Immigrants
had to wait to become citizens and
could be removed from the country or
jailed if they were disloyal or if they said
or wrote anything false or harmful about
the government (sedition).
 States’ Rights – a theory that stated that
states had rights that the federal
government could not violate. States
could nullify federal laws. Used to fight
the Alien and Sedition Acts
 Jefferson’s Louisiana Purchase – in
1803, Jefferson paid France $15 million
for the purchase of the Louisiana
territory; there is no clause in the
Constitution granting the President the
power to purchase land.
8.5B
Summarize arguments regarding protective
tariffs, taxation, and the banking system.
Supporting Standard
Summarize
ARGUMENTS REGARDING PROTECTIVE
TARIFFS, TAXATION, AND THE BANKING
SYSTEM
Including, but not limited to:
 Protective Tariffs – high tariffs (taxes on
imports) protect domestic manufacturers
from foreign competition who sell their
products at lower prices. The other side is
that high tariffs prevent consumers from
purchasing the foreign products at lower
prices. High tariffs on foreign goods on
common purchases were favored by North
because their economy was based on
manufacturing. Tariffs caused economic
hardships in the South because of the
amount of goods that the South purchased
from Europe. During the Andrew Jackson
administration, a tariff debate continued to
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
develop. Congress endorsed high tariffs on
any goods manufactured in Europe. Many
Americans welcomed these protective
tariffs, especially Americans living in the
Northeastern states where industry thrived.
Southerners were in disagreement with the
protective tariffs because Americans would
now have to pay higher prices for goods
manufactured in the U.S.
 Low tariffs – allows for greater volume of
trade between countries, but often at the
expense of the domestic traders. The
consumers are happy to have access to
many goods at low prices.
 Taxation – high taxes take money away
from the consumer, so the government can
create more programs and infrastructure
that benefit the economy and the citizens.
Low taxes leave more money for the
consumer to spend and stimulate
economic growth; effected southern
economy more than north. Most taxation
was based on tariffs.
 Banking System – as industries began to
start and expand the need for capital (in
the form of loans) increased, the banking
industry became very important to the
growth of the economy. Banks were also
important to the farmer, who often
borrowed money from banks, using their
future crop as collateral. James Madison
and Thomas Jefferson supported in a strict
interpretation of the Constitution. They
believed that the power of the government
should be clearly stated in the Constitution.
A national bank was not in the
Constitution. Alexander Hamilton
supported a loose interpretation of the
Constitution. He believed having a bank
was “necessary and proper” (elastic
clause). Based on this view, when the
Constitution grants a power to Congress, it
also grants Congress the “necessary and
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
proper” means to carry out that power.
8.5C
Explain the origin and development of
American political parties.
Readiness Standard
Explain
ORIGIN AND DEVELOPMENT OF AMERICAN
POLITICAL PARTIES
Including, but not limited to:
 The first two political parties were created
in support or opposition to issues
concerning how strong the central (federal)
government should be.
 Federalists were generally in favor of a
strong central government and a loose
interpretation of the Constitution. They
favored the creation of a national bank;
promoted manufacturing; used a loose
interpretation of the Constitution. Led by
Alexander Hamilton and John Adams.
Were supported by Northern merchants
and manufacturers.
 Democratic-Republicans were generally in
favor of limiting the federal government
power and a strict interpretation of the
Constitution. Promoted agriculture; did not
want a national bank. Led by Thomas
Jefferson and James Madison. Were
supported by farmers and workers.
5.4A
Describe the causes and effects of the War
of 1812.
8.5D
Explain the causes, important events, and
effects of the War of 1812.
Describe
Supporting Standard
CAUSES AND EFFECTS OF THE WAR OF
1812
Explain
Including, but not limited to:
CAUSES, IMPORTANT EVENTS, AND
EFFECTS OF THE WAR OF 1812
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FIFTH GRADE
 Causes
EIGHTH GRADE
U.S. HISTORY
Including, but not limited to:
 British impressment of American
sailors. (In 1807, while Britain was at
war with France, a British ship fired
upon and then boarded an American
ship, carrying off four seamen. This act
infuriated the American public.)
 To try to keep America from trading
with its enemy, the British blockaded
U.S. ports
 Nationalism (renewed sense of
American patriotism)
 Trouble with Indians (who were incited
by British to harass American
interests) and desire to conquer
territory in (British) Canada
 Significance – his war between America
and Britain established the U.S. as a
country with an identity when the new
country defended its first "invasion,"
proving it was a powerful force. No territory
was gained or lost and there was no clear
winner.
Causes/Issues
 Impressments of U.S. sailors
 Shipping interference
 British supported American Indian
resistance against Americans
 War Hawks – persuaded Congress to
support a declaration of war against Britain
Events
 Effects
 Treaty of Ghent (1814) ended the war
 The United States, a young nation,
gained confidence and faith in the
ability of its military, ushering in the
“era of good feeling.”
 The United States gained international
respect for managing to withstand the
British Empire.
 The Capitol and the president’s
mansion were burned by the British
during the war, which led to a
rebuilding of Washington D.C.
 Francis Scott Key was inspired to write
a poem, “The Star Spangled Banner,”
and in 1931, Congress designated it
as the national anthem.
 Attack on Washington, D.C. – in 1814, the
British occupied DC and set fire to many
public buildings. Dolley Madison saved the
Gilbert Stuart portrait of George
Washington from the White House.
 Fort McHenry – Francis Scott Key wrote
the poem “Defence of Fort McHenry," from
which the “Star Spangled Banner” was
written, after witnessing the bombardment
of Fort McHenry by the British Royal Navy
ships during the Battle of Fort McHenry.
 Battle of New Orleans – Treaty of Ghent
was “in process” when the battle began.
General Andrew Jackson defeated the
British, who were intent on seizing New
Orleans and the land America had
acquired with the Louisiana Purchase. The
victory made Jackson a national hero.
 Treaty of Ghent – peace treaty that ended
the War of 1812 and restored relations
between the U.S. and Britain to pre-war
status.
Effects
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 The United States gained a measure of
international respect for managing to
withstand the British attack.
 Improved the professionalism of the U.S.
Army
 On manufacturing capabilities of the United
States – the British blockade of the
American coast created a shortage of
cotton cloth (previously American cotton
was shipped to Britain where it was turned
into cloth, then sent back to America) in
the United States, leading to the creation
of a cotton-manufacturing industry.
Numerous manufacturing establishments
were founded (particularly in the Northern
region) that left the United States
industrially independent of Europe.
8.5E
Identify the foreign policies of presidents
Washington through Monroe and explain the
impact of Washington's Farewell Address
and the Monroe Doctrine.
Readiness Standard
Identify
FOREIGN POLICIES OF PRESIDENTS
WASHINGTON THROUGH MONROE
Including, but not limited to:
 George Washington
 Declared neutrality when the British and
French went to war against each other.
He believed that the United States must
remain a neutral third party in order to
survive.
 John Adams
 Avoided war with France though many
disagreed with him
 XYZ Affair – three anonymous French
trouble makers brought France and the
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EIGHTH GRADE
U.S. HISTORY
U.S. to the brink of war
 Alien and Sedition Acts – four acts that
made it difficult to become citizens and
declared restrictions against citizens
who criticized the government during
war time
 Thomas Jefferson
 Tried to avoid foreign involvement,
keeping George Washington’s advice to
maintain neutrality
 Embargo Act (1807) – prohibited
Americans from trading with foreign
nations. The act was intended to
prevent American entrance into the
Napoleonic War by keeping the ships in
American harbors. It failed and hurt the
American economy.
 James Madison
 Was the Commander in Chief during the
War of 1812, which ended the
complications between Britain and the
United States
 James Monroe
 In his State of the Union address
Monroe declared that the American
continents were forever free and
independent from European Powers.
This statement became known as the
Monroe Doctrine.
 Monroe Doctrine – proclaimed that
European powers should no longer
colonize or interfere with the affairs of
the nations of the Americas
 Florida ceded by Spain to the United
States in exchange for the U.S. to pay
off Spanish debt.
Explain
IMPACT OF WASHINGTON’S FAREWELL
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
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EIGHTH GRADE
U.S. HISTORY
ADDRESS AND THE MONROE DOCTRINE
Including, but not limited to:
 Impact of Washington’s Farewell Address
 Urged nation to be neutral and steer
clear of permanent alliances with any
portion of the foreign world
 Recognized the dangers of political
parties and warned that attacks by
political parties could weaken the nation
 His advice guides U.S. foreign policy
even to today
 Impact of the Monroe Doctrine
 The U.S. saw itself as a world power
and a protector of Latin America
 Prevented other nations from colonizing
in America even today
8.5F
Explain the impact of the election of Andrew
Jackson, including expanded suffrage.
Supporting Standard
Explain
IMPACT OF THE ELECTION OF ANDREW
JACKSON
Including, but not limited to:
 Andrew Jackson's election signaled a shift
of power to the common man (eliminated
property ownership for voting, rise of the
common man because of expanded
suffrage rights).
 His views left a legacy to the modern
Democratic party.
 Democracy in social, economic and
political life
 Government by the people
8.5G
Analyze the reasons for the removal and
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
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EIGHTH GRADE
U.S. HISTORY
resettlement of Cherokee Indians during the
Jacksonian era, including the Indian
Removal Act, Worcester v. Georgia, and the
Trail of Tears.
Supporting Standard
Analyze
REASONS FOR THE REMOVAL AND
RESETTLEMENT OF CHEROKEE INDIANS
DURING THE JACKSONIAN ERA
Including, but not limited to:
 Reasons for removal and resettlement of
Cherokee Indians
Context
 Early in the 19th century, while the rapidlygrowing United States expanded into the
lower South, white settlers faced what they
considered an obstacle. This area was
home to several American Indian nations.
These Indian nations, in the view of the
settlers and many other white Americans,
were standing in the way of progress.
Eager for land to raise cotton, the settlers
pressured the federal government to
acquire Indian Territory.
Policies
 Native Americans could occupy U.S. lands,
but they could not hold title to that land
(Supreme Court ruling in 1823).
 Indian Removal Act – gave the president
power to negotiate removal treaties with
Indian tribes living east of the Mississippi.
Under these treaties, the Indians were to
give up their lands east of the Mississippi
in exchange for lands to the west. Those
wishing to remain in the east would
become citizens of their home state. This
act affected not only the southeastern
nations, but many others further north. The
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
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EIGHTH GRADE
U.S. HISTORY
removal was supposed to be voluntary and
peaceful, and it was that way for the tribes
that agreed to the conditions. The
southeastern nations resisted, and
Jackson forced them to leave.
 Worcester v. Georgia
 The Cherokee used legal means in their
attempt to safeguard their rights. They
sought protection from land-hungry
white settlers. The Cherokee adopted a
written constitution declaring themselves
to be a sovereign nation. They based
this on United States policy; in former
treaties, Indian nations had been
declared sovereign so they would be
legally capable of ceding their lands.
The state of Georgia, however, did not
recognize their sovereign status, but
saw them as tenants living on state
land. The Cherokee took their case to
the Supreme Court, which ruled against
them.
 The Cherokee went to the Supreme
Court again in 1831. This time they
based their appeal on an 1830 Georgia
law which prohibited whites from living
on Indian territory after March 31, 1831,
without a license from the state. The
state legislature had written this law to
justify removing white missionaries who
were helping the Indians resist removal.
The court this time decided in favor of
the Cherokee. It stated that the
Cherokee had the right to selfgovernment, and declared Georgia's
extension of state law over them to be
unconstitutional. The state of Georgia
refused to abide by the Court decision,
however, and President Jackson
refused to enforce the law.
 Trail of Tears – in 1836, the Cherokee
were given two years to migrate
voluntarily, at the end of which time they
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
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EIGHTH GRADE
U.S. HISTORY
would be forcibly removed. By 1838 only
2,000 had migrated; 16,000 remained
on their land. The U.S. government sent
in 7,000 troops, who forced the
Cherokees into stockades at bayonet
point. They were not allowed time to
gather their belongings, and as they left,
whites looted their homes. Then began
the march known as the Trail of Tears,
in which 4,000 Cherokee people died of
cold, hunger, and disease on their way
to the western lands.
5.4B
Identify and explain how changes resulting
from the Industrial Revolution led to
conflict among sections of the United
States.
Identify, Explain
HOW CHANGES RESULTING FROM THE
INDUSTRIAL REVOLUTION LED TO
CONFLICT AMONG SECTIONS OF THE
UNITED STATES
Including, but not limited to:
 Changes resulting from the Industrial
Revolution
 The North – became industrialized due
to the factory system, immigration and
overpopulation of cities
 The South – the invention of the cotton
gin (cleaned cotton faster and
cheaper) encouraged southern
planters to increase cotton production,
thus a greater demand for slaves
 The West – national roads, canals and
steamboats contributed to a mass
movement westward
 Changes leading to conflict
 Sectionalism – loyalty to their own
region gave rise to intense differences
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
over national policies, such as slavery
and tariff issues
 Major disagreements revolved around
states’ rights
8.6
History The student understands westward
expansion and its effects on the political,
economic, and social development of the
nation. The student is expected to:
8.6A
Explain how the Northwest Ordinance
established principles and procedures for
orderly expansion of the United States.
Readiness Standard
Explain
HOW THE NORTHWEST ORDINANCE
ESTABLISHED PRINCIPLES AND
PROCEDURES FOR ORDERLY EXPANSION
OF THE UNITED STATES
Including, but not limited to:
 Orderly procedure for establishing
territories and applying for statehood
 As a territory grew in population, it
gained rights to self-government
 To become a state, the following
requirements had to be met
 At least 5,000 men who owned at
least 50 acres
 60,000 people
 Established self-government
5.4C
Identify reasons people moved west.
8.6B
Explain the political, economic, and social
roots of Manifest Destiny.
Identify
Readiness Standard
REASONS PEOPLE MOVED WEST
Including, but not limited to:
Explain
POLITICAL, ECONOMIC, AND SOCIAL
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
 Economic opportunity
ROOTS OF MANIFEST DESTINY
 Territorial expansion (acquisition of new
territories)
Including, but not limited to:
U.S. HISTORY
 Economic – new land for farmers; new
trade routes and markets (Santa Fe Trail);
new opportunities to start a business
 Manifest Destiny (a belief that the mission
of the U.S. was to expand across the
entire North American continent)
 Political – expansion of our nation’s
borders/territory; expansion of slavery
 Social – remove Native Americans; refuge
for persecuted groups (Mormons)
5.4D
Identify significant events and concepts
associated with U.S. territorial expansion,
including the Louisiana Purchase, the
expedition of Lewis and Clark, and Manifest
Destiny.
8.6C
Analyze the relationship between the
concept of Manifest Destiny and the
westward growth of the nation.
Supporting Standard
Identify
Analyze
EVENTS AND CONCEPTS ASSOCIATED
WITH U.S. TERRITORIAL EXPANSION
RELATIONSHIP BETWEEN THE CONCEPT
OF MANIFEST DESTINY AND THE
WESTWARD GROWTH OF THE NATION
Including, but not limited to:
Including, but not limited to:
 Louisiana Purchase – in 1803, President
Thomas Jefferson approved the purchase
of the Louisiana Territory from France,
doubling the size of the U.S.
 The U.S. government and its citizens
believed that the nation’s destiny or fate
was to expand westward from sea to sea.
 Lewis and Clark Expedition – an
expedition sponsored by Congress and
designed to explore lands west of the
Mississippi
 Manifest Destiny – the belief that the U.S.
was destined to secure territory from “sea
to sea” from the Atlantic to the Pacific
8.6D
Explain the causes and effects of the U.S.Mexican War and their impact on the United
States.
Readiness Standard
Explain
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
CAUSES AND EFFECTS OF THE U.S.MEXICAN WAR AND THEIR IMPACT ON THE
UNITED STATES
Including, but not limited to:
 Annexation of Texas
 Viewed as a “War of Aggression” by many
Americans
Causes
 President Polk’s desire to expand the
United States (Manifest Destiny)
 Border dispute concerning the southern
boundary of Texas (Rio Grande was
claimed by Texas and disputed by Mexico)
Effects and Impact
 Treaty of Guadalupe Hidalgo (1848) ends
the war, grants the United States the
Mexican territory of New Mexico, Arizona,
and California
 United States paid Mexico $10 million for
the Gadsden Purchase
 Annexation of Texas in 1845
8.6E
Identify areas that were acquired to form the
United States, including the Louisiana
Purchase.
Supporting Standard
Identify
AREAS THAT WERE ACQUIRED TO FORM
THE UNITED STATES
Including, but not limited to:
 Louisiana Territory
 Texas
 Mexican Cession (New Mexico, Arizona,
California)
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Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Gadsden Purchase
 Oregon Territory
 Alaska Purchase (Seward’s Folly)
5.4E
Identify the causes of the Civil War,
including sectionalism, states’ rights and
slavery, and the effects of the Civil War,
including Reconstruction, and the 13th,
14th, and 15th amendments to the U.S.
Constitution.
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:
8.7A
Analyze the impact of tariff policies on
sections of the United States before the Civil
War.
Supporting Standard
Analyze
Identify
CAUSES AND EFFECTS OF THE CIVIL WAR
Including, but not limited to:
IMPACT OF TARIFF POLICIES ON SECTIONS
OF THE UNITED STATES BEFORE THE CIVIL
WAR
Including, but not limited to:
 Causes of Civil War
 Sectionalism – political, economic, and
social divisions based on regional
differences
 States’ Rights – southerners argued
that the federal government’s powers
under the Constitution were limited
and should not have the power to
make slavery illegal
 Slavery – many compromises were
passed so that non-slave states and
slave states could be appeased;
however, the compromises were
successful only for a short time period.
 Secession of southern states from the
Union to form the Confederacy: the
Confederate States of America
 Effects of Civil War
 Established federal supremacy
 Abolition of slavery (Emancipation
 North – high tariffs help the industrial North
by making their prices more competitive
against cheap imports; had most of the
nation’s manufacturing. Northern response
– Northerners liked tariffs because it
caused Americans to buy more Americanmade products by increasing the cost of
European imported manufactured goods.
 South – the South, which had little industry
and imported most non-agricultural goods,
saw the high tariff as a burden imposed by
the more industrialized and populated
north. Sold most of their cotton to foreign
buyer’s on credit. Southern response –
Southerners opposed tariffs because the
South's number one trade partner was
Europe. High tariffs on raw materials
forced the South to sell their materials for
low prices, while tariffs on manufactured
goods caused them to pay a higher price
for the products they purchased from their
European trade partners.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 West – the West backed government
spending on internal improvements such
as new roads and canals, and they were
financed by tariffs
Proclamation) and legal rights for
blacks (Reconstruction Amendments)
 100 years of regional tension fueled by
the war and Reconstruction
 Reconstruction – in the post-Civil War
period, from 1865 to 1877, the United
States confronted the problems of readmitting the southern states to the
Union and integrating the freed slaves
into society
 13th amendment – abolishes slavery
in the United States
 14th amendment – declares that all
persons born in the U.S. are citizens;
states that all citizens are guaranteed
equal protection of the laws
 15th amendment – states that citizens
cannot be denied the right to vote
because of “race, color, or previous
condition of servitude”
8.7B
Compare the effects of political, economic,
and social factors on slaves and free blacks.
Supporting Standard
Compare
EFFECTS OF POLITICAL, ECONOMIC, AND
SOCIAL FACTORS ON SLAVES AND FREE
BLACKS
Including, but not limited to:
Exploration and Colonization
 Slaves
 Political – no political voice; no rights;
three-fifths compromise counts them as
population
 Economic – labor of the plantation
system; considered property; children
considered property and sold with no
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
regard to parents
 Social – viewed as property; viewed as
outside the American identity; loose
communities within the plantation
system; three most basic refuges:
family, religion, and active resistance
 Free Black
 Political – no political voice;
limited/restricted rights
 Economic – low-wage earners
 Social – lowest social class; limited
access to education; socially isolated;
three most basic refuges: family,
religion, and resistance
Sectionalism And Civil War
 Political
 Missouri Compromise – Missouri
entered the Union as a slave state and
Maine entered as a free state. This
Compromise also stated that north of
○
the 36 30’ line, all states that entered
the Union would be Free States.
 Compromise of 1850 – California
admitted as a free state; slave trade
abolished in Washington, D.C.; stronger
slave laws would be passed to help
slaveholders recapture runaway slaves
 Economic
 Southern plantation system – relied on
slavery; slaves had no property and no
rights
 Northern industrial economy – slave
trade abolished in north; high population
of free blacks; free blacks could own
property and had some rights
 Social
 Religion drew slaves together among
plantations; communicated through
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
spirituals
 Racism develops in both the North and
South; South perpetuates racism to a
greater extent
8.7C
Analyze the impact of slavery on different
sections of the United States.
Readiness Standard
Analyze
IMPACT OF SLAVERY ON DIFFERENT
SECTIONS OF THE UNITED STATES
Including, but not limited to:
Exploration and Colonization
 South
 Economic factor – slaves viewed as
property and labor supply
 Aided in development of plantation system
and agrarian South
Sectionalism and Civil War
 North
 Illegal since the Revolution
 Abolitionist societies, newspapers and
Underground Railroad
 Many were ambivalent to the plight of
slaves/free blacks
 South
 Economic factor – slaves viewed as
property and labor supply
 Maintain way of life
 Considered a state’s right issue
 Fugitive
 West
 Fight over whether or not to extend slavery
into the territories
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Maintain balance of free versus slave state
in the senate
8.7D
Identify the provisions and compare the
effects of congressional conflicts and
compromises prior to the Civil War,
including the roles of John Quincy Adams,
John C. Calhoun, Henry Clay, and Daniel
Webster.
Supporting Standard
Identify
PROVISIONS AND COMPARE THE EFFECTS
OF CONGRESSIONAL CONFLICTS AND
COMPROMISES PRIOR TO THE CIVIL WAR
Including, but not limited to:
 Missouri Compromise – sponsored by
Henry Clay; allowed for Missouri to enter
the Union as a slave state and Maine as a
free state; this maintained the balance of
power in the Senate
 Nullification Crisis – in 1828 the Tariff of
Abominations was passed, resulting in a
higher tariff. In 1832, a lower tariff was
passed, but this still angered South
Carolinians, led by Senator John C.
Calhoun. South Carolina declared the
federal tariff null and void within its
borders. Delegates to a special convention
urged the state legislature to take military
action and to secede from the union if the
federal government demanded the
customs duties. To prevent a civil war,
Henry Clay proposed the Compromise
Tariff of 1833. Government lowers tariff
and backs down.
 Compromise of 1850 – sponsored by
Henry Clay, allowed for California to enter
the Union as a free state (pleased the
North); the rest of the Southwest was left
open to slavery, depending on a vote of
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
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EIGHTH GRADE
U.S. HISTORY
the people who settled there (pleased the
South); ended the slave trade in
Washington, D.C., but allowed those
owning slaves to keep them (pleased both
sides); included the Fugitive Slave Law –
required the return of escaped slaves to
their owners (pleased the South, angered
the North because they felt it was immoral)
 Kansas-Nebraska Act – allowed for
Kansas and Nebraska to organize on the
basis of popular sovereignty (they would
vote themselves to decide if they would be
Free or Slave states)
 John C. Calhoun – South Carolina
Senator, who stood for the rights of the
states to determine tariffs (Nullification
Crisis); wanted to expand slavery into the
territories
 Henry Clay – senator from Kentucky who
worked for the American system and the
expansion of the U.S. economy and
infrastructure; founder of the Whig Party;
the “Great Compromiser”; Compromise of
1833
 Daniel Webster – senator from
Massachusetts known as “The Great
Orator”; worked to create compromises
with the southern states that would delay
the start of the Civil War; opponent of
Jackson and joined forces with Henry Clay
to defeat Jackson in the election of 1832.
8.8
History. The student understands
individuals, issues, and events of the Civil
War. The student is expected to:
8.8A
Explain the roles played by significant
individuals during the Civil War, including
Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, and Abraham Lincoln, and heroes such
as congressional Medal of Honor recipients
William Carney and Philip Bazaar.
Supporting Standard
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Explain
ROLES PLAYED BY SIGNIFICANT
INDIVIDUALS DURING THE CIVIL WAR
Including, but not limited to:
 Jefferson Davis – President of the
Confederacy
 Ulysses S. Grant – final commander of the
Union forces
 Robert E. Lee – commander of the Army of
Virginia
 Abraham Lincoln – President of the United
States
 William Carney – Congressional Medal of
Honor recipient; served with the 54th
Massachusetts Colored Regiment (Union)
during the Civil War; born a slave; the first
black soldier to receive the award.
(Reason for citation – “When the color
sergeant was shot down, this soldier
grasped the flag, led the way to the
parapet, and planted the colors thereon.
When the troops fell back he brought off
the flag, under a fierce fire in which he was
twice severely wounded.”)
 Philip Bazaar – born in Chile, South
America, was a Navy seaman in the Union
Navy; received the Medal of Honor for
distinguished service during the Civil War.
(Reason for citation – “On board the U.S.S.
Santiago de Cuba during the assault on
Fort Fisher on 15 January 1865. As one of
a boat crew detailed to one of the generals
on shore, O.S. Bazaar bravely entered the
fort in the assault and accompanied his
party in carrying dispatches at the height of
the battle. He was 1 of 6 men who entered
the fort in the assault from the fleet.”)
8.8B
Explain the causes of the Civil War, including
sectionalism, states' rights, and slavery, and
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
significant events of the Civil War, including
the firing on Fort Sumter; the battles of
Antietam, Gettysburg, and Vicksburg; the
announcement of the Emancipation
Proclamation; Lee's surrender at
Appomattox Court House; and the
assassination of Abraham Lincoln.
Readiness Standard
Explain
CAUSES OF THE CIVIL WAR
Including, but not limited to:
Causes
 Sectionalism – tendency to be more
concerned with the interests of your
particular group or region than with the
problems and interests of the larger group,
country, etc. Sectionalism is a term that
describes a situation in which the needs or
desires of individual parts become more
important than the well-being of the greater
whole. Such was the situation between the
Northern and Southern states leading up to
the Civil War. The two regions were
marked by various differences, and the war
was ultimately the result of both sides
staunchly refusing to concede to the other
on specific issues.
 States’ rights – the political position
advocating strict interpretation of the
Constitution with regard to the limitation of
federal powers and the extension of the
autonomy of the individual state to the
greatest possible degree. As the South
recognized that control of the government
was slipping away, it turned to a states'
rights argument to protect slavery.
Southerners claimed that the federal
government was prohibited by the 10th
Amendment from impinging upon the right
of slaveholders to take their "property" into
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a new territory. They also stated that the
federal government was not permitted to
interfere with slavery in those states where
it already existed.
 Slavery – slavery in the United States first
began in Virginia during the Colonial era.
Throughout the first half of the 19th
century, Southern politicians sought to
defend slavery by retaining control of the
federal government. The widening of the
gap between slave and free states was
symbolic of the changes occurring in each
region. While the South was devoted to an
agrarian plantation economy with a slow
growth in population, the North had
embraced industrialization, large urban
areas, infrastructure growth, as well as
was experiencing high birth rates and a
large influx of European immigrants. This
boost in population doomed Southern
efforts to maintain balance in the
government as it meant the future addition
of more free states and the election of a
Northern, potentially anti-slavery,
president. The political issue regarding
slavery was addressed in the Missouri
Compromise in 1820, the Compromise of
1850, and the Kansas-Nebraska Act in
1854.
Events
 Firing on Fort Sumter – Fort Sumter, a
federal fort in Charleston Harbor, was fired
upon by rebel forces to begin the Civil war
(April, 1861)
 Battle of Antietam –first battle of the Civil
War to take place on Northern soil (in
Sharpsburg, Maryland, September, 1862);
bloodiest one-day battle in American
history (23,000 casualties); Union victory
when Lee withdrew to Virginia; built Union
confidence and led President Abraham
Lincoln to issue the Emancipation
Proclamation (announced in September,
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1862; signed the order in January, 1863)
 Battle of Gettysburg – turning point of the
Civil War; Lee’s invasion of northern
territory is repelled; South is no longer
capable of an offensive into Union territory
(July, 1863)
 Siege of Vicksburg – the North captured
this stronghold to gain control of the
Mississippi River and divided the Southern
states. (May-July, 1863)
 The announcement of the Emancipation
Proclamation – changes the nature of the
war from that of preserving the Union to
freeing the slaves. The proclamation freed
only the slaves in the rebelling territories.
(announced in September, 1862; signed
the order in January, 1863)
 Assassination of Lincoln – Lincoln is shot
by John Wilkes Booth, a southern
sympathizer (April, 1865)
 Lee's surrender at Appomattox Court
House – brings the Civil War to a close as
Lee surrenders the Confederate forces of
Virginia to Grant. (April, 1865)
8.8C
Analyze Abraham Lincoln's ideas about
liberty, equality, union, and government as
contained in his first and second inaugural
addresses and the Gettysburg Address and
contrast them with the ideas contained in
Jefferson Davis's inaugural address.
Supporting Standard
Analyze, Contrast
ABRAHAM LINCOLN'S IDEAS ABOUT
LIBERTY, EQUALITY, UNION, AND
GOVERNMENT
Including, but not limited to:
 Lincoln’s first inaugural address
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 Equality – promised he had no intent to
abolish slavery
 The Union – argued for the preservation
of the Union
 The Government – stated it was against
the law to secede from the Union
 Lincoln’s second inaugural address
 Equality – stated that slavery
perpetuated the war and denounced
slavery
 The Union – fought for restoration of
peace and the Union
 The Government – Lincoln stated that
there were people trying to destroy the
government, with or without war
 Gettysburg Address
 Equality – all slaves in the Confederate
states would be free
 The Union – stated that the country was
worth fighting for
 The Government – “The government of
the people, by the people, and for the
people shall be preserved.”
 Jefferson Davis’s inaugural address
 Jefferson Davis became the President
of the Confederate States of America in
February, 1861. His inaugural address
states that the secession of the
Southern states was similar to the
colonists’ revolution against the British;
justifies the South’s “need” to secede,
and discussed a tentative plan for the
seceding states’ future. He claimed that
secession was “a necessity, not a
choice, we have resorted to the remedy
of separation, and henceforth our
energies must be directed to the
conduct of our own affairs, and the
perpetuity of the Confederacy which we
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have formed.”
 Liberty – contrasting Lincoln’s
discussion of liberty for individual
people, Davis explains liberty and
equality through the lens of freedom
from the North’s oppression of the South
 “…They (the Confederate States)
formed a new alliance, but within each
State its government has remained; so
that the rights of person and property
have not been disturbed.”
 “Through many years of controversy
with our late associates of the Northern
States, we have vainly endeavored to
secure tranquility and obtain respect for
the rights to which we were entitled.”
 “It is joyous in the midst of perilous
times to look around upon a people
united in heart, where one purpose of
high resolve animates and actuates the
whole; where the sacrifices to be made
are not weighed in the balance against
honor and right and liberty and equality.”
 The Union – Davis explains that
breaking from the Union was “a
necessity, not a choice” and that “…a
reunion with the States from which we
have separated is neither practicable
nor desirable.”
 The Government – the Confederacy had
a goal of establishing a government
system similar to the United States’
Constitution
 “American idea that governments rest
on the consent of the governed, and that
it is the right of the people to alter or
abolish them at will whenever they
become destructive of the ends for
which they were established.”
 “As a consequence of our new condition
and relations, and with a vicar to meet
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anticipated wants, it will be necessary to
provide for the speedy and efficient
organization of branches of the
Executive department having special
charge of foreign intercourse, finance,
military affairs, and the postal service.”
8.9
History. The student understands the effects
of Reconstruction on the political, economic,
and social life of the nation. The student is
expected to:
8.9A
Evaluate legislative reform programs of the
Radical Reconstruction Congress and
reconstructed state governments.
US.3
History. The student understands the political,
economic, and social changes in the United
States from 1877 to 1898. The student is
expected to:
Supporting Standard
Evaluate
LEGISLATIVE REFORM PROGRAMS OF THE
RADICAL RECONSTRUCTION CONGRESS
AND RECONSTRUCTED STATE
GOVERNMENTS
Including, but not limited to:
 Freedmen’s Bureau – established in the
War Department (in March, 1865). The
Bureau supervised all relief and
educational activities relating to refugees
and freedmen, including issuing rations,
clothing, and medicine. The Bureau also
assumed custody of confiscated lands or
property in the former Confederate States,
border states, District of Columbia, and
Indian Territory.
 13th Amendment – abolish slavery
 Reconstruction Act of 1867 – military
occupation of the former confederate
states; strict guidelines on representation
and requirements for readmission to Union
 14th Amendment – citizenship (equal
protection clause and due process clause)
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 15th Amendment – right to vote (males)
 Civil Rights Act of 1866 – granted
citizenship to persons born in the United
States, except Native Americans
8.9B
Evaluate the impact of the election of Hiram
Rhodes Revels.
Supporting Standard
Evaluate
IMPACT OF THE ELECTION OF HIRAM
RHODES REVELS
Including, but not limited to:
 Hiram Rhodes Revels was elected as the
first African-American Senator
 In 1870, the Mississippi state legislature
chose Revels to fill a seat in the Senate
that had been vacant since the start of the
Civil War. Although he served only a brief
term, Revels established a significant
precedent just by taking his seat, against
the objection of white Southerners. As a
senator, Revels won notice for speaking
out against racial segregation.
 There were 22 African American men
elected to the United States Congress from
the end of the Civil War to the turn of the
twentieth century.
8.9C
Explain the economic, political, and social
problems during Reconstruction and
evaluate their impact on different groups.
Readiness Standard
Explain, Evaluate
ECONOMIC, POLITICAL, AND SOCIAL
PROBLEMS DURING RECONSTRUCTION
Including, but not limited to:
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U.S. HISTORY
 Southerners finding ways to go around the
federal laws put in place to protect freed
slaves
 Black Codes – laws passed in the South
during Reconstruction to limit the
opportunities of blacks
 Jim Crow Laws – laws passed to bypass
laws created by the Radical
Republicans and any other federal law
that Southerners did not agree with
concerning African Americans
 Led to the creation of the Ku Klux Klan
 African-Americans were not able to
participate in government or exercise
their rights.
 Ku Klux Klan – secret society to
undermine Republican rule and terrorize
African Americans (terrorized white
Republicans, carpetbaggers, teachers in
African American schools, and others
who helped blacks)
 Reconstruction of the South
 Led by the Radical Republicans who
were resented by the Southerners
 States were organized into military
districts.
 After Reconstruction was over,
Democrats ruled the South for over 100
years.
 For over 100 years, there was a clear
division between North and South.
 Transitioning blacks from slaves to citizens
 Freedmen’s Bureau – the bureau’s chief
focus was to provide food, medical care,
help with resettlement, administer
justice, manage abandoned and
confiscated property, regulate labor, and
establish schools.
 Over 1,000 schools were built and some
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services were provided, but most people
were not given what they were
promised. They were not prepared to
live as a productive citizen.
 People taking advantage of the rebuilding
of the South
 Scalawags – Southerners who worked
with the Republicans (seen as traitors
by the Southerners)
 Carpetbaggers – Northerners who went
to the South and became involved in the
new state politics
 They were called this because of the
luggage they carried.
 They were not trusted by
Southerners, and many took
advantage of the Southerners’
situation.
Impact
 Southerners finding ways to go around the
federal laws put in place to protect freed
slaves
 Freed slaves – were guaranteed rights by
the federal government, but had to follow
laws passed by the states that they lived in
which limited their opportunities
 White Southerners – the Radical
Republicans removed any type of
compromise that the Southerners were
willing to make, and they were able to find
political ways to keep blacks from gaining
equality
 Ku Klux Klan – created by those who did
not agree with the opportunities given to
freed slaves or those who tried to help
them; originally formed by former
Confederate soldiers to keep former slaves
from voting and destroy Congressional
Reconstruction; expanded to prevent
advancement of African Americans in
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society, including through acts of terrorism
to intimidate former slaves and their
sympathizers
 Reconstruction of the South
 Radical Republicans – after
Reconstruction was over, Republicans
did not have any political power in the
South for over 100 years
 Transitioning slaves to citizens
 Freed slaves – some were able to take
advantage of the opportunities given to
them by the government, but most
organizations created to help freed
slaves were under-funded and most
freed slaves ended up working on
plantations or sharecropping much like
they had before
 People taking advantage of the rebuilding
of the South
 Scalawags and carpetbaggers – these
people were able to make a profit and
find success in the South, but they were
never really welcomed or accepted.
8.9D
Identify the effects of legislative acts such as
the Homestead Act, the Dawes Act, and the
Morrill Act.
Supporting Standard
Identify
LEGISLATIVE ACTS
Including, but not limited to:
 Homestead Act (May, 1862) – granted
adult heads of families 160 acres of
surveyed public land for a minimal filing
fee. Claimants were required to “improve”
the plot by building a dwelling and
cultivating the land. After 5 years on the
land, the original filer was entitled to the
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U.S. HISTORY
property, free and clear, except for a small
registration fee. Most of the land went to
speculators, cattlemen, miners,
lumbermen, and railroads. Of some 500
million acres dispersed by the General
Land Office between 1862 and 1904, only
80 million acres went to homesteaders.
 Impact – accelerated the settlement of
the western territory
 Morrill Act (July, 1862) – this act made it
possible for new western states to
establish colleges for their citizens. The
new land-grant institutions, which
emphasized agriculture and mechanic arts,
opened opportunities to thousands of
farmers and working people previously
excluded from higher education. The act
committed the Federal Government to
grant each state 30,000 acres of public
land issued in the form of “land scrip”
certificates for each of its Representatives
and Senators in Congress. The Morrill Act
of 1890 established sixteen higher
education institutions specifically dedicated
to the education of African Americans.
 Impact – major universities such as
Nebraska, Washington State, Clemson,
and Cornell were chartered as landgrant schools. The Morrill Act of 1862
facilitated the founding of the University
of Texas and Texas A&M University.
When Texas rejoined the Union after the
Civil War, the state legislature
authorized the first Texas public college,
Agricultural and Mechanical College of
Texas (Texas A.M.C., now Texas A&M)
in 1871. State colleges brought higher
education within the reach of millions of
students, a development that could not
help but reshape the nation’s social and
economic fabric.
 Dawes Act (February, 1887) – the law
allowed for the President to break up
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EIGHTH GRADE
U.S. HISTORY
reservation land, which was held in
common by the members of a tribe, into
small allotments to be parceled out to
individuals. Thus, American Indians
registering on a tribal "roll" were granted
allotments of reservation land. “To each
head of a family, one-quarter of a section;
To each single person over eighteen years
of age, one-eighth of a section; To each
orphan child under eighteen years of age,
one-eighth of a section; and To each other
single person under eighteen years now
living, or who may be born prior to the date
of the order of the President directing an
allotment of the lands embraced in any
reservation, one-sixteenth of a section…”
 Impact – the purpose of the Dawes Act
and the subsequent acts that extended
its initial provisions was purportedly to
protect Indian property rights,
particularly during the land rushes of the
1890s, but in many instances the results
were vastly different. The land allotted to
the Indians included desert or neardesert lands unsuitable for farming. In
addition, the techniques of self-sufficient
farming were much different from their
tribal way of life. Many Indians did not
want to take up agriculture, and those
who did want to farm could not afford
the tools, animals, seed, and other
supplies necessary to get started.
5.4F
Explain how industry and the
mechanization of agriculture changed the
American way of life.
US.3B
Explain
HOW INDUSTRY AND MECHANIZATION OF
AGRICULTURE CHANGED THE AMERICAN
WAY OF LIFE
Analyze economic issues such as
industrialization, the growth of railroads, the
growth of labor unions, farm issues, the cattle
industry boom, the rise of entrepreneurship,
free enterprise, and the pros and cons of big
business.
Readiness Standard
Analyze
Including, but not limited to:
ECONOMIC ISSUES
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 Mechanization of agriculture increased
production and lowered costs
U.S. HISTORY
Including, but not limited to:
 McCormick’s reaper decreased the
amount of labor needed to harvest
crops, cutting the number of farm
workers needed to bring in the crop.
The decreased need for labor in rural
areas led to people moving from rural
to urban areas looking for
employment.
 Industrialization
 Industries and “Big Business” grew in
response to technological innovations
such as the Bessemer Steel Process,
which enabled faster production of a
stronger steel product. (e.g., Steel and
railroad manufacturing businesses
became “big business” as the demand for
steel increased, and railroads began to be
built from steel.)
 John Deere’s steel plow allowed
westward expansion of productive
farming endeavors. The prairie soil
would stick to the wooden plows used
before, making it difficult and
extremely time consuming to plow
fields for crops. The prairie soil did not
stick to Deere’s steel plow, thereby
easing the process of plowing so
larger fields could be developed,
increasing productivity, and opening
the prairie to further expansion.
 Other breakthroughs in electricity, mass
communication, and shipping allowed
factories to produce more, at a faster rate.
 Large numbers of immigrants provided
industrialists with more workers.
 Growth of railroads
 Industry relied on railroads for shipping.
 Railroads grew in response to increased
demands of industrialization and Western
Expansion.
 The cotton gin (interchangeable parts)
increased cotton production so that
cotton became America’s leading crop.
Slavery also spread. Since the cotton
gin allowed more cotton to be cleaned
for sale, more land could be used for
cotton production, and slaves were
needed to grow and pick the cotton.
 Railroads expanded westward to meet
demands of settlement and economic
development of the West. (They carried
people and shipped products.)
 Railroad shipping facilitated the growth of
ranching, farming, and mining industries in
the West.
 Industry, especially the expansion of use
of machines to produce goods, led to the
mass production of goods and the growth
of factories. This, in turn, led to the growth
of cities (urbanization)
 Industrial and technological innovations in
manufacturing and mass communication
enabled rapid growth of railroads.
 Growth of labor unions
 Examples include industries such as
the textile industry (cloth production)
 Labor leaders criticized company owners
and managers for reducing competition,
paying low wages and maintaining unsafe
working conditions for their employees.
 American life was changed in many
ways. People moved from rural to
urban areas in search for jobs. Mass
production of goods made things more
affordable and accessible.
 Factory workers formed and joined labor
unions in order to engage in collective
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 The increase for job opportunities
lured many immigrants to urban areas,
making cities multicultural.
U.S. HISTORY
bargaining with employers.
 Many workers went on strike in the 1880s.
 Three significant events of the time period
included the “Great Strikes,” Homestead,
Pullman, and Haymarket Riot.
 Farm issues
 Westward expansion
 Late 1800s famers began to rely on
mechanization to improve and increase
agricultural production. As a result,
overproduction occurred and farmers went
into debt.
 Cattle industry boom
 Cattle industry boomed in the late 1800s
as the culture and influence of the Plains
American Indians declined.
 Growing demand for beef in cities after the
Civil War
 Railroads provided method of
transportation of beef to urbanized areas.
 Rise of entrepreneurship
 An entrepreneur is someone who
organizes, manages, and assumes the
risks of a business; an agent of change;
discovers new ways to combine resources.
 In the 1800s, many were considered
entrepreneurs because they created value
by moving resources out of less productive
areas and into more productive ones.
 Other example: skilled immigrants used
their trade skills to establish businesses of
their own.
 Free enterprise
 As industry grew rapidly, the U.S.
government promoted free enterprise
(business that can operate competitively
for profit with little government
involvement/regulation).
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 Big business
 Industrialists and business leaders used
Horizontal and Vertical Alignment to
reduce competition and expand their
companies.
 Reduction of competition led to the
creation of monopolies and trusts.
 Significant industrialists include, Carnegie,
Rockefeller, Morgan, Vanderbilt, etc.
 Some people viewed these men as
“Captains of Industry,” while others viewed
them as “Robber Barons.”
 Socio-economic divisions widened as
industries grew
5.4G
Identify the challenges, opportunities, and
contributions of people from various
American Indian and immigrant groups.
US.3A
Analyze political issues such as Indian
policies, the growth of political machines, civil
service reform and the beginnings of Populism.
Identify
Readiness Standard
CHALLENGES, OPPORTUNITIES AND
CONTRIBUTIONS OF PEOPLE
Analyze
POLITICAL ISSUES
Including, but not limited to:
Including, but not limited to:
 Challenges (immigrant groups)
 Indian policies
 Working for lower wages
 Indian removal reservation system, Dawes
Act, and destruction of buffalo and Plains
Culture
 Child labor
 Language barriers
 Political machines
 Prejudice
 Corruption in politics (e.g., Tammany Hall,
Boss Tweed, Thomas Nast’s illustrations)
 Crowded housing
 Opportunities (immigrant groups)
 Civil service reform
 Job opportunities
 Better life
 Assassination of Garfield, Pendleton Act of
1883
 Escape from persecution
 Graduated income tax
 Contributions (immigrant groups)
 Direct election of senators
 Multiculturalism, different perspectives
 Beginnings of Populism
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Inventiveness
 Appealed to farmers, promoted political
action to try to protect their industry:
wanted the government to own the
railroads, telephone, and telegraph (to
keep large companies from being able to
control the prices)
 Labor
 Challenges (American Indians)
 Indian Removal Act
 Forced assimilation
 Persecution and prejudice
 Opportunities (American Indians)
 Contributions (American Indians)
 Art work
 Ecology (appreciation for the land and
its conservation)
 Language and culture
US.3C
Analyze social issues affecting women,
minorities, children, immigrants, urbanization,
the Social Gospel, and philanthropy of
industrialists.
Readiness Standard
Analyze
SOCIAL ISSUES
Including, but not limited to:
 Affecting women
 Many young women worked in factories
that made textiles.
 They tended to be young and single.
 Often wages were lower than men’s
wages
 Affecting minorities
 Nativists were individuals opposed to the
new waves of immigrants.
 Nativism was based on competition for
resources. Competition for resources
(jobs, living space, etc.) created tension
and division between racial and ethnic
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
groups; fueled nativist sentiment.
 Some minority groups faced exclusion
from employment or housing.
 The Chinese Exclusion Act (1882)
prohibited Chinese laborers from
entering the United States; passed in
response to nativist sentiment.
 Immigrants were encouraged to
assimilate into American culture.
 Public schools played a large role in the
assimilation of immigrants.
 Affecting children
 Many children worked in factories,
performing dangerous jobs.
 Children were sometimes paid lower
wages than adult workers.
 Affecting immigrants
 Many immigrants entered the United
States via ports of entry such as Ellis
Island in New York, Angel Island in San
Francisco, and Galveston Island in Texas.
 The immigrant experience at these ports of
entry included physical examinations,
interrogation, language, and intelligence
testing, etc.
 Immigrants faced language and cultural
barriers, and sometimes were separated
from family members, detained for health
or legal reasons, or deported before
entering the United States.
 Immigrants faced the threat of poverty and
often struggled to survive due to
competition for jobs and living space.
 Immigrants often crowded into city
tenements or moved westward in search
of opportunities.
 Skilled immigrants used their trade skills to
establish businesses of their own.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Sweatshops were home factory-like
operations where skilled and unskilled
laborers worked in unsavory conditions.
 Urbanization
 Cities grew around immigration and
industrial centers.
 Cities were crowded and living conditions
were often unhealthy (sanitation, water,
etc.).
 Ethnic neighborhoods were established in
cities where immigrants settled.
 The Social Gospel
 Early reform movement that preached
salvation could be reached by serving the
poor
 Helped to start the establishment of
settlement houses (community centers in
slum neighborhoods that provided
assistance to people in the area)
 Philanthropy of industrialists
 Several wealthy industrialists elected to
give back to the community through
philanthropic activities (e.g., founding of
Carnegie Hall).
 “The Gospel of Wealth” (1889) set forth
Carnegie’s idea that rich men are
“trustees” of their wealth and should
administer it for the good of the public.
US.3D
Describe the optimism of the many immigrants
who sought a better life in America.
Describe
OPTIMISM OF THE MANY IMMIGRANTS WHO
SOUGHT A BETTER LIFE IN AMERICA
Including, but not limited to:
 Immigrant optimism is typically based on the
idea that each generation will do better in life
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
than the one that preceded it.
5.5
History. The student understands important
issues, events, and individuals of the 20th
and 21st centuries in the United States. The
student is expected to:
5.5A
Analyze various issues and events of the
20th century such as, industrialization,
urbanization, increased use of oil and gas,
the Great Depression; world wars, the civil
rights movement, and military actions.
US.4
History. The student understands the
emergence of the United States as a world
power between 1898 and 1920. The student is
expected to:
Analyze
VARIOUS ISSUES AND EVENTS OF THE
20TH CENTURY
Including, but not limited to:
 Industrialization – growth of factories,
which prompted the growth of labor
unions; availability of manufactured goods
brought about consumerism
 Urbanization – move from rural to urban
life and growth of cities with
accompanying problems such as crowded
housing, sanitation and sewage,
contaminated drinking water, migration
and immigration, nativism
 Increased use of oil and gas – with the
growth of the car industry, U.S. oil
companies such as Rockefeller’s
Standard Oil Company flourished; tourism
grew, suburbs came to be, highway
system, plastic and other petroleum
products changed the way people live
 World War I (1914-1918) – web of
alliances in Europe led to war beginning
in 1914. The U.S. got involved in 1917,
siding with the Allies (Great Britain and
France). The war ended in 1918 with the
Treaty of Versailles.
 Great Depression – in the U.S., this was a
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
time of economic hardship, which began
in 1929 and lasted until World War II
 World War II – growth of dictatorships in
Europe, Nazi aggression in Europe, and
Japanese aggression in Asia were major
causes of WWII. U.S. involvement lasted
from 1941-1945, drawn in by the attack at
Pearl Harbor and ending with the
dropping of the atomic bombs over Japan.
 Civil rights movement – movement toward
equal rights for African Americans,
included landmark cases that ended racial
segregation in public schools and other
public places
 Military actions
 Cold War (1946-1989) – the U.S. and
the Soviet Union emerged as
superpowers. The two nations never
went to war directly, but stockpiled
nuclear warheads in preparation for a
third world war.
 Korean Conflict (1950-1953) – a cold
war conflict. Korea had been ruled by
Japan; the end of WWII resulted in
drawing a line along the 38th parallel
for administration purposes, the North
being administered by the USSR and
the South by the United States. The
North developed a communist
government and then attacked the
South in an attempt to reunify the
sections under a communist
government with the help of
communist China and the USSR. The
United States and United Nations
came to the aid of South Korea in what
was called a “police action”; war was
not declared. An armistice halted the
conflict, but there has been no official
end to the conflict; enmity continues.
 Vietnam War (1955-1975) – a cold war
military conflict. Since the 1860’s,
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Vietnam had been a French territory;
when the French left in 1955, a
communist regime took hold in the
North and the South formed the
Republic of Vietnam. China and the
USSR backed the North Vietnamese in
an effort to control the whole country.
The U.S. backed the South
Vietnamese in an effort to stop the
spread of communism (Domino
Theory) through a policy of
“containment.” The U.S. left Vietnam in
1975 after the fall of Saigon. Vietnam
today, officially the Socialist Republic
of Vietnam, is now united under a
communist government.
5.5C
Identify the accomplishments of individuals
such as, Jane Addams, Susan B. Anthony,
Dwight Eisenhower, Martin Luther King, Jr.,
Rosa Parks, Cesar Chavez, Franklin D.
Roosevelt, Ronald Reagan, and Colin
Powell and groups such as the Tuskegee
Airmen and the 442nd Infantry Regiment,
who have made contributions to society in
the areas of civil rights, women’s rights,
military actions, and politics.
Identify
ACCOMPLISHMENTS OF NOTABLE
INDIVIDUALS IN THE AREAS OF CIVIL
RIGHTS, WOMEN’S RIGHTS, MILITARY
ACTIONS, AND POLITICS
Including, but not limited to:
 Jane Addams – the first woman to win the
Nobel Peace Prize (1931), Jane Addams
is more widely known for her role in the
establishment of Hull House in Chicago in
1889 and the Settlement House
movement in the United States.
 Susan B. Anthony – was a prominent
American civil rights leader who played a
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
pivotal role in the 19th century women's
rights movement to introduce women's
suffrage into the United States
 Dwight D. Eisenhower – commander of
the Allied forces in World War II, NATO
commander, President of the United
States during the Korean conflict and
Cold War. President during the beginning
of the civil rights movement; upheld the
laws to integrate schools.
 Martin Luther King, Jr. – civil rights leader
known for leading the Montgomery Bus
Boycott, March on Washington, promoting
non-violent civil disobedience, “I Have a
Dream” speech
 Rosa Parks – refused to give up her seat
on a bus, which led to the Montgomery
bus boycott; became an icon and a leader
in the Civil Rights Movement
 Cesar Chavez – migrant farm worker who
sought to improve the lives of other
migrant workers. He called for non-violent
struggles for justice and used strikes,
boycotts, and other forms of civil
disobedience to improve conditions for
migrant workers.
 Franklin D. Roosevelt – elected President
of the U.S. for four terms; led the U.S.
through the Great Depression, New Deal,
and World War II
 Ronald Reagan – 40th President of the
United States (1981-1989), known as
“The Great Communicator.” Legislation
passed during his term of office
stimulated economic growth, curbed
inflation, increased employment, and
strengthened national defense. His term
ushered in a time of political conservatism
and saw the end of the Cold War with the
breakup of the USSR and the destruction
of the Berlin Wall.
 Colin Powell – American statesman, fourBolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
star general of the U.S. Army who was
the first African American to serve as
Chairman of the Joint Chiefs of Staff
(1989-1993, George H.W. Bush). He also
served as Secretary of State (2001-2004,
George W. Bush) and National Security
Advisor (1987-1989, Ronald Reagan).
 Tuskegee Airmen – the Tuskegee Airmen
were dedicated, determined young men
who enlisted to become America's first
black military airmen at a time when there
were many people who thought that black
men were incapable.
 442nd Infantry Regiment – formerly the
442nd Regimental Combat Team of the
United States Army; was an Asian
American unit composed of mostly
Japanese Americans who fought in
Europe during World War II. The families
of many of its soldiers were held in
internment camps.
US.4A
Explain why significant events, policies, and
individuals such as the Spanish-American War,
U.S. expansionism, Henry Cabot Lodge, Alfred
Thayer Mahan, Theodore Roosevelt, Sanford B.
Dole, and missionaries moved the United
States into the position of a world power.
Readiness Standard
Explain
WHY SIGNIFICANT EVENTS AND INDIVIDUALS
MOVED THE UNITED STATES INTO THE
POSITION OF A WORLD POWER
Including, but not limited to:
 Spanish-American War – officially a war to
protect the rights of Cubans who were being
tormented by their Spanish rulers. The
controversial sinking of the battleship USS
Maine brings America into a war with Spain.
The U.S. attacks both Cuban and Spanish
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
possessions (The Philippines) in the Pacific.
After a U.S. victory, Cuba is liberated and the
Philippines become a U.S. territory. The U.S.
was able to prove its military power.
 U.S. expansionism – Hawaii and other Pacific
islands; United States economic influence
spreads through the Pacific. As industrial
might matures, the U.S. looked to new
markets in foreign lands; U.S.’s sense of
destiny to spread democracy throughout the
world.
 Henry Cabot Lodge – supported American
expansion as a way to increase national
pride, spread civilization, and gain world
power
 Alfred Thayer Mahan – historian and author of
a book on the importance of the navy to a
country’s power
 Theodore Roosevelt – “Rough Rider” during
the Spanish American War; expansionist
policies as President increased the U.S. role
in Latin America and the world; reasserted the
Monroe Doctrine
 Sanford B. Dole – first president of Republic
of Hawaii and helped Hawaii become
annexed to the United States
 Missionaries – many missionaries were in
China and Hawaii; their work helped link the
United States with Asia
US.4B
Evaluate American expansionism, including
acquisitions such as Guam, Hawaii, the
Philippines, and Puerto Rico.
Supporting Standard
Evaluate
AMERICAN EXPANSIONISM
Including, but not limited to:
 United States’ economic influence spreads
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
through the Pacific. As the U.S.’s industrial
might matures, the country looked to new
markets in foreign lands; U.S. had a sense of
destiny to spread democracy throughout the
world.
 Guam, the Philippines, and Puerto Rico
became U.S. territories after the Spanish
American War.
 Hawaii – U.S. places naval stations in
Hawaii to protect world trade
US.4C
Identify the causes of World War I and reasons
for U.S. entry.
Readiness Standard
Identify
CAUSES OF WORLD WAR I AND REASONS
FOR U.S. ENTRY
Including, but not limited to:
 German Proclamation (1915) said the waters
around the British Isles were to be considered
an official war zone, and Germany would
attempt to sink any ship that entered this area
(unrestricted submarine warfare).
 Sussex Pledge – Germany makes a pledge
not to sink merchant ships without warning
(did not uphold their pledge).
 German submarine torpedoed British ocean
liner Lusitania off southern coast of Ireland,
resulting in deaths of 128 Americans.
 Diplomacy failed to call off unrestricted
submarine warfare. Germany resumes Uboat attacks on U.S. ships.
 Ties to Great Britain – the U.S. conducted a
significant amount of trade with Great Britain,
which would be affected if Germany won the
war.
 British intelligence intercepted the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Zimmerman telegram, which revealed
Germany’s plan to approach the Mexican
government for military alliance.
US.4D
Understand the contributions of the American
Expeditionary Forces (AEF) led by General
John J. Pershing.
Supporting Standard
Understand
CONTRIBUTIONS OF THE AMERICAN
EXPEDITIONARY FORCES LED BY GENERAL
PERSHING
Including, but not limited to:
 American Expeditionary Forces – the U.S.
forces sent to the Western Front (France
predominately); fought alongside British and
French allied forces the last year of World
War I
 Gen. John J. Pershing – commander of the
American Expeditionary Forces
US.4E
Analyze the impact of significant technological
innovations in World War I such as machine
guns, airplanes, tanks, poison gas, and trench
warfare that resulted in the stalemate on the
Western Front.
Supporting Standard
Analyze
IMPACT OF SIGNIFICANT TECHNOLOGICAL
INNOVATIONS IN WORLD WAR I
Including, but not limited to:
 Machine guns – relatively new technology at
the beginning of the war; many difficulties with
keeping machine cool, but application had the
effect of making it difficult or nearly impossible
to cross defended ground; later in the war
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
used on tanks and airplanes
 Airplanes – early in the war used as spotters;
planes were unarmed but pilots would carry
handheld weapons; later, larger planes were
created and were able to bomb the enemy
 Tanks – developed out of the need to end the
stalemate on the western front; early tanks
were not reliable, but effective in ending
trench warfare
 Poison gas – chlorine gas and mustard gas
used; sometimes used to create a smoke
screen to hide attacking soldiers; also used to
force evacuation of enemy trenches
 Trench warfare that resulted in the stalemate
on the western front – form of warfare in
which combatants occupy fighting lines,
comprised of trenches. While in the trenches,
there is little risk of small arms fire, and troops
are protected from artillery. The area between
opposing trench lines was known as “no
man’s land.”
US.4F
Analyze major issues such as isolationism and
neutrality raised by U.S. involvement in World
War I, Woodrow Wilson's Fourteen Points, and
the Treaty of Versailles.
Readiness Standard
Analyze
MAJOR ISSUES
Including, but not limited to:
 World War I
 Isolation vs. internationalism
 Self-determination of all peoples
 Isolationism and neutrality
 In 1914, many Americans saw no
reason to join the struggle in Europe.
 Millions of naturalized American
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
citizens had ties to the nations from
which they emigrated, and there was
much sympathy for the nations involved
in the war. America had strong
economic ties to the Allied countries.
 Fourteen Points Plan
 League of Nations and its defeat in U.S.,
and how that defines our international
position (failure of Fourteen Points)
 Fear of entangling alliances
 Isolationism and neutrality – the main goal
of the League of Nations (included in the
Fourteen Points) was to provide a forum
for countries to resolve their grievances
without having to resort to war, thus,
helping keep the United States from being
led into another war to aid its Allies
 Treaty of Versailles
 Unjust treatment of Germans in Treaty of
Versailles, including the reparation
payments
 Established new political boundaries in
Europe
 Isolationism and neutrality – the League of
Nations was one of the reasons the treaty
was not ratified by the U.S. Congress.
Many in Congress believed that U.S.
involvement in the League of Nations
would lead to U.S. involvement in
economic and military action without the
direct consent of Congress (pulling power
away from Congress).
US.4G
Analyze significant events such as the Battle of
Argonne Forest.
Supporting Standard
Analyze
SIGNIFICANT EVENTS OF WORLD WAR I
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Including, but not limited to:
 Battle of Argonne Forest – a part of the final
Allied offensive of World War I that stretched
along the entire western front, the objective
was the capture of an important railroad/train
station which would break the railroad net
supporting the German Army in France. An
Allied victory, the battle is credited for leading
to the Armistice.
US.5
History. The student understands the effects of
reform and third-party movements in the early
20th century. The student is expected to:
US.5A
Evaluate the impact of Progressive Era reforms
including initiative, referendum, recall, and the
passage of the 16th, 17th, 18th, and 19th
amendments.
Readiness Standard
Evaluate
IMPACT OF PROGRESSIVE ERA REFORMS
Including, but not limited to:
 16th – income taxes (the purpose was to
raise revenue for government programs and
reduce reliance on tariffs)
 17th – direct election of Senators
 18th – prohibition
 19th – women’s suffrage
 Initiative – (a) the power or right of citizens to
introduce a new legislative measure and (b)
the right and procedure by which citizens can
propose a law by petition and ensure its
submission to the electorate
 Referendum – the submission of a proposed
public measure or actual statute to a direct
popular vote; this allows the people to have
more influence on the decision-making
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
process
 Recall – the procedure by which a public
official may be removed from office by
popular vote; with the right to employ this
procedure, the people can hold their elected
leaders accountable for their actions
 Impact of Progressive Era reforms
 During the Progressive era, political
reforms were initiated which gave the
people more say in how their government
was run and operated, resulting in a more
participatory and democratic government.
US.5B
Evaluate the impact of muckrakers and reform
leaders such as Upton Sinclair, Susan B.
Anthony, Ida B. Wells, and W. E. B. DuBois on
American society.
Supporting Standard
Evaluate
IMPACT OF MUCKRACKERS AND REFORM
LEADERS
Including, but not limited to:
 Upton Sinclair – author; wrote The Jungle
which exposed the conditions in the U.S.
meat packing industry, causing a public
uproar and leading to the passage of the Pure
Food and Drug Act and Meat Inspection Act
 Susan B. Anthony – American reformer and
leader of the women’s suffrage movement
 Ida B. Wells – American reformer and leader
in the anti-lynching crusade and women’s
suffrage movement
 W.E.B. DuBois – helped found the NAACP
(National Association for the Advancement of
Colored People). He encouraged a liberal arts
education for African American civil rights
leaders.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Muckrakers – popular authors and reformers,
such as Upton Sinclair and Ida B. Wells
(published truthful reports involving social
issues)
US.5C
Evaluate the impact of third parties, including
the Populist and Progressive parties.
Supporting Standard
Evaluate
IMPACT OF THIRD PARTIES
Including, but not limited to:
 Third parties often focus on issues the main
parties ignore
 Third-party candidates can split the major
party with which they are most similar, leading
to the other major party's victory
 Populist Party – established in 1890s;
comprised of poor farmers from the south;
generally opposed to banks, railroads, and
upper class; William Jennings Bryan most
popular candidate
 Progressive Party – formed in 1912 as a
result of a split in the Republican Party; also
known as the “Bull Moose Party;” Theodore
Roosevelt most popular candidate
US.6
History. The student understands significant
events, social issues, and individuals of the
1920s. The student is expected to:
US.6A
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.
Readiness Standard
Analyze
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
CAUSES AND EFFECTS OF SIGNIFICANT
EVENTS AND SOCIAL ISSUES
Including, but not limited to:
 Immigration
 Cause – immigrants sought a better life in
the United States; escape poverty,
religious discrimination, etc.
 Effect – increased population; cities overcrowded; labor force for factories, etc.
 Social Darwinism (belief that all personal and
social problems are inherited/genetic)
 Cause – a desire to maintain the economic
and social divisions in society (from the
point of view of the wealthy, “the rich get
richer”)
 Effect – increased the popularity of the
eugenics movement
 Eugenics (study of human improvement by
genetic means)
 Cause – an attempt to better society and
the human race
 Effect – discrimination towards those who
did not fit the “perfect” human mold
(extreme case was Hitler’s actions in the
Holocaust)
 Race relations
 Cause – increase of immigration
(especially Asian immigrants)
 Effect – discrimination, Ku Klux Klan
flourished
 Nativism
 Cause – increase of immigration, “natives”
worried the immigrants would take their
jobs
 Effect – discrimination, Ku Klux Klan
flourished
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Red Scare
 Cause – the Red Scare was a reaction not
only to the communist revolution in Russia,
but to the influx of immigrants into the
United States in the years leading up to
World War I.
 Effect – deportation of many communists
and socialists
 Prohibition
 Cause – the belief that alcohol was leading
to the decline of society, alcohol was
blamed for many of society's ills, among
them severe health problems, destitution,
and crime
 Effect – passage of the 18th Amendment
 Changing role of women
 Cause – due to industrialization, many
women changed from homebound
producers to wage-earning consumers,
and women gained the right to vote.
 Effect – women became social and even
political reformers; worked outside of the
home; affected the economy; with
suffrage, women had a voice in politics
US.6B
Analyze the impact of significant individuals
such as Clarence Darrow, William Jennings
Bryan, Henry Ford, Glenn Curtiss, Marcus
Garvey, and Charles A. Lindbergh.
Supporting Standard
Analyze
IMPACT OF SIGNIFICANT INDIVIDUALS
Including, but not limited to:
 Clarence Darrow – defense attorney in the
Scopes “Monkey” Trial who debated the issue
of evolution in Tennessee
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 William Jennings Bryan – prosecuting
attorney in the Scopes trial, leader in Populist
movement
 Henry Ford – founder of Ford Motors,
innovated the auto industry with the assembly
line and invented the Model T and Model A
cars, with an affordable price
 Glenn Curtiss – considered “The Father of
Naval Aviation,” he was a pioneer in aviation
 Marcus Garvey – publisher, journalist, and
Black Nationalist; founder of the Universal
Negro Improvement Association and African
Communities League
 Charles Lindbergh – first solo flight across the
Atlantic Ocean
US.7
History. The student understands the domestic
and international impact of U.S. participation in
World War II. The student is expected to:
US.7A
Identify reasons for U.S. involvement in World
War II, including Italian, German, and Japanese
dictatorships and their aggression, especially
the attack on Pearl Harbor.
Readiness Standard
Identify
REASONS FOR U.S. INVOLVEMENT IN WORLD
WAR II
Including, but not limited to:
 Dictatorships and their aggression
 Nazism in Germany under Adolph Hitler
(1933)
 Fascism in Italy under Benito Mussolini
(1922)
 Communism (Stalinism) in the Soviet
Union under Joseph Stalin (1928) (also in
Spain, Poland, and most of eastern
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Europe)
 German expansion into Austria,
Czechoslovakia, and finally, Poland (1939)
brings Europe into a second world war.
 Japan embarks on a campaign of
expansion into Manchuria and China
(1930s)
 Attack on Pearl Harbor
 December 7, 1941, “a date which will live
in infamy” (President Franklin D.
Roosevelt)
 A result of economic sanctions hindering
their expansion campaign, Japan attacks
the U.S. at Pearl Harbor, Hawaii
US.7B
Evaluate the domestic and international
leadership of Franklin D. Roosevelt and Harry
Truman during World War II, including the U.S.
relationship with its allies and domestic
industry's rapid mobilization for the war effort.
Supporting Standard
Evaluate
DOMESTIC AND INTERNATIONAL LEADERSHIP
OF FRANKLIN D. ROOSEVELT AND HARRY
TRUMAN DURING WORLD WAR II
Including, but not limited to:
 Franklin Roosevelt
 Domestic (industry’s rapid mobilization) –
due to the Lend Lease program, American
industry began converting America's
industrial base to produce armaments and
other war material, rather than civilian
goods. Mobilization increased after 1941
when the U.S. declared war on the Axis
powers.
 International (relationship with allies) –
Roosevelt’s relationship with Winston
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Churchill led to the Lend Lease Act, which
allowed the U.S. to support Britain’s war
effort before the U.S. entered the war.
 Harry Truman
 Domestic – proposed his “Fair Deal”
including full-employment and fairemployment-practices bills, federal control
of the unemployment compensation
program, a large housing program, and the
development of natural resources
 International (relationship with allies) –
when Truman attended the Potsdam
conference at the end of WWII; he became
suspicious of the Soviet intentions under
Stalin. (This eventually affected his
leadership in the early years of Cold War
and led to the Truman Doctrine, where the
U.S. supported Greece and Turkey in their
attempt to ward off communist threats.)
US.7C
Analyze the function of the U.S. Office of War
Information.
Supporting Standard
Analyze
FUNCTION OF THE U.S. OFFICE OF WAR
INFORMATION
Including, but not limited to:
 Created to coordinate all information for use
domestically and abroad
 Promoted patriotism
 Warned of spies
 Recruited women for war-related work
 Released the news about the war
US.7D
Analyze major issues of World War II, including
the Holocaust; the internment of German,
Italian, and Japanese Americans and Executive
Order 9066; and the development of
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 85 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
conventional and atomic weapons.
Readiness Standard
Analyze
MAJOR ISSUES OF WORLD WAR II
Including, but not limited to:
 Holocaust – the systematic, bureaucratic,
state-sponsored persecution and murder of
approximately six million Jews and political
prisoners, physically and mentally disabled by
the Nazi regime and its collaborators
 The internment of German, Italian, and
Japanese Americans– an internment camp is
a large detention center created for political
opponents, enemy aliens, or other groups of
people, usually during a war. During WWII,
many German, Italian and Japanese
Americans were sent to internment camps.
 Executive Order 9066 – President Franklin
Roosevelt authorizes the relocation of
Japanese in America (many went to
internment camps); specific land was
designated as military zone
 The development of conventional and atomic
weapons
 Conventional weapons developed include
the Higgins boat (used for D-Day invasion
of Normandy), tanks, bombers, torpedoes,
improved submarines, the M1 rifle (first
semi-automatic rifle)
 Development of atomic weapon increased
the destructive capability of a country while
minimizing that country’s loss of lives and
number of troops necessary; changed how
battles are fought (from using ground
troops to using bombs)
US.7E
Analyze major military events of World War II,
including the Battle of Midway, the U.S. military
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
advancement through the Pacific Islands, the
Bataan Death March, the invasion of
Normandy, fighting the war on multiple fronts,
and the liberation of concentration camps.
Supporting Standard
Analyze
MAJOR EVENTS OF WORLD WAR II
Including, but not limited to:
 Battle of Midway – significant battle in the
Pacific (considered the turning point). After
the battle, Japan's shipbuilding and pilot
training programs were unable to keep pace
in replacing their losses, while the U.S.
steadily increased output in both areas.
 The U.S. military advancement through the
Pacific Islands – known as “Island Hopping,”
the goal was to attain a position close enough
to mainland Japan to conduct an attack.
 The Bataan Death March – took place in
Philippines in 1942 after the Japanese took
over the Philippine Islands; it was a forcible
transfer of 75,000 American and Filipino
prisoners of war; there were high fatalities
due to physical abuse and murder
 The invasion of Normandy – June 6,1944,
Allied invasion of Northern France to repel the
occupation of the German Army
 Fighting the war on multiple fronts – the
United States was at war with Japan and
Germany/Italy; the war in Europe was
predominately fought on land, and the war in
the Pacific was fought both at sea and on
land
 The liberation of concentration camps –
American, British, and Soviet forces liberated
concentration camps from the Nazi forces.
Liberators confronted unspeakable conditions
in the Nazi camps, where piles of corpses lay
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 87 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
unburied. Only after the liberation of these
camps was the full scope of Nazi horrors
exposed to the world.
US.7F
Evaluate the military contributions of leaders
during World War II, including Omar Bradley,
Dwight Eisenhower, Douglas MacArthur,
Chester A. Nimitz, George Marshall, and
George Patton.
Supporting Standard
Evaluate
MILITARY CONTRIBUTIONS OF LEADERS
DURING WORLD WAR II
Including, but not limited to:
 Omar Bradley – “The Soldier’s General”
served with Patton in North Africa and Italy,
led the First Army Division on the D-Day
landings
 Dwight Eisenhower – commander of Allied
forces in Europe for the D-Day Invasion
 Douglas MacArthur – commander of the U.S.
Army in the Pacific
 Chester W. Nimitz – commander of the U.S.
Navy and Allied land and sea forces in the
Pacific
 George Marshall – Chief of Staff that
coordinated the war effort from Washington,
D.C.
 George Patton – colorful and celebrated tank
commander for the Third Armored Division
who spearheaded the final attack into
Germany
 Other optional leaders
 Bernard Montgomery – British military
commander who drove the Germans out of
North Africa and fought in Europe
 Erwin Rommel – celebrated German
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
General; nicknamed the “The Desert Fox”
due to his victories in North Africa
 Yamamoto – celebrated Japanese
Admiral, oversaw the attack on Pearl
Harbor
US.7G
Explain the home front and how American
patriotism inspired exceptional actions by
citizens and military personnel, including high
levels of military enlistment; volunteerism; the
purchase of war bonds; Victory Gardens; the
bravery and contributions of the Tuskegee
Airmen, the Flying Tigers, and the Navajo Code
Talkers; and opportunities and obstacles for
women and ethnic minorities.
Readiness Standard
Explain
HOME FRONT AND HOW AMERICAN
PATRIOTISM INSPIRED EXCEPTIONAL
ACTIONS BY CITIZENS AND MILITARY
PERSONNEL
Including, but not limited to:
 High levels of military enlistment – numbers
rose dramatically after the United States
entered the war (1940: 348,683; 1941:
1,094,781; 1942: 3,030,40 – source: National
Archives)
 Volunteerism – volunteerism was an essential
part of life on the home front. Americans
made bandages, knitted socks, collected
books, and enrolled in the Red Cross, Victory
Corps, and Civilian Defense organizations to
support the troops abroad.
 The purchase of war bonds – the government
sold war bonds and stamps to provide funds
for the war
 Victory Gardens – as part of the war effort,
the government rationed foods like sugar,
butter, milk, cheese, eggs, coffee, meat, and
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
canned goods. Labor and transportation
shortages made it hard to harvest and move
fruits and vegetables to market. So, the
government turned to its citizens and
encouraged them to plant "Victory Gardens."
They wanted individuals to provide their own
fruits and vegetables.
 The bravery and contributions of the
Tuskegee Airmen – determined young men
who enlisted to become America's first black
military aviators at a time when the U.S.
military still practiced racial segregation. They
participated in over 15,000 sorties and earned
over 100 Flying Crosses.
 The Flying Tigers – name given to the 1st
American Volunteer Group of the Chinese Air
Force in the early 1940s; they were all former
Navy, Marine, or Army pilots; they went to
China to support the Chinese from the
aggressive Japanese government
 The Navajo Code Talkers – Navajo American
Indians were recruited by the military to
encode, transmit, and decode messages; the
Navajo language was used to develop a code
that was not broken by the enemy
 Opportunities for women and ethnic minorities
– as husbands and fathers, sons and brothers
shipped out to fight in Europe and the Pacific,
millions of women and minorities were able to
work in factories, offices, and military bases in
roles traditionally reserved for non-minority
men in peacetime
 Obstacles for women and ethnic minorities –
when the war ended, many women and
minorities found it difficult to find or keep their
jobs because of the millions of non-minority
men that re-entered the work force
US.8
History. The student understands the impact of
significant national and international decisions
and conflicts in the Cold War on the United
States. The student is expected to:
US.8A
Describe U.S. responses to Soviet aggression
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
after World War II, including the Truman
Doctrine, the Marshall Plan, the North Atlantic
Treaty Organization, the Berlin airlift, and John
F. Kennedy's role in the Cuban Missile Crisis.
Readiness Standard
Describe
U.S. RESPONSES TO SOVIET AGGRESSION
AFTER WORLD WAR II
Including, but not limited to:
 Soviet Aggression – between 1918 to 1920
communists defeated anti-communists in
Russia. In 1922 the communists created the
Union of Soviet Socialist Republics (USSR or
the Soviet Union). European countries and
the United States feared that communist
expansion threatened established
government particularly democracy and
freedom (see Red Scare). Following World
War II, communists sought to take over
Greece and establish an airbase in Turkey.
 Truman Doctrine – (1947) policy of the
Truman administration to support Greece and
Turkey with military and economic aid to
enable them to “survive as a free nation.”
Several policies of President Harry S. Truman
were directed at containing Soviet
(communist) aggression, and he persuaded
Congress that this was a global struggle of
freedom over communism. Truman believed
that the United States should support “free
peoples who are resisting attempted
subjugation by armed minorities or by outside
pressures,” a belief that was the basis of his
Truman Doctrine, and which guided American
foreign policy for many years.
 Containment – U.S. policy regarding the
Soviet Union and preventing the spread of its
communist influence throughout the world
 Marshall Plan – in 1947 Secretary of State
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
George Marshall proposed an economic
program to contain communism. His Marshall
Plan supported economic aid to Europe and
generated increased trade between the
United States and European nations. Marshall
received the 1953 Nobel Peace Prize for the
plan.
 North Atlantic Treaty Organization (NATO) –
in 1948 Stalin attempted to eliminate
involvement of the West in Berlin and enacted
the Berlin blockade. This prompted the United
States to join Canada, Iceland, and nine other
western European nations in the North
Atlantic Treaty Organization (NATO). Each
pledged loyalty to the other in case of attack.
 Berlin Airlift – during the Communist blockade
of West Berlin, British and U.S. planes flew
humanitarian supplies into Berlin for nearly a
year.
 Cuban Missile Crisis – during the October
1962 crisis, President John F. Kennedy
warned Soviet leader Nikita Khrushchev that
an attack launched on the United States from
missiles based in Cuba would be considered
an attack from the Soviet Union. In 1963
Kennedy secured a nuclear test-ban treaty
with the Soviets. Direct communication
between the White House and the Kremlin
was enacted so the nations’ leaders could
communicate in times of crisis.
 Iron Curtain – phrase used by Winston
Churchill to describe the division of Europe
between communist and democratic nations
 Berlin Wall – in 1961, the Soviet-backed the
East German government (GDR) began
constructing a fence to halt the flow of human
resources from the East to the West. The
Wall was a symbol of the division of East and
West for the remainder of the Cold War until it
was taken down in 1989.
US.8B
Describe how Cold War tensions were
intensified by the arms race, the space race,
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
McCarthyism, and the House Un-American
Activities Committee (HUAC), the findings of
which were confirmed by the Venona Papers.
Supporting Standard
Describe
HOW COLD WAR TENSIONS WERE
INTENSIFIED
Including, but not limited to:
 Arms Race – following World War II the
United States and the Soviet Union emerged
as superpowers. The U.S. and U.S.S.R. faced
off in an arms race where, for nearly 50 years
they competed to build the biggest and best
equipped military forces. In the U.S., fear of
nuclear attack prompted private citizens to
build bomb shelters and worry about nuclear
disaster.
 Space Race – began with the Soviet launch
of SPUTNIK I in 1957. The Soviet Union
launch of the first spacecraft to orbit the Earth
led to the creation of NASA (National
Aeronautics and Space Administration) and
increased funding for math and science
education as the U.S. strived to become and
remain technologically superior. The first U.S.
spacecraft to orbit the Earth was Friendship 7,
manned by John Glenn, February 20, 1962.
 McCarthyism – term coined by political
cartoonist Herbert Block (Herblock) in a 1950
cartoon in reference to Senator Joseph
McCarthy (R, Wisconsin, 1947-1957). The
fear of communism increased throughout the
1950s; extreme opposition to communism
gained the name “McCarthyism” from the
efforts of Senator McCarthy who, in 1950,
announced that communists worked in the
State Department. He worked to identify
known communists and accused others
based on association.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 House Un-American Activities Committee
(HUAC) – an investigative committee of the
U.S. House of Representatives created in
1938 to inquire into subversive activities in the
U.S. (It was abolished in 1975.) In the mid1940s, the committee focused its
investigations on searching for communists in
the United States. Most famous for
investigating Alger Hiss and for the
“blacklisting” of many Hollywood actors. Often
inaccurately associated with Joseph
McCarthy, who was a Senator (not a member
of the House); McCarthy chaired the Senate
Permanent Subcommittee on Investigations
1953-1954.
 Venona Papers – documents from a secret
joint project between the intelligence agencies
of the United States and the United Kingdom
to decode Soviet ciphers to reveal Americans
involved in espionage
US.8C
Explain reasons and outcomes for U.S.
involvement in the Korean War and its
relationship to the containment policy.
Readiness Standard
Explain
REASONS AND OUTCOMES FOR U.S.
INVOLVEMENT IN THE KOREAN WAR AND ITS
RELATIONSHIP TO THE CONTAINMENT
POLICY
Including, but not limited to:
 Domino Theory – belief that if one country fell
to communism, many others would follow;
therefore, it was crucial for the U.S. to contain
communism
 Korean War (1951-1953) – Korea is a nation
in northern Asia that was divided after World
War II into North Korea, occupied by Soviet
troops, and South Korea, occupied by U.S.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
forces. In 1950, following the withdrawal of
the Soviet and U.S. troops, communist North
Korea, supported by the People's Republic of
China (PRC) with aid from the Soviet Union,
invaded South Korea, supported by the
United Nations. Public sentiment on American
involvement differed greatly; some felt the
United States should not be involved in the
war and others felt that the United States
should intervene in a decisive way to bring an
end to the conflict and to the expansion of
communism. A cease-fire was signed in 1953.
 Korean War and its relationship to the
containment policy – involvement in the
Korean War was primarily the result of efforts
by the U.S. to contain communism.
 Outcomes – created more friction between
the U.S. and the U.S.S.R.; there was a
growing concern for the domino effect and
spread of communism in Asia
 The Korean War resulted in dividing North
Korea and South Korea at the 38th parallel;
North Korea remained communist and South
Korea gained sovereignty.
US.8D
Explain reasons and outcomes for U.S.
involvement in foreign countries and their
relationship to the Domino Theory, including
the Vietnam War.
Readiness Standard
Explain
REASONS AND OUTCOMES FOR U.S
INVOLVEMENT IN FOREIGN COUNTRIES AND
THEIR RELATIONSHIP TO THE DOMINO
THEORY
Including, but not limited to:
 Vietnam
 Reasons
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Support of the Potsdam Agreements
 Create stable environment for growth
and recovery of Japan, France, and
Britain
 Continued change in American political
environment (different presidential
personalities and national goals)
 Domino Theory and containment – the
idea that the spread of communism was
unacceptable
 Growing economic interest in Asia
 Outcomes
 The decline of colonialism (British and
French)
 Lasting effect on U.S. military policy and
employment
 Distrust of the U.S. press
 Realignment of U.S. balance of powers
 The spread of communism into South
Vietnam
 Beginning of the realities for the U.S.
maintaining promises of support
US.8E
Analyze the major issues and events of the
Vietnam War such as the Tet Offensive, the
escalation of forces, Vietnamization, and the
fall of Saigon.
Supporting Standard
Analyze
MAJOR ISSUES AND EVENTS OF THE
VIETNAM WAR
Including, but not limited to:
 Tet Offensive – full-scale offensive by regular,
North Vietnamese Army and irregular forces
to attack the command-and-control centers of
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
the South Vietnamese, U.S., and other allies.
The intent was to create a general uprising
and overthrow the Saigon government.
 Escalation – increase of U.S. forces by
President Lyndon B. Johnson
 Vietnamization – change in U.S. Military
policy in Vietnam by President Nixon. This
policy focused on equipping, training, and
giving more responsibility for combat actions
to local South Vietnamese forces. At the
same time, U.S. ground forces started to be
drawn down and transitioned to more of an
advisory role.
 Fall of Saigon – pivotal moment at the end of
the Vietnam War; U.S. forces had been
ordered out of the country; after their
withdrawal, the North Vietnamese Army
marched into Saigon and took control of the
country.
US.8F
Describe the responses to the Vietnam War
such as the draft, the 26th Amendment, the role
of the media, the credibility gap, the silent
majority, and the anti-war movement.
Readiness Standard
Describe
RESPONSES TO THE VIETNAM WAR
Including, but not limited to:
 Draft – in response to an increase of U.S.
military presence in Southeast Asia, the draft
was reinstituted during the war
 26th Amendment – reduced the voting age
from 21 to 18. This gave the young men being
drafted to fight in Vietnam a way to influence
policies that affected them.
 Role of the media – the media irrevocably
showed that it could be used to aid American
National Strategy or used against it.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
Highlighted media coverage turned public
opinion against the armed forces and
promoted the counterculture environment of
the 1960s.
 Credibility gap – refers to the public's
skepticism over President Johnson’s
administration’s statements and policies on
the Vietnam War
 Silent majority – term coined by President
Nixon to represent the large number of
Americans that were overshadowed by the
large number of protestors against the
Vietnam War, the counterculture, and by the
more vocal minority in the media of the 1960s
 Anti-war movement – peace movement of the
1960s advocating the withdrawal of U.S.
troops from Vietnam. These advocates were
usually known as Doves.
US.9
History. The student understands the impact of
the American civil rights movement. The
student is expected to:
US.9A
Trace the historical development of the civil
rights movement in the 19th, 20th, and 21st
centuries, including the 13th, 14th, 15th, and
19th amendments.
Readiness Standard
Trace
HISTORICAL DEVELOPMENT OF THE CIVIL
RIGHTS MOVEMENTS IN THE 19th, 20th, AND
21st CENTURIES
Including, but not limited to:
 Civil Rights – legal and political rights enjoyed
by the inhabitants of a country. The
Constitution and Bill of Rights guarantee civil
rights to citizens and resident aliens of the
United States, but certain groups of people
were denied some rights. Examples of groups
who have been denied civil rights include
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
African Americans, American Indians, and
women.
 19th century – abolitionists, Civil War,
Emancipation, Reconstruction, resistance to
the rise of the Ku Klux Klan
 13th Amendment – adopted in 1865, eight
months after the war ended, the
amendment forbade slavery in the United
States.
 14th Amendment – declared that all
persons born in the United States (except
Native Americans) were citizens, that all
citizens were entitled to equal rights
regardless of their race, and their rights
were protected by due process of the law.
(1868)
 15th Amendment – one of three
amendments to the U.S. Constitution
passed during the era of Reconstruction,
granted black men the right to vote (1870)
 19th Amendment – guarantees all
American women the right to vote (1920)
 20th century – W.E.B. DuBois economic
efforts, birth of the NAACP, desegregation of
the Armed Forces and education (Brown v.
Board of Education), resistance to Jim Crow
laws, Martin Luther King, Jr. and the
Montgomery bus boycott, non–violent
protests, Civil Rights Act of 1964 and Voting
Rights Act of 1965
 21st century – election of first African
American President (Barack Obama), and
appointment of first Hispanic woman to
Supreme Court (Sonia Sotomayor)
US.9B
Describe the roles of political organizations
that promoted civil rights, including ones from
African American, Chicano, American Indian,
women's, and other civil rights movements.
Supporting Standard
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
Describe
ROLES OF POLITICAL ORGANIZATIONS THAT
PROMOTED CIVIL RIGHTS
Including, but not limited to:
 Political organizations helped to organize
movements, demonstrations, boycotts, etc.
 They lobby and advocate for reform
 Example political reform organizations are:
 African American – NAACP, Southern
Christian Leadership Conference (SCLC),
Student Non-violent Coordinating
Committee (SNCC), Congress on Racial
Equality (CORE)
 Chicano – League of United Latin
American Citizens (LULAC), United Farm
Workers Organizing Committee (UFWOC),
La Raza Unida (Mexican-Americans
United)
 American Indian – American Indian
Movement (AIM)
 Women's civil rights movements – National
Organization for Women (NOW)
 Other civil rights movements – Human
Rights Campaign (HRC)
US.9C
Identify the roles of significant leaders who
supported various rights movements, including
Martin Luther King Jr., Cesar Chavez, Rosa
Parks, Hector P. Garcia, and Betty Friedan.
Supporting Standard
Identify
SIGNIFICANT LEADERS WHO SUPPORTED
VARIOUS RIGHTS MOVEMENTS
Including, but not limited to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Martin Luther King, Jr. – leader of the Civil
Rights Movement; preached nonviolent
approach and demanded equal rights for
African Americans
 Caesar Chavez – Hispanic labor leader and
farm worker who worked for reforms and
rights of migrant workers
 Rosa Parks – African American civil rights
activist; in Montgomery, Alabama (1955),
refused to give up her seat on the city bus for
a white man; led to the Montgomery Bus
Boycott
 Hector P. Garcia – Mexican American
physician and civil rights advocate; Dr. Garcia
organized the American G.I. Forum (1948)
initially to improve veteran benefits and
enhance medical attention, but it soon
expanded to address educational and
vocational training, housing, public education,
poll taxation, voter registration,
hospitalization, and employment.
 Betty Friedan – wrote The Feminine Mystic,
co–founded NOW (National Organization of
Women)
US.9D
Compare and contrast the approach taken by
some civil rights groups such as the Black
Panthers with the nonviolent approach of
Martin Luther King Jr.
Supporting Standard
Compare, Contrast
APPROACH TAKEN BY SOME CIVIL RIGHTS
GROUPS
Including, but not limited to:
 Nonviolent vs. Militant
Nonviolent
Militant
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
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EIGHTH GRADE
U.S. HISTORY
 Those who participated
in sit-ins, by provoking
segregationists into
angry responses,
succeeded in winning
sympathy from others.
 Best known for sit-ins
and marches
 Men, women, and
children participated in
peaceful protests.
 Willingness to use
violence
 Known for being
openly armed in
uniforms of black
berets and leather
jackets
 Predominately males
 Group(s) – Black
Panthers
 Groups – SCLC,
NAACP, SNCC, and
CORE
 Leader – Martin Luther
King, Jr.
US.9E
Discuss the impact of the writings of Martin
Luther King Jr. such as his "I Have a Dream"
speech and "Letter from Birmingham Jail" on
the civil rights movement.
Supporting Standard
Discuss
IMPACT OF THE WRITINGS OF MARTIN
LUTHER KING JR.
Including, but not limited to:
 “I have a Dream” speech – delivered at the
March on Washington; became the mantra for
many involved in the movement; quoted the
Declaration of Independence “all men are
created equal…”
 “Letter from Birmingham Jail” – "There are
two types of laws, just and unjust," wrote Dr.
Martin Luther King, Jr., from jail in 1963. "One
has a moral responsibility to disobey unjust
laws"; the letter is considered by some to be a
classic in world literature. Similar to the
Declaration of Independence, which states
that a society has the right to abolish the
government if it is not meeting the needs of
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
the people.
US.9F
Describe presidential actions and
congressional votes to address minority rights
in the United States, including desegregation
of the armed forces, the Civil Rights acts of
1957 and 1964, and the Voting Rights Act of
1965.
Readiness Standard
Evaluate
PRESIDENTIAL ACTIONS AND
CONGRESSIONAL VOTES TO ADDRESS
MINORITY RIGHTS IN THE UNITED STATES
Including, but not limited to:
 Desegregation of the armed forces – in 1948,
by Executive Order, President Truman ended
segregation in the armed forces, "It is hereby
declared to be the policy of the President that
there shall be equality of treatment and
opportunity for all persons in the armed
services without regard to race, color, religion,
or national origin.”
 Civil Rights Act 1957 – first civil rights
legislation since Reconstruction; it was
primarily protection of voting rights;
established a federal Civil Rights Commission
with authority to investigate discriminatory
conditions; empowered federal prosecutors to
obtain court injunctions against interference
with the right to vote. (Signed into law by
President Eisenhower.)
 Civil Rights Act 1964 – abolished racial,
religious, and sex discrimination by employers
(unlawful for an employer to “fail or refuse to
hire or to discharge any individual, or
otherwise to discriminate against any
individual with respect to his compensation,
terms, conditions, or privileges or
employment, because of such individual’s
race, color, religion, sex, or national origin.”
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
(Signed into law by President Lyndon
Johnson.)
 Voting Rights Act 1965 – outlawed the
requirement to pay a poll tax or take a literacy
test in order to be eligible to vote
US.9G
Describe the role of individuals such as
governors George Wallace, Orval Faubus, and
Lester Maddox and groups, including the
Congressional bloc of southern Democrats,
that sought to maintain the status quo.
Supporting Standard
Describe
ROLE OF INDIVIDUALS WHO SOUGHT TO
MAINTAIN THE STATUS QUO
Including, but not limited to:
 George Wallace – Governor of Alabama; ran
for U.S. President four times; fierce prosegregationist; quote from his inaugural
address, “I say segregation today,
segregation tomorrow, and segregation
forever”
 Orval Faubus – Governor of Arkansas; best
known for his stand in the desegregation of
Little Rock High School where he ordered
Arkansas National Guard to stop African
American students from entering the school
(President Eisenhower sent the U.S. Army to
escort the students to school)
 Lester Maddox – Governor of Georgia; former
restaurant owner who refused to serve
African Americans; ran for governor though
he had not held a public office before
ROLE OF GROUPS THAT SOUGHT TO
MAINTAIN THE STATUS QUO
Including, but not limited to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 The Congressional bloc of southern
Democrats – group of 18 southern Democrats
and one Republican, worked to block the Civil
Rights Act of 1964 by relying on a filibuster in
the Senate to postpone the legislation as long
as possible, hoping that support for the
legislation throughout the country would falter
US.9H
Evaluate changes and events in the United
States that have resulted from the civil rights
movement, including increased participation of
minorities in the political process.
Readiness Standard
Evaluate
CHANGES AND EVENTS IN THE UNITED
STATES THAT HAVE RESULTED FROM THE
CIVIL RIGHTS MOVEMENT
Including, but not limited to:
 Increase in voter registration
 Increase in voter turnouts
 Increase in number of minorities running for
office and elected into office (local, state and
national level)
 Laws to end racial segregation
US.9I
Describe how litigation such as the landmark
cases of Brown v. Board of Education, Mendez
v. Westminster, Hernandez v. Texas, Delgado v.
Bastrop I.S.D., Edgewood I.S.D. v. Kirby, and
Sweatt v. Painter played a role in protecting the
rights of the minority during the civil rights
movement.
Supporting Standard
Describe
LITIGATION PLAYED A ROLE IN PROTECTING
THE RIGHTS OF THE MINORITY DURING THE
CIVIL RIGHTS MOVEMENT
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Including, but not limited to:
 Brown v. Board of Education – argued by
Thurgood Marshall in 1954, challenged the
“separate-but-equal” philosophy which
fostered inadequate educational systems for
blacks. The U.S. Supreme Court ruled that
segregation in public schools was prohibited
by the U.S. Constitution.
 Mendez v. Westminster – federal court case
that challenged racial segregation in Orange
County, California schools. The District court
held that segregating “Mexican” and “Mexican
American” students into different “Mexican”
schools was unconstitutional (1946).
 Hernandez v. Texas – U.S. Supreme Court
case that decided Mexican Americans and
other racial groups had equal protection
under the 14th Amendment (1954).
 Delgado v. Bastrop I.S.D. – U.S. Federal
District Court case that decided the
separation of Mexican American children
based on national origin was illegal; forced
the integration of children in Texas schools,
but did allow separate classes for the first
grade only, for language deficient or nonEnglish speaking students (1948)
 Edgewood I.S.D. v. Kirby – a landmark case
concerning public school finance and
discrimination against students in poor school
districts; this Texas case led to the decision to
redistribute property taxes from wealthy
school districts to poorer ones (1993).
 Sweatt v. Painter – a young black man was
refused admission to the University of Texas
Law School. The State of Texas delayed 6
months in order to create a “separate” black
law school in Houston. Later the U.S.
Supreme Court overturned the Texas
Supreme Court ruling allowing this action.
The U.S. Supreme Court said the separation
was illegal because the school was not equal
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
due to the Equal Protection Clause; to reach
equality you must consider the quantitative
differences and the intangible factors (1950).
US.10
History. The student understands the impact of
political, economic, and social factors in the
U.S. role in the world from the 1970s through
1990. The student is expected to:
US.10A
Describe Richard M. Nixon's leadership in the
normalization of relations with China and the
policy of détente.
Supporting Standard
Describe
RICHARD M. NIXON'S LEADERSHIP IN THE
NORMALIZATION OF RELATIONS WITH CHINA
AND THE POLICY OF DÉTENTE
Including, but not limited to:
 President Nixon was instrumental in bridging
the gap in relations between the U.S. and the
People’s Republic of China. President Nixon’s
visit in 1972 was the first by a U.S. President
and led to the thawing of relations and
opening of communications between the two
countries. This was an example to be
followed later in building relationships with the
U.S.S.R. during the Cold War.
US.10B
Describe Ronald Reagan's leadership in
domestic and international policies, including
Reaganomics and Peace Through Strength.
Supporting Standard
Describe
RONALD REAGAN'S LEADERSHIP IN
DOMESTIC AND INTERNATIONAL POLICIES
Including, but not limited to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Domestic policies
 Ronald Reagan helped grow the domestic
economy through his four pillars of
Reaganomics
 Reduce government spending
 Reduce income and capital gains
marginal tax rates
 Reduce government regulation
 Control the money supply to reduce
inflation
 International policies
 His strong leadership led to the end of the
Cold War and the strengthening of
relationships between the U.S. and
U.S.S.R. This was in part attained with
“Peace through Strength,” which
encouraged the presence of a strong
military which would deter aggression
against the U.S. and its allies.
US.10C
Compare the impact of energy on the American
way of life over time.
Supporting Standard
Compare
IMPACT OF ENERGY ON THE AMERICAN WAY
OF LIFE OVER TIME
Including, but not limited to:
 The increased availability of energy has
spurred innovation, and brought technology
and information to rural America, thus, linking
the country. Also, an increasing demand for
energy has occurred with each new invention,
putting a strain on the current infrastructure.
US.10D
Describe U.S. involvement in the Middle East
such as support for Israel, the Camp David
Accords, the Iran-Contra Affair, Marines in
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Lebanon, and the Iran Hostage Crisis.
Readiness Standard
Describe
U.S. INVOLVEMENT IN THE MIDDLE EAST
Including, but not limited to:
 The U.S. supported the founding of Israel and
President Truman officially recognized the
State of Israel. This led to the long
relationship between the two nations.
 The Camp David Accords were the two
framework agreements signed at the White
House in 1978 (President Jimmy Carter) that
led to the 1979 Israel-Egypt Peace Treaty.
 The U.S. Marine barracks were bombed in
Lebanon during the Lebanese Civil War. The
cause of this incident was attributed to the ill
will built up in the local Muslim community
toward the U.S. and Marines who were part of
the multinational peace force.
 Iran Hostage Crisis (1979) An angry mob of
students entered the U.S. Embassy in
Tehran, Iran and captured U.S. citizens taking
them hostage for 444 days. Prior to the
hostage crisis, Iran’s leader (Mohammed
Reza Pahlavi) had angered religious leaders
which led to a revolt and replacement of Reza
Pahlavi with a new ruler, Ayatollah Khomeini.
President Jimmy Carter immediately imposed
economic sanctions on Iran to pressure
negotiations for the release of the hostages.
The hostages were released after 444 days of
captivity, on the day Ronald Reagan was
sworn into office.
 The Iran-Contra Affair (President Ronald
Reagan) A political scandal surrounding a
plan designed to obtain the release of
Americans held hostage by Iran. The
hostages were mostly held in Lebanon. The
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
plan involved the sale of U.S. weapons to
Iran, despite an embargo on such sales.
Funds generated from the sale of weapons to
Iran would be diverted to help support the
Contras in Nicaragua. U.S. involvement in the
Contra operations from 1984 through 1986
involved the secret support of the Contra
military in Nicaragua. The Contras were
opponents of Nicaragua’s Sandinista Party.
The U.S. was to send weapons from Israel to
Iran for the safe exchange of the American
hostages. After 444 days, the hostages were
released. In 1986 the legality of these
transactions was fully investigated and
Lieutenant Colonel Oliver North was found
guilty.
US.10E
Describe the causes and key organizations and
individuals of the conservative resurgence of
the 1980s and 1990s, including Phyllis Schlafly,
the Contract with America, the Heritage
Foundation, the Moral Majority, and the
National Rifle Association.
Supporting Standard
Describe
CAUSES AND KEY ORGANIZATIONS AND
INDIVIDUALS OF THE CONSERVATIVE
RESURGENCE OF THE 1980s AND 1990s
Including, but not limited to:
 Phyllis Schlafly – a political conservative
known for her anti-feminism and campaign
against the Equal Rights Amendment; she
believed you could be a mother and have a
career too; wrote/co-authored several books
 The Contract with America – a document the
U.S. Republican Party developed during the
1994 Congressional election campaign. The
contract outlined actions the Republicans
promised to take if they became the majority
party in the House of Representatives.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 The Heritage Foundation – a conservative
think tank based, in Washington, D.C., who
has influenced national policy since President
Reagan. Their stated mission is to “formulate
and promote conservative public policies
based on the principles of free enterprise,
limited government, individual freedom,
traditional American values, and a strong
national defense.”
 The Moral Majority – a political organization
founded in 1979 that supported conservative
candidates and lobbied for prayer in public
schools.
 National Rifle Association – a non-partisan,
non-profit organization which seeks to protect
Americans’ 2nd Amendment right. The
organization promotes firearm ownership
rights, marksmanship, firearm safety, and the
protection of hunting and self-defense.
US.10F
Describe significant societal issues of this time
period.
Supporting Standard
Describe
SIGNIFICANT SOCIETAL ISSUES OF THIS TIME
PERIOD
Including, but not limited to:
 Health issues – one of the largest concerns
was the growing epidemic of AIDS (Acquired
Immune Deficiency Syndrome). This epidemic
spread rapidly around the world and concern
over prevention and cure intensified.
 Drug abuse (Just Say No) – the use of drugs
started to increase dramatically, along with
the illegal drug trade. Some law makers
pushed to legalize drugs thinking it would take
power from the gangs illegally selling. A
national campaign of “Just Say No” was
started to battle drugs.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Education (A Nation at Risk) – a national
report found that most American children
lagged behind students of other industrial
nations. This lead to a national push of
improving skills in basic subjects and
increased pay for teachers (including merit
raises). (National Commission on Excellence
in Education. (1983). A nation at risk: The
imperative for educational reform.
Washington, DC: Government Printing
Office.)
 Women’s rights/ratify the Equal Rights
Amendment – with the failure of the Equal
Rights Amendment to be ratified, women’s
groups continued to push for equality. This
push consisted of electing more women to
political office and attaining equal pay in the
work force.
5.5B
Analyze various issues and events of the
21st century such as the War on Terror and
the 2008 presidential election.
US.11
History. The student understands the emerging
political, economic, and social issues of the
United States from the 1990s into the 21st
century. The student is expected to:
US.11A
Describe U.S. involvement in world affairs,
including the end of the Cold War, the Persian
Gulf War, the Balkans Crisis, 9/11, and the
global War on Terror.
Analyze
Readiness Standard
VARIOUS ISSUES AND EVENTS OF THE
21ST CENTURY
Describe
Including, but not limited to:
U.S. INVOLVEMENT IN WORLD AFFAIRS
 War on Terror – on September 11, 2001,
a group of terrorists hijacked and crashed
four U.S. passenger planes into the World
Trade Center (New York City) and the
Pentagon. With the deaths of thousands
of Americans, President George W. Bush
declared a War on Terror.
Including, but not limited to:
 End of the Cold War – throughout the 1980s,
the Soviet Union battled with a failing
economy and unrest. When Mikhail
Gorbachev became the new Soviet leader, he
promoted political liberty and opened the
“doors” to capitalism. Other Eastern European
countries were also encountering economic
instability and unrest (democratization of
Poland). Borders began to open and free
 2008 Presidential Election – a turning
point in U.S. history because for the first
time, an African American was elected as
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
president of the United States. President
Barack Obama ran a campaign that
focused on change and brought millions
of voters to the polls.
U.S. HISTORY
elections were held, ousting longstanding
Communist regimes. The symbolic end of the
Cold War came in 1989 with the tearing down
of the Berlin Wall.
 Persian Gulf War – following United Nations
Security Council sanctions against Iraq for the
invasion of Kuwait in 1990, the U.S. led a UNauthorized coalition force of 34 nations, to
expel Iraqi forces from the country of Kuwait.
The war was decisively won by the coalition
forces but Saddam Hussein remained in
power.
 The Balkans Crisis – the U.S. provided air
and naval support to the UN peacekeeping
mission in Bosnia and Herzegovina in the
early 1990s. In 1995, the U.S. participated as
part of the NATO peacekeeping force sent to
enforce the Dayton Peace Accords. These
agreements ended local hostilities and laid
the foundation for the country of Bosnia and
Herzegovina to become stable and rebuild.
 9/11 – an attack, by al-Qaeda, on the U.S.
The terrorists successfully attacked three of
their four targets, the World Trade Center
Towers and the Pentagon. This grievous
attack resulted in the greatest loss of life
since Pearl Harbor and propelled the U.S. to
declare the Global War on Terror.
 The Global War on Terror – a U.S.-led war
started as a result of 9/11 with the following
goals:
 Defeat terrorists such as Osama Bin
Laden and Abu Musab al-Zarqawi and
destroy their organizations
 Identify, locate, and destroy terrorists
along with their organizations
 Deny sponsorship, support, and sanctuary
to terrorists
 Diminish the underlying conditions that
terrorists seek to exploit
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Defend U.S. citizens and interests at home
and abroad
US.11B
Identify significant social and political
advocacy organizations, leaders, and issues
across the political spectrum.
Supporting Standard
Identify
SIGNIFICANT SOCIAL AND POLITICAL
ADVOCACY ORGANIZATIONS, LEADERS, AND
ISSUES ACROSS THE POLITICAL SPECTRUM
Including, but not limited to:
 Social and political advocacy organizations,
leaders, and issues across the political
spectrum that are currently significant (local,
state, nation)
US.11C
Evaluate efforts by global organizations to
undermine U.S. sovereignty through the use of
treaties.
Evaluate
EFFORTS BY GLOBAL ORGANIZATIONS TO
UNDERMINE U.S. SOVEREIGNTY THROUGH
THE USE OF TREATIES
Including, but not limited to:
 The end goal for a state’s participation in
international relations is to attain a favorable
outcome for their country. This is seen either
in favoring or opposing different treaties or
joining various organizations. Current
examples include:
 UN Convention on the Law of the SEA –
opposed by President Reagan and
numerous lawmakers because it gives
power to a UN commission that has limited
accountability; would impede U.S.
sovereign security efforts and open the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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U.S. HISTORY
U.S. to numerous legal cases
 Kyoto Protocol – opposed by President
George W. Bush and numerous
lawmakers because it imposed drastic cuts
in pollution, which would have cost the
U.S. government billions of dollars and
loss of millions of jobs
US.11D
Analyze the impact of third parties on
presidential elections.
Supporting Standard
Analyze
IMPACT OF THIRD PARTIES ON PRESIDENTIAL
ELECTIONS
Including, but not limited to:
 Third parties can greatly impact presidential
elections. They provide the populace an
additional candidate on the ballot that
represents another American viewpoint, idea,
and call for change from the status quo. In a
close election, this person has the ability to
upset the balance of power in the current
system.
US.11E
Discuss the historical significance of the 2008
presidential election.
Supporting Standard
Discuss
HISTORICAL SIGNIFICANCE OF THE 2008
PRESIDENTIAL ELECTION
Including, but not limited to:
 The first African American elected to the
office of President.
US.11F
Discuss the solvency of long-term entitlement
programs such as Social Security and
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Medicare.
Discuss
SOLVENCY OF LONG-TERM ENTITLEMENT
PROGRAMS
Including, but not limited to:
 Use current information and statistics (At this
time, estimates say that Social Security and
Medicare are not sustainable without major
overhaul of both programs. Multiple
lawmakers have proposed various solutions
to resolve this issue.)
5.6
Geography. The student uses geographic
tools to collect, analyze, and interpret data.
The student is expected to:
5.6A
Apply geographic tools, including grid
systems, legends, symbols, scales, and
compass roses, to construct and interpret
maps.
Apply
GEOGRAPHIC TOOLS TO CONSTRUCT
AND INTERPRET MAPS
Including, but not limited to:
 Grid systems – network of horizontal and
vertical lines used to locate points on a
map or a chart by means of coordinates
 Latitude/longitude –the vertical and
horizontal lines on a map or globe
 Legends – an explanatory list of the
symbols appearing on a chart or map is a
legend. Sometimes, this is called a key
because it is key to understanding what a
map is saying.
 Symbols – something which stands for or
suggests something else. It can be a
visible sign of something which is
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
intangible.
 Scales – an indication of the relationship
between the distances on a map, chart, or
plan and the corresponding actual
distances
 Compass roses – circle or similar design
on a map that shows true directions;
includes graduated degrees or quarter
points (intermediate directions)
5.6B
Translate geographic data into a variety of
formats such as raw data to graphs and
maps.
Translate
GEOGRAPHIC DATA INTO A VARIETY OF
FORMATS
Including, but not limited to:
 Formats
 Translate raw data to maps
 Translate raw data to charts
 Types of geographic data
 Political data
 Population increases and decreases
 Economic data
 Examples of other types of data:
literacy rates, infant mortality rates,
age distribution, male/female
distribution
5.7
Geography. The student understands the
concept of regions in the United States. The
student is expected to:
8.10
Geography. The student understands the
location and characteristics of places and
regions of the United States, past and
present. The student is expected to:
5.7A
Describe a variety of regions in the United
States such as political, population, and
economic regions that result from patterns
of human activity.
8.10B
Compare places and regions of the United
States in terms of physical and human
characteristics.
US.12
Geography. The student understands the
impact of geographic factors on major events.
The student is expected to:
Readiness Standard
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Describe
Compare
VARIETY OF REGIONS IN THE UNITED
STATES THAT RESULT FROM PATTERNS
OF HUMAN ACTIVITY
Including, but not limited to:
 Political regions – (e.g., state boundaries,
country’s capital, state capitols,
neighboring countries)
 Population regions – (e.g., population
distribution maps, metropolitan areas,
rural regions, ethnic population)
 Economic regions – (e.g., economic
activities, divided per capita income (local,
state, national)
PLACES AND REGIONS OF THE UNITED
STATES IN TERMS OF PHYSICAL AND
HUMAN CHARACTERISTICS
Including, but not limited to:
Exploration and Colonization
 New England region
 Physical characteristics – Atlantic
Ocean, forest
 Human characteristics – urban areas,
fishing, deforestation
 Middle region
 Physical characteristics – rich soil, river
valleys, mild winters, Atlantic Ocean
 Human characteristics – ports, urban
areas
 Southern region
 Physical characteristics – Appalachian
Mountains
 Human characteristics – plantations
Sectionalism and Civil War
 Regions – North, South, Midwest, West,
Slave States, and Free States
5.7B
Describe a variety of regions in the United
States such as landform, climate, and
vegetation regions that result from physical
characteristics, such as the Great Plains,
Rocky Mountains, and Coastal Plains.
Describe
VARIETY OF REGIONS IN THE UNITED
STATES
Including, but not limited to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Great Plains
 Landforms
 Climate
 Vegetation
 Rocky Mountains
 Landforms
 Climate
 Vegetation
 Coastal Plains
 Landforms
 Climate
 Vegetation
 Landform regions – Appalachians, Rocky
Mountains, Great Lakes, Coastal Plains,
Great Plains, Mississippi River Valley
 Climate regions – temperate, tropical,
sub-tropical, desert, tundra
 Vegetation regions – forests, rainforests,
grasslands
5.7C
Locate on a map important political
features, such as ten of the largest urban
areas in the United States, the fifty states
and their capitals, and regions such as the
Northeast, the Midwest, and the Southwest.
8.10A
Locate places and regions of importance in
the United States during the 17th, 18th, and
19th centuries.
US.12B
Identify and Explain reasons for changes in
political boundaries such as those resulting
from statehood and international conflicts.
Supporting Standard
Supporting Standard
Locate
Locate
Identify, Explain
IMPORTANT POLITICAL FEATURES
PLACES AND REGIONS OF IMPORTANCE IN
THE UNITED STATES DURING THE 17th,
18th, and 19th CENTURIES
REASONS FOR CHANGES IN POLITICAL
BOUNDARIES
Including, but not limited to:
 Location of 10 largest U.S. metropolitan
(urban) areas
 New York
 Los Angeles
 Chicago
Including, but not limited to:
Exploration and Colonization
 Early settlements (Jamestown)
 Regions in the 13 colonies (New England,
Middle, and Southern colonial regions)
Including, but not limited to:
 Rise of world power
 Guam, the Philippines, and Puerto Rico
become U.S. territories after the Spanish
American War
 Hawaii – U.S. places naval stations there
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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 Dallas-Fort Worth
U.S. HISTORY
 Cities – New York, Philadelphia, and
Boston
 Philadelphia
to protect world trade
 Treaty of Versailles – established new
Sectionalism and Civil War
 Houston
political boundaries in Europe
 Regions – North, South, Midwest, West,
Slave States, and Free States
 Miami
 Washington, D.C.
 Atlanta
 States – Texas, California, Kansas,
Nebraska
 Boston
 Cities – Washington, D.C.
 America reacts to world at war
 Dictatorships and their aggression
 German expansion into Austria,
Czechoslovakia and, finally, Poland (1939)
bring Europe into a second world war.
 Location of 50 states and capitals
 Japan embarks on a campaign of
 Location of geographic regions of the
United States
expansion into Manchuria and China
(1930s).
 World War II
 West
 At the Potsdam Conference, Germany was
 Midwest
formally divided into four zones (British,
French, American, and Soviet zones).
 South
 Northeast
 Southwest
5.7D
Locate on a map important physical
features, such as the Rocky Mountains,
Mississippi River, and Great Plains.
Locate
Readiness Standard
Analyze the impact of physical and human
geographic factors on the settlement of the
Great Plains, the Klondike Gold Rush, the
Panama Canal, the Dust Bowl, and the levee
failure in New Orleans after Hurricane Katrina.
IMPORTANT PHYSICAL FEATURES
Analyze
Readiness Standard
Including, but not limited to:
Analyze
 Location of Mississippi River
EFFECTS OF PHYSICAL AND HUMAN
GEOGRAPHIC FACTORS ON MAJOR
HISTORICAL AND CONTEMPORARY EVENTS
IN THE UNITED STATES
 Location of Great Plains
Including, but not limited to:
Including, but not limited to:
 Location of Rocky Mountains
8.10C
Analyze the effects of physical and human
geographic factors on major historical and
contemporary events in the United States.
Exploration and Colonization
 Physical geographic factors – proximity to
Atlantic coastline determined where
settlements/colonies were created
 Human geographic factors – removal of
the Native Americans; disease and conflict
(e.g., Georgia as a buffer between the
other British colonies and Spanish Florida)
US.12A
IMPACT OF PHYSICAL AND HUMAN
GEOGRAPHIC FACTORS
 Settlement of the Great Plains
 Human factors – the Plains Indians were
the earliest settlers; innovations such as
the steel plow made it easier to break the
dense soil and farm the land (increased
settlement); The Homestead Act
encouraged settlement
 Physical factors – located between the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
Manifest Destiny
South and Midwest regions to the east and
the Rocky Mountains to the west;
experience the greatest extremes in
temperature and climatic conditions of any
region in the U.S. Winters are cold, with
frequent snowy blizzards, while summers
bring hot, dry winds; due to the
consistency of the topography, the land
was ideal for farming
 Louisiana Purchase
 Physical factors – river systems allowed
Lewis and Clark to explore the newly
purchased region
 Human factors – Americans used the
river systems for trade and development
of the New Orleans port; Western
boundary of the United States extended
to the Rocky Mountains allowing
expansion
Sectionalism and Civil War
 Physical factors – ability to fight war; type
of land (e.g., Gettysburg battlefield
topography), physical resources (supply of
fresh water)
 Human factors – manufacturing vs.
agriculture, population density, railroads

Klondike Gold Rush – late 1800s, in Northern
Washington and Alaska
 Human factors – thousands, hoping to
ease the woes of economic depression,
sold farms, dropped businesses, and
boarded ships to follow their dreams north.
 Physical factors – Alaska was seen as a
large and distant source of raw materials.
 Panama Canal
 Human factors – United States supported
a revolution in Panama in the early 1900s.
The U.S. was permitted to build the canal
and control a zone of 5 miles on each side
of the canal (known as the Canal Zone).
The division of the country into two parts
by the U.S. territory caused tension
throughout the 20th Century. President
Jimmy Carter signed a treaty to return the
Canal area to Panama on December 31,
1999.
 Physical factors – the 48-mile international
waterway allows ships to pass between
the Atlantic Ocean and Pacific Ocean,
saving about 8,000 miles from a journey
around the southern tip of South America
(Cape Horn).
 The Dust Bowl
 Human factors – many farmers had
misused the land (over planting, not
rotating crops); millions of acres of
farmland became useless; hundreds of
thousands of people were forced to leave
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
their homes
 Physical factors – years of sustained
drought caused the land to dry up; great
clouds of dust and sand were carried by
the wind (where the name “Dust Bowl”
came from)
 Levee failure in New Orleans after Hurricane
Katrina
 Human factors – engineering failure of the
levees
 Physical factors – the wind and storm
surge of the hurricane hit at high tide
5.8
Geography. The student understands the
location and patterns of settlement and the
geographic factors that influence where
people live. The student is expected to:
5.8A
Identify and describe the types of
settlement and patterns of land use in the
United States.
8.11
Geography. The student understands the
physical characteristics of North America
and how humans adapted to and modified
the environment through the mid–19th
century. The student is expected to:
US.13
Geography. The student understands the
effects of migration and immigration on
American society. The student is expected to:
8.11A
Analyze how physical characteristics of the
US.13A
Analyze the causes and effects of changing
Identify, Describe
TYPES OF SETTLEMENT AND PATTERNS
OF LAND USE IN THE UNITED STATES
Including, but not limited to:
 Types of settlement
 Urban
 Suburban
 Rural
 Patterns of land use
 Farming
 Ranching
 Industry
 Urbanization
5.8B
Explain the geographic factors that
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
environment influenced population
distribution, settlement patterns, and
economic activities in the United States
during the 17th, 18th, and 19th centuries.
demographic patterns resulting from migration
within the United States, including western
expansion, rural to urban, the Great Migration,
and the Rust Belt to the Sun Belt.
Readiness Standard
Readiness Standard
Analyze
Analyze
CAUSES AND EFFECTS OF CHANGING
DEMOGRAPHIC PATTERNS RESULTING FROM
MIGRATION WITHIN THE UNITED STATES
 Trade routes
PHYSICAL CHARACTERISTICS OF THE
ENVIRONMENT AND INFLUENCE ON
POPULATION DISTRIBUTION, SETTLEMENT
PATTERNS, AND ECONOMIC ACTIVITIES IN
THE UNITED STATES DURING THE 17TH,
18TH, AND 19TH CENTURIES
 Climatic conditions
Including, but not limited to:
influence patterns of settlement and the
distribution of population in the United
States, past and present.
Explain
GEOGRAPHIC FACTORS THAT INFLUENCE
PATTERNS OF SETTLEMENT AND
DISTRIBUTION OF POPULATION IN THE
UNITED STATES, PAST AND PRESENT
Including, but not limited to:
 Favorable waterways
Exploration and colonization
 New England and Middle Colony access to
waterways (ports and rivers) resulted in
high population density and large urban
areas.
 Southern Colonies had an abundant
amount of fertile soil that resulted in an
agricultural economy, a plantation system,
and a low population density.
Manifest Destiny
Including, but not limited to:
 The Great Migration of African Americans to
the North (roughly 1910-1930)
 Western migration to California in search of
gold and other resources
 Rural to urban – urbanization during the
Gilded Age
 Great Depression – move out of the Midwest
because of the Dust Bowl
 Rust Belt to Sun Belt – after World War II,
when several factories closed, migration went
from North to South in search of new
industries/jobs
 Gold in California – rush of settlers to
California; pushed many American Indians
off their lands; population of California
quickly rises to the amount required for
statehood
 California’s proximity to Pacific Ocean led
to an increase of immigration from Asian
nations.
 Rocky Mountains’ location between
eastern and western parts of the United
States; resulted in need for Gadsden
Purchase to put in railroad for train
transport of goods from East to West
Industrialization
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 The need to have factories near
transportation hubs (canals and/or
railroads) resulted in cities growing in
proximity (e.g., New York City and
Chicago).
 The need for cheap labor resulted in jobs
and caused many immigrants to migrate
into cities.
Sectionalism and Civil War
 Small population; few cities; and economic
activities focused on agricultural
 South – good soil and a lot of it for
agricultural purposes
 Large population, many cities, and a
variety of economic actives
 North – good port areas were attributed
to many cities and a variety of resources
5.8C
Analyze the reasons for the location of
cities in the United States, including capital
cities, and explain their distribution, past
and present.
US.13B
Analyze the causes and effects of changing
demographic patterns resulting from legal and
illegal immigration to the United States.
Readiness Standard
Analyze
Analyze
REASONS FOR LOCATION OF CITIES IN
THE UNITED STATES, PAST AND PRESENT
CAUSES AND EFFECTS OF CHANGING
DEMOGRAPHIC PATTERNS RESULTING FROM
LEGAL AND ILLEGAL IMMIGRATION TO THE
UNITED STATES
Explain
DISTRIBUTION OF CITIES, PAST AND
PRESENT
Including, but not limited to:
 Large influxes of immigrants caused rapid
growth in ports of entry and cities with heavy
industry.
Including, but not limited to:
 Cities and capital cities
 Housing and land availability decreased in the
Northeast due to increased population
density.
 Climate
 Water (fresh or salty)
 Fertile soil
 Pollution of cities and waterways increased
due to overcrowding of cities.
 Natural resources
 Human health and quality of life decreased as
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Transportation hubs
a result of overcrowding.
 Natural harbors
5.9
Geography. The student understands how
people adapt to and modify their
environment. The student is expected to:
US.14
Geography. The student understands the
relationship between population growth and
modernization on the physical environment.
The student is expected to:
5.9A
Describe how and why people have
adapted to and modified their environment
in the United States, past and present, such
as the use of human resources to meet
basic needs.
US.14A
Identify the effects of population growth and
distribution on the physical environment.
Readiness Standard
Identify
Describe
EFFECTS OF POPULATION GROWTH AND
DISTRIBUTION ON THE PHYSICAL
ENVIRONMENT
HOW AND WHY PEOPLE HAVE ADAPTED
TO AND MODIFIED THEIR ENVIRONMENT
IN THE UNITED STATES, PAST AND
PRESENT
Including, but not limited to:
 Urbanization occurred as cities grew around
industrial centers.
Including, but not limited to:
 Use of human resources to meet basic
needs
 Population density increased as workers
crowded into cities in search of jobs.
 Past examples
 Cities became polluted.
 Colonists based their settlements
and their livelihood on their
environment and the natural
resources available- proximity to
fresh or salt water, fertile soil,
climate, vegetation and other
natural resources. They modified by
building shelters conducive to the
climate, cleared forests for timber,
raised livestock, planted crops,
fished, etc.
 Waterways became contaminated and air
quality diminished due to industry.
 Urban sprawl of the major U.S. cities
 The establishment and protection of the
National Park System, and efforts of private
nonprofit organizations
 Farming practices with Westward
Expansion that led to the Dust Bowl
 Present examples
 Technological innovations have
allowed people to modify their
environment by building dams, solar
power plants, wind-powered plants
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
and eco-friendly vehicles. They
adapt by collecting rain water and
recycling plastics and other sources
of pollution.
 New farming practices implemented
to counteract Dust Bowl and keep it
from happening again
5.9B
Analyze the positive and negative
consequences of human modification of
the environment in the United States, past
and present.
8.11B
Analyze
CONSEQUENCES OF HUMAN
MODIFICATION OF THE ENVIRONMENT
Including, but not limited to:
 Urban sprawl
Supporting Standard
Identify the roles of governmental entities and
private citizens in managing the environment
such as the establishment of the National Park
System, the Environmental Protection Agency
(EPA), and the Endangered Species Act.
Describe
Supporting Standard
POSITIVE AND NEGATIVE CONSEQUENCES
OF HUMAN MODIFICATION OF THE
PHYSICAL ENVIRONMENT OF THE UNITED
STATES
Identify
Describe the positive and negative
consequences of human modification of the
physical environment of the United States.
US.14B
ROLES OF GOVERNMENTAL ENTITIES AND
PRIVATE CITIZENS IN MANAGING THE
ENVIRONMENT
Including, but not limited to:
 Pollution
Including, but not limited to:
 Survival
Modification
Railroads
 Enclosing land
 Impact on resources
 Introduction of non-native species
 Need for conservation
 Dust Bowl
Urbanization
Positive
Increased
communication
and trade
between the
East and the
West
More jobs were
available in
cities
 John Muir helped persuade Theodore
Roosevelt to set aside 148 million acres of
forest reserves and over 50 wildlife
sanctuaries and several national parks. The
National Park Service is a U.S. federal
agency that manages all national monuments
and parks.
Negative
Air pollution,
destruction
of natural
environment
pollution
 Environmental Protection Agency (EPA) –
established in 1970 due to elevated concern
about environmental pollution. EPA's mission
is to protect human health and to safeguard
the natural environment- air, water, and land.
 Endangered Species Act – the Endangered
Species Act of 1973 provides for both the
conservation and protection of plant and
animal species that face the threat of
extinction, as well as for "the ecosystems
upon which they depend."
8.11C
Describe how different immigrant groups
interacted with the environment in the United
US.14C
Understand the effects of governmental
actions on individuals, industries, and
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
States during the 17th, 18th, and 19th
centuries.
communities, including the impact on Fifth
Amendment property rights.
Supporting Standard
Supporting Standard
Describe
Understand
HOW IMMIGRANT GROUPS INTERACTED
WITH THE ENVIRONMENT IN THE UNITED
STATES DURING THE 17th, 18th, AND 19th
CENTURIES
EFFECTS OF GOVERNMENTAL ACTIONS ON
INDIVIDUALS, INDUSTRIES, AND
COMMUNITIES
Including, but not limited to:
 17th century
 French trapper traders
 British farmers
 Spanish missions
 African American slaves
Including, but not limited to:
 Impact on Fifth Amendment property rights –
the Fifth Amendment provides that private
property shall not be taken without just
compensation. When the government
physically seizes property, such as for a
highway or a park, it will have to pay just
compensation.
 18th century
 French trapper traders
 British farmers
 Spanish missions
 African American slaves
 19th century
 African American slaves
 Chinese and other immigrant groups
 Europeans moved to areas where they
could pursue farming
5.10
Economics. The student understands the
basic economic patterns of early societies
in the United States. The student is
expected to:
8.12
Economics. The student understands why
various sections of the United States
developed different patterns of economic
activity. The student is expected to:
5.10A
Explain the economic patterns of early
European colonists.
8.12A
Identify economic differences among
different regions of the United States.
Explain
Supporting Standard
ECONOMIC PATTERNS OF EARLY
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
EUROPEAN COLONISTS
Identify
Including, but not limited to:
ECONOMIC DIFFERENCES AMONG
DIFFERENT REGIONS OF THE UNITED
STATES
 Mercantilism – economic theory under
which a nation’s wealth is based on its
supply of capital (e.g., the amount of gold
and silver bullion in its treasury). Under
this theory, one party may benefit only at
the expense of another. In a mercantilist
system, government played a central role
in regulating trade by imposing
restrictions on trade. American colonies
provided raw materials to and markets for
English manufacturers who sold finished
products to colonists, but colonial trade
was limited to Britain only. This closed
process provided the British with a
profitable market, free from competition.
At the same time, regulations were
enacted to discourage colonial
manufacturing and marketing to other
countries, especially in industries that
would be competitive with the British.
 Trade (Columbian Exchange) –
comingling of Old World, and New World
plants, animals, people, and bacteria.
(e.g., maize, potatoes, and tomatoes
introduced to Old World; horses, sugar
cane, and smallpox introduced to New
World)
U.S. HISTORY
Including, but not limited to:
Exploration and colonization
 New England – shipbuilding and
manufacturing region
 Middle Colonies – agriculture and cattleproducing
 Southern Colonies – agricultural; cash
crops: cotton, indigo, tobacco
Industrialization
 North – manufacturing and industry
 South – agriculture (supplied North with
raw materials)
Sectionalism and Civil War
 North – manufacturing and industry
 South – agriculture
 Triangular trade – Pattern of colonial
commerce in which slaves, rum, sugar,
and molasses were bought and traded
between the African gold coast, New
England, and the West Indies. (Tobacco
and cotton, and the slaves to work the
fields in the southern colonies, was a
market expansion opportunity.)
 Cottage industries – in a subsistence
economic system, small-scale production
of goods for sale in markets is termed
cottage industry. It usually involves
producing a good by hand or with low
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
technology at home or in a small village
cooperative.
5.10B
Identify major industries of colonial
America.
8.12B
Explain reasons for the development of the
plantation system, the transatlantic slave
trade, and the spread of slavery.
Identify
Readiness Standard
MAJOR INDUSTRIES OF COLONIAL
AMERICA
Explain
 Fishing
REASONS FOR THE DEVELOPMENT OF THE
PLANTATION SYSTEM, THE
TRANSATLANTIC SLAVE TRADE, AND THE
SPREAD OF SLAVERY
 Trade
Including, but not limited to:
 Agriculture
Exploration and Colonization
Including, but not limited to:
 Shipbuilding
 Subsistence farming
 Plantation system
 Large amount of land available in the
Southern colonies; rich soil; almost yearround growing season; ideal for plantation
crops (tobacco, rice, indigo, cotton)- with
enough labor they could be grown as cash
crops
 Transatlantic Slave Trade
 Started in the British West Indies to
provide a labor force for the sugar
plantations
 The triangular trade developed between
the Colonies, England, and West Indies
and slaves were traded in the colonies
for other goods (including the cash
crops slaves would help cultivate).
 Spread of slavery
 Demand for rice, indigo, tobacco, cotton
led to plantation owners needing more
slaves and the slave trade increased.
Industrialization
 The invention of the cotton gin made the
cotton-cleaning process more efficient and
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
quicker, thus the need arose for a larger
work force (drastic rise in the number of
slaves in the South)
8.12C
Explain the reasons for the increase in
factories and urbanization.
Supporting Standard
Explain
REASONS FOR THE INCREASE IN
FACTORIES AND URBANIZATION
Including, but not limited to:
 Increase in factories – Industrial Revolution
 Result of major changes in agriculture,
manufacturing, mining, transportation,
and technology
 Steam-power capabilities increased
production
 War of 1812 – manufacturing capability
increased (the British blockade of the
American coast created a shortage of
cotton cloth (previously American cotton
was shipped to Britain where it was turned
into cloth, then sent back to America) in
the United States, leading to the creation
of a cotton-manufacturing industry,
numerous manufacturing establishments
were founded (particularly in the Northern
region) – left the United States industrially
independent of Europe)
Increase in Urbanization
 By 1890, industrialization had produced
substantial growth in cities, and 35 percent
of Americans lived in urban areas, mostly
in the northern half of the United States.
 The increased number of jobs, along with
technological innovations in transportation
and housing construction, encouraged
migration to cities.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
8.12D
U.S. HISTORY
Analyze the causes and effects of economic
differences among different regions of the
United States at selected times in U.S.
history.
Readiness Standard
Analyze
CAUSES AND EFFECTS OF ECONOMIC
DIFFERENCES AMONG DIFFERENT
REGIONS OF THE UNITED STATES
Including, but not limited to:
Exploration and colonization
 New England
 Cause – long winters, rocky soil, and
forests
 Effects – subsistence farming,
shipbuilding, and fishing
 Middle Colonies
 Cause – shorter winters, fertile soil,
good ports, and natural resources
 Effects – farming, trade, and large
immigrant population
 Southern Colonies
 Cause – warm climate and good soil
 Effects – plantation system and large
slave system
Industrialization
 North
 Cause – industrialization led to new jobs
in cities
 Effects – urbanization and growth of
cities
8.13
Economics. The student understands how
various economic forces resulted in the
Industrial Revolution in the 19th century. The
US.15
Economics. The student understands domestic
and foreign issues related to U.S. economic
growth from the 1870s to 1920. The student is
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
student is expected to:
8.13A
expected to:
Analyze the War of 1812 as a cause of
economic changes in the nation.
Supporting Standard
Analyze
WAR OF 1812 AS A CAUSE OF ECONOMIC
CHANGES IN THE NATION
Including, but not limited to:
 As a result of the interruption of trade
during the War of 1812, Americans had to
rely on U.S. manufactured goods in place
of those they had previously imported. U.S.
manufacturing grew.
8.13B
Identify the economic factors that brought
about rapid industrialization and
urbanization.
US.15A
Describe how the economic impact of the
Transcontinental Railroad and the Homestead
Act contributed to the close of the frontier in
the late 19th century.
Readiness Standard
Supporting Standard
Identify
Describe
ECONOMIC FACTORS THAT BROUGHT
ABOUT RAPID INDUSTRIALIZATION AND
URBANIZATION
HOW ECONOMIC IMPACT OF THE
TRANSCONTINENTAL RAILROAD AND THE
HOMESTEAD ACT CONTRIBUTED TO THE
CLOSE OF THE FRONTIER IN THE LATE 19th
CENTURY
Including, but not limited to:
 Plentiful natural resources
 Improved transportation
Including, but not limited to:
 Growing population
 Transcontinental Railroad – the railroad
ensured a production boom, as industry
mined the vast resources of the middle and
western continent for use in production
 New inventions
 Investment capital
 Homestead Act (1862) – federal land grants
(160 acres) to western settlers at no cost
US.15B
Describe the changing relationship between
the federal government and private business,
including the costs and benefits of laissez-
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
faire, anti-trust acts, the Interstate Commerce
Act, and the Pure Food and Drug Act.
Readiness Standard
Describe
CHANGING RELATIONSHIP BETWEEN THE
FEDERAL GOVERNMENT AND PRIVATE
BUSINESS
Including, but not limited to:
 Cost and benefits of laissez-faire
 Laissez-faire (in this context) by definition
means freedom of economic conduct from
dictation by the government.
 Cost – limiting government control reduces
the possibility of regulation and corruption
 Benefit – allows the market to govern
itself, based on supply and demand
 Anti-trust acts – the Federal laws forbidding
businesses from monopolizing a market or
restraining free trade (e.g., Sherman AntiTrust Act)
 Interstate Commerce Commission – was
government’s first large-scale attempt to
regulate business in the interest of society at
large
Effects: Spawned a series of regulatory
commissions in the 1900s to check whether
they were good or bad trusts; not very
effective; 1914 changes made acts strongerserved notice that private greed must be
subordinate to public good.
 Pure Food and Drug Act – for preventing the
manufacture, sale, or transportation of
adulterated or misbranded or poisonous or
deleterious foods, drugs, medicines, and
liquors, as well as for regulating traffic
therein, etc.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
US.15C
Explain how foreign policies affected economic
issues such as the Chinese Exclusion Act of
1882, the Open Door Policy, Dollar Diplomacy,
and immigration quotas.
Supporting Standard
Explain
FOREIGN POLICIES AFFECTED ECONOMIC
ISSUES
Including, but not limited to:
 Chinese Exclusion Act of 1882 – the first
major law restricting immigration to the
United States. It was enacted in response to
economic fears, especially on the West
Coast, where native-born Americans
attributed unemployment and declining
wages to Chinese workers, whom they also
viewed as racially inferior.
 Open Door Policy – Secretary of State John
Hay's economic policy in China giving the
imperial powers equal trading rights in the
country (1899-1900); Boxer Rebellion, U.S.
forces suppressed the uprising
 Dollar Diplomacy – Taft encouraged
investment by U.S. banks/businesses in Latin
America and Far East; promised military
protection to those who invested abroad;
WWI reoriented the priorities of the emerging
world power and U.S. foreign policy makers
returned to a goal of isolationism
 Immigration quotas – concerns over
immigration rose in the 1880s. As a result of
World War I, Congress passed the National
Origins Quota Act in 1921. This law set the
quota of legal immigrants to 3% of their
current ethnic makeup in the United States.
This quota was changed three years later.
US.15D
Describe the economic effects of international
military conflicts, including the Spanish-
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
American War and World War I, on the United
States.
Readiness Standard
Describe
ECONOMIC EFFECTS OF INTERNATIONAL
MILITARY CONFLICTS
Including, but not limited to:
 As the U.S. takes over territory, it expands its
markets and finds more resources for its use.
 Wars fueled the economy, and in the case of
the Spanish-American War, led to America
becoming a world power.
 WW I led to great levels of industrialization in
the U.S., increased exports, increased
agricultural production.
US.15E
Describe the emergence of monetary policy in
the United States, including the Federal
Reserve Act of 1913 and the shifting trend from
a gold standard to fiat money.
Supporting Standard
Describe
EMERGENCE OF MONETARY POLICY IN THE
UNITED STATES
Including, but not limited to:
 The Federal Reserve Act created the central
banking system in the United States and
granted legal authority to issue legal tender.
The Federal Reserve now acts to regulate
U.S. monetary policy.
 Due to an imbalance in balance of payments
and a trade deficit, in 1971, the U.S. moved
away from the gold standard to fiat money;
this move intended to prevent the devaluation
of the dollar, foreign price gouges, and the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
depletion of U.S. gold reserves to foreign
countries.
5.11
Economics. The student understands the
development, characteristics and benefits
of the free enterprise (capitalism, free
market) system in the United States. The
student is expected to:
8.14
Economics. The student understands the
origins and development of the free
enterprise system in the United States. The
student is expected to:
5.11A
Describe the development of the free
enterprise system in colonial America and
the United States.
8.14A
Explain why a free enterprise system of
economics developed in the new nation,
including minimal government intrusion,
taxation, and property rights.
Describe
Supporting Standard
DEVELOPMENT OF THE FREE
ENTERPRISE SYSTEM IN COLONIAL
AMERICA
Including, but not limited to:
 Free enterprise – the freedom of private
businesses to operate competitively for
profit with minimal government regulation
 A free enterprise system is based on a
market economy. The system is
characterized by four ideas: economic
freedom, voluntary exchange, private
property, profit motive. In a free enterprise
system, people and businesses make
their own decisions, own the factors of
production, decide what to buy, what to
make, and what to sell.
 In the British colonies, British law played a
large role in the colonial economy. British
laws limited what colonists could produce,
and colonists were not free to trade with
everyone. Britain discouraged American
colonies from trading with other countries
since that would provide competition for
British goods, diminishing profits. The
colonists were required to do much of
their trading with the British under a
mercantile system where the purpose of
colonies was to provide raw materials for
Explain
FREE ENTERPRISE SYSTEM OF
ECONOMICS DEVELOPED IN THE NEW
NATION
Including, but not limited to:
 Americans’ focus on their rights included
the right to choose trade partners, prices,
and products.
 Land opportunities in U.S.
 Ideas of capitalism over mercantilism (Free
enterprise was preferable to the former
mercantilist system the colonies were
under.)
 Alexander Hamilton believed in a strong
central government that encouraged
business and industry
 Colonists came seeking economic
opportunity (profit)
 Nature of colonists was rugged
individualism and self-determination
 European countries too far away to
control how colonies developed
businesses and trade (little government
interference)
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
5.11B
Describe how the free enterprise system
works in the United States.
U.S. HISTORY
 Revolution occurred when England tried
to regain control of trade and industry in
America (laissez faire)
the benefit of British companies and
provide markets for British finished goods.
As long as the system worked, the
colonists were left alone to meet their
needs through local industries such as
sawmills and gristmills, as long as they
did not interfere with international trade
and profits by British companies. When
Britain needed more money for its war
debt as a result of long conflict with the
French, they tightened trade restrictions
through Acts such as the Intolerable Acts,
which pushed the colonists to declare
independence.
 Free enterprise system was an
evolutionary process during 1800s
 Constitution allowed for (ensured)
private ownership of property
Note:
 Rise of the factory system led to banking
systems and real estate firms; factories
were not regulated by the state or federal
governments (continued the laissez-faire
philosophy).
8.14B
Describe the characteristics and the benefits
of the U.S. free enterprise system during the
18th and 19th centuries.
Describe
Supporting Standard
HOW THE FREE ENTERPRISE SYSTEM
WORKS
Including, but not limited to:
 Economic freedom to create own
business, decide what to make, how
much to produce, what price to charge
 Voluntary exchange of goods/money
 Private property – you own the business,
not the government
Describe
CHARACTERISTICS AND THE BENEFITS OF
THE U.S. FREE ENTERPRISE SYSTEM
DURING THE 18th AND 19th CENTURIES
Including, but not limited to:
Characteristics
 Four questions governing economic
activity
 Profit motive (to make money for self)
 What to produce?
 Provides wide variety of choices for
consumers
 How to produce it?
 More specialization can occur
 How many to produce?
 For whom to produce?
 Four components of free enterprise and
economic freedom
 Private property
 Voluntary exchange
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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U.S. HISTORY
 Profit motive
 Supply and demand
 Laissez-faire – the belief that the
government should not interfere in the
economy other than to protect private
property rights and to maintain peace
 Entrepreneurship – people who risk their
capital in organizing and running a
business
 The U.S. Constitution guaranteed
economic rights of freedom to own,
compete, and select an occupation
Benefits
 Specialization
 Foreign investment saw opportunity for
profit and growth
 U.S. Constitution could protect the rights of
workers and owners
 A diverse economy that met the needs of
the United States when it was needed
 Less dependent on foreign markets
 Industrial Revolutions in the 19th Century
5.11C
Give examples of the benefits of the free
enterprise system in the United States.
Give
EXAMPLES OF THE BENEFITS OF THE
FREE ENTERPRISE SYSTEM
Including, but not limited to:
 New products developed, and competition
for markets created individual financial
worth. This includes limited government
interference and regulations that
ultimately lead to more opportunities for
individuals.
5.12
Economics. The student understands the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
impact of supply and demand on
consumers and producers in a free
enterprise system. The student is expected
to:
5.12A
Explain how supply and demand affects
consumers in the United States.
Explain
HOW SUPPLY AND DEMAND AFFECTS
CONSUMERS
Including, but not limited to:
 Supply and demand is an economic
concept vital to the free market economy.
Supply is the amount of something, such
as a product, that a market makes
available. Demand is the amount of the
product that buyers want to purchase.
 Price has a significant effect on demand.
The higher the demand, the more
expensive the product. The lower the
demand, the less expensive the product.
 By limiting the supply of a product that is
in great demand (Nintendo game during
Christmas time), it is expected that the
price will be high.
5.12B
Evaluate the effects of supply and demand
on business, industry, and agriculture,
including the plantation system, in the
United States.
Evaluate
EFFECTS OF SUPPLY AND DEMAND
Including, but not limited to:
 Supply and demand drives trading. If the
demand is high, business and/or industry
will produce more.
 If the demand is high for cotton or
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
tobacco, the agricultural industry will grow
more of these products. This made the
plantation system thrive and led to a
higher demand for slave labor.
5.13
Economics. The student understands
patterns of work and economic activities in
the United States. The student is expected
to:
5.13A
Compare how people in different parts of
the United States earn a living, past and
present.
Compare
HOW PEOPLE IN DIFFERENT PARTS OF
THE UNITED STATES EARN A LIVING, PAST
AND PRESENT
Including, but not limited to:
 Past
 New England Colonies – fishing and
shipbuilding
 Middle Colonies – the “breadbasket”
 Southern Colonies – agriculture: indigo
and then tobacco and cotton
 Present
 Great Plains (Midwest) – farming
 East Coast – banking, finance, major
industries, shipping
 West Coast – technology, shipping
 Southeast – farming, industry, tourism,
shipping
5.13B
Identify and explain how geographic factors
have influenced the location of economic
activities in the United States.
Identify, Explain
HOW GEOGRAPHIC FACTORS HAVE
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
INFLUENCED THE LOCATION OF
ECONOMIC ACTIVITIES IN THE UNITED
STATES
Including, but not limited to:
 Geographic Factors
 Forest – lumber, firewood, maple
syrup
 Coastal region – recreational,
fisheries, shipping ports
 Mountainous region – mining, tourism,
lumber
 Great Plains – wheat and other grains,
livestock
5.13C
Analyze the effects of immigration,
migration, and limited resources on the
economic development and growth of the
United States.
Analyze
EFFECTS OF IMMIGRATION, MIGRATION,
AND LIMITED RESOURCES ON THE
ECONOMIC DEVELOPMENT AND GROWTH
OF THE UNITED STATES
Including, but not limited to:
 Effects on the labor market where native
born workers are displaced by immigrants
 Immigrants increase the supply of labor,
which can help meet the needs of growing
economies or put pressure on lagging
economies
 Population growth as a result of migration
and immigration has greatly affected the
size of markets and need for goods.
 Limited resources – immigration and
migration can put pressure on resources.
Land development for housing and
expanding cities can encroach upon
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
resources, limiting supply while increasing
need, thereby affecting price.
5.13D
Describe the impact of mass production,
specialization, and division of labor on the
economic growth of the United States.
Describe
IMPACT OF MASS PRODUCTION,
SPECIALIZATION AND DIVISION OF LABOR
ON THE ECONOMIC GROWTH OF THE
UNITED STATES
Including, but not limited to:
 Impact of mass production
 Production increased
 Made products more affordable
 Created more jobs
 Impact of specialization and division of
labor:
 Artisans were replaced by specialized
workers assigned to do a particular
task as part of a process, mostly
referred to as the assembly line.
 Created more jobs
5.13E
Explain the impact of American ideas about
progress and equality of opportunity on the
economic development and growth of the
United States.
Explain
IMPACT OF AMERICAN IDEAS ABOUT
PROGRESS AND EQUALITY OF
OPPORTUNITY
Including, but not limited to:
 Inventiveness
 Competition
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Constant need to improve the quality of
what is being produced
 The historical evolution and goal towards
equality of opportunities for success
US.16
Economics. The student understands
significant economic developments between
World War I and World War II. The student is
expected to:
US.16A
Analyze causes of economic growth and
prosperity in the 1920s, including Warren
Harding's Return to Normalcy, reduced taxes,
and increased production efficiencies.
Supporting Standard
Analyze
CAUSES OF ECONOMIC GROWTH AND
PROSPERITY IN THE 1920s
Including, but not limited to:
Causes of economic growth:
 Stock market (and buying on margin) creates
quick wealth
 Warren Harding’s “Return to Normalcy”
(meaning life before WW I) and "America first"
campaign encouraged industrialization and a
strong economy, independent of foreign
influence
 Reduced taxes – tax burden of middle
Americans decrease, while most lower
income Americans were relieved of their tax
burden altogether
 Increased production efficiencies – assembly
line production
US.16B
Identify the causes of the Great Depression,
including the impact of tariffs on world trade,
stock market speculation, bank failures, and
the monetary policy of the Federal Reserve
System.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Readiness Standard
Identify
CAUSES OF THE GREAT DEPRESSION
Including, but not limited to:
 Impact of tariffs on world trade – high tariffs
limited foreign trade and investment and were
a barrier to European countries repaying the
debts they owed the U.S. following World War
I
 Stock market speculation – buying stocks on
margin (needing only 10% of the price of a
stock to be able to complete the purchase)
led to rampant speculation (occurs when
investors buy shares of stock in a company
for the sole purpose of selling them once they
increase in value), which led to falsely high
stock prices
 Bank failures – once the stock market
crashed, fearful that banks would fail, millions
of Americans began to withdraw their money.
Virtually overnight, they put thousands of
banks in peril. The more money Americans
withdrew, the more banks failed, and the
more banks failed, the more money
Americans withdrew. Banks were not secure
and the money in them was not insured if
banks failed.
 The monetary policy of the Federal Reserve
System – the "Fed" indirectly sets interest
rates because it loans money, at a base rate,
to commercial banks. In 1928 and 1929, the
Fed raised interest rates to try to curb Wall
Street speculation.
US.16C
Analyze the effects of the Great Depression on
the U.S. economy and society such as
widespread unemployment and deportation
and repatriation of people of European and
Mexican heritage and others.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Readiness Standard
Analyze
EFFECTS OF THE GREAT DEPRESSION ON
THE U.S. ECONOMY AND SOCIETY
Including, but not limited to:
 Widespread unemployment – by 1933
unemployment was at 25% (according to
Bureau of Labor Statistics).
 Deportation and repatriation of people of
European and Mexican heritage – in the
1930s, the U.S. government looked for ways
to ease the country's financial hardship. In
order to make more jobs available, the
government deported many people of
European and Mexican heritage.
US.16D
Compare the New Deal policies and its
opponents' approaches to resolving the
economic effects of the Great Depression.
Supporting Standard
Compare
NEW DEAL POLICIES AND ITS OPPONENTS'
APPROACHES TO RESOLVING THE
ECONOMIC EFFECTS OF THE GREAT
DEPRESSION
Including, but not limited to:
Roosevelt
 Introduced higher
taxes on the rich
 Believed if it was
good for business,
then it was good for
America
 New Deal divided
Opponents
 Believed too
generous to the
corporate interests
 Confiscate any
personal fortune
over $3 million and
use this money to
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
into three parts
(Relief, Reform, and
Recovery)
US.16E
give each family in
America
 Promised a national
minimum wage, old
age pensions, and
cheap food for the
poor (opinions of
Huey Long)
Describe how various New Deal agencies and
programs, including the Federal Deposit
Insurance Corporation, the Securities and
Exchange Commission, and the Social Security
Administration, continue to affect the lives of
U.S. citizens.
Supporting Standard
Describe
VARIOUS NEW DEAL AGENCIES AND
PROGRAMS
Including, but not limited to:
 FDIC – Federal Deposit Insurance
Corporation
 SEC – Security and Exchange Commission –
regulate the stock markets and businesses
 SSA – Social Security Administration –
retirement savings
 Expectation that government should step in
during economic crises or when the people
are suffering
 AAA – Agriculture Adjustment Act – drastic
measure to raise agricultural prices by limiting
the surplus/supply
 TVA – Tennessee Valley Authority – brings
electrical power to poverty-stricken rural
areas of Tennessee, Mississippi, Alabama
and other states; also provided jobs to the
area.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
US.17
Economics. The student understands the
economic effects of World War II and the Cold
War. The student is expected to:
US.17A
Describe the economic effects of World War II
on the home front such as the end of the Great
Depression, rationing, and increased
opportunity for women and minority
employment.
Readiness Standard
Describe
ECONOMIC EFFECTS OF WORLD WAR II ON
THE HOME FRONT
Including, but not limited to:
 End of the Great Depression – WW II marked
the end of the Great Depression as we
transitioned into a wartime economy
 Rationing – many items were controlled by
the government for use in the war effort: gas,
tires, scrap metal, nylon, food stuff, etc.;
ration cards
 Female employment – as millions of men
were put into uniform, women entered the
workforce to replace them as workers –
“Rosie the Riveter”; women also went into the
military through the Women’s Army Corps
(WACS) and the Women Accepted for
Volunteer Emergency Service (WAVES) and
other organizations
 Halting production of non-essential items,
such as cars, and shifting of African American
workers to West and North.
 WW II brought economic prosperity and
affluence to U.S., but greatly increased the
national debt.
 Western migration; growth of suburbs;
population movement to the Sun Belt
US.17B
Identify the causes of prosperity in the 1950s,
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
including the Baby Boom and the impact of the
GI Bill (Servicemen's Readjustment Act of
1944), and the effects of prosperity in the 1950s
such as increased consumption and the
growth of agriculture and business.
Readiness Standard
Identify
PROSPERITY IN THE 1950s
Including, but not limited to:
 Baby boom – with the increase in marriages
and general prosperity, the U.S. added
millions of new consumers to its population
during the post-WW II years.
 Impact of the GI Bill (Servicemen's
Readjustment Act of 1944) – provided federal
aid to help veterans adjust to civilian life in the
areas of hospitalization, purchase of homes
and businesses, and, especially, education.
(The Federal Government subsidized tuition,
fees, books, and educational materials for
veterans and contributed to living expenses
incurred while attending college or other
approved institutions.)
 Effects of prosperity in the 1950s
 Increased consumption – in part due to
increase in population, but also as a result
of increased disposable income with an
expanding economy
 Growth of agriculture and business – in
part due to increase in population,
technological improvements
US.17C
Describe the economic impact of defense
spending on the business cycle and education
priorities from 1945 to the 1990s.
Supporting Standard
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Describe
ECONOMIC IMPACT OF DEFENSE SPENDING
ON THE BUSINESS CYCLE AND EDUCATION
PRIORITIES FROM 1945 TO THE 1990s
Including, but not limited to:
 Cold War fueled businesses, especially high
tech industries and research and
development (e.g., Rand Corp.) and steadily
increased government defense spending
 Cold War led to creation of a huge national
security apparatus
 Military Industrial Complex and weapons of
mass destruction, NASA, Space Race
 NDEA – National Defense Education Act
(passed in 1958) in response to the launching
of Sputnik by the Soviet Union (education
priorities were focused on math and science)
US.17D
Identify actions of government and the private
sector such as the Great Society, affirmative
action, and Title IX to create economic
opportunities for citizens and analyze the
unintended consequences of each.
Supporting Standard
Identify
ACTIONS OF GOVERNMENT AND PRIVATE
SECTOR TO EXPAND ECONOMIC
OPPORTUNITIES
Including, but not limited to:
 Great Society – set of domestic programs
designed to eliminate poverty and racial
injustice
 Affirmative Action – means positive steps
taken to increase the representation of
women and minorities in areas of
employment, education, and business from
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
which they have been historically excluded
 Title IX – "No person in the United States
shall, on the basis of sex, be excluded from
participation in, be denied the benefits of, or
be subjected to discrimination under any
education program or activity receiving
Federal financial assistance..." Title IX is best
known for its impact on high school and
collegiate athletics.
 Federal Housing Authority – improve housing
standards and conditions; insurance of
mortgages
 Head Start and Upward Bound – foster
healthy development of young children from
low income families
US.17E
Describe the dynamic relationship between
U.S. international trade policies and the U.S.
free enterprise system such as the
Organization of Petroleum Exporting Countries
(OPEC) oil embargo, the General Agreement of
Tariffs and Trade (GATT), and the North
American Free Trade Agreement (NAFTA).
Readiness Standard
Describe
DYNAMIC RELATIONSHIP BETWEEN U.S.
INTERNATIONAL TRADE POLICIES AND FREE
ENTERPRISE SYSTEM
Including, but not limited to:
 OPEC – organization consists of 12 member
countries (primary goal is to stabilize the oil
market by balancing supply and demand)
 GATT– General Agreement on Tariffs and
Trade (encouraged free trade between
member nations by regulating and reducing
tariffs)
 NAFTA – North American Free Trade
Agreement (free trade agreement between
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Canada, the United States, and Mexico)
US.18
Economics. The student understands the
economic effects of increased worldwide
interdependence as the United States enters
the 21st century. The student is expected to:
US.18A
Discuss the role of American entrepreneurs
such as Bill Gates, Sam Walton, Estée Lauder,
Robert Johnson, Lionel Sosa, and millions of
small business entrepreneurs who achieved
the American dream.
Supporting Standard
Discuss
ROLE OF AMERICAN ENTREPRENEURS
Including, but not limited to:
 Bill Gates – developed a small software
business in his garage that eventually
employed numerous Americans and set the
standard in computer software
 Sam Walton – small-town general store
owner who believed he could bring important
goods to rural America. His store Walmart is
now known as an industry leader in supply
chain operations and brings low prices and
common goods to communities across the
world.
 Estée Lauder – listed as one of Times most
influential business people in 1998, Estée
Lauder grew up in New York and developed a
world renowned beauty company. The basis
of entrepreneurial skills were learned in her
father’s hardware store and working for her
uncle.
 Robert Johnson – founder of television
network BET (Black Entertainment Television)
 Lionel Sosa – founder of the largest Hispanic
advertising agency in Texas. (San Antonio
advertising agency: Sosa, Bromley, Aguilar,
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 151 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Noble, and Associates)
US.18B
Identify the impact of international events,
multinational corporations, government
policies, and individuals on the 21st century
economy.
Supporting Standard
Identify
IMPACT OF INTERNATIONAL EVENTS,
MULTINATIONAL CORPORATIONS,
GOVERNMENT POLICIES, AND INDIVIDUALS
ON THE 21st CENTURY ECONOMY
Including, but not limited to:
 Increased globalism has helped spur growth
in the American economy. With increased
investments, quantity, quality, and reduced
price of goods, the average American’s
standard of living has increased.
5.14
Government. The student understands the
organization of governments in colonial
America. The student is expected to:
5.14A
Identify the systems of government of early
European colonists; including
representative government and monarchy.
Identify
SYSTEMS OF GOVERNMENT OF EARLY
EUROPEAN COLONISTS
Including, but not limited to:
 Representative government – government
based on the belief that power is held by
the people and exercised through the
efforts of their elected representatives
 Monarchy – an example of rule by one. In
a monarchy, a single ruler controls
government and claims the responsibility
due to divine or hereditary right. Either
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
birth or God determines who will rule, the
people do not.
 Limited government – the power of the
king or government is limited
5.14B
Identify examples of representative
government in the American colonies,
including the Mayflower Compact and the
Virginia House of Burgesses.
Identify
EXAMPLES OF REPRESENTATIVE
GOVERNMENT IN THE AMERICAN
COLONIES
Including, but not limited to:
 Mayflower Compact – governing
document written aboard the Mayflower
that set out rules that those onboard
agreed to follow. It was a form of
government written by and agreed to by
the people to be governed. Primary
principles included the good of the
settlement and will of the majority.
(November, 1620)
 Virginia House of Burgesses – Virginia
Company set up the House of Burgesses,
which was a governing body for the
colony of Virginia; it was made up of
elected representatives. It was the first
representative government set up in the
American colonies; it met first in 1619. It
served as a model for other colonies.
5.15
Government. The student understands
important ideas in the Declaration of
Independence, the U.S. Constitution, and
the Bill of Rights. The student is expected
to:
8.15
Government. The student understands the
American beliefs and principles reflected in
the Declaration of Independence, the U.S.
Constitution, and other important historic
documents. The student is expected to:
5.15A
Identify the key elements and the purposes,
and explain the importance of the
Declaration of Independence.
8.15A
Identify the influence of ideas from historic
documents, including the Magna Carta, the
English Bill of Rights, the Mayflower
Compact, the Federalist Papers, and
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
Identify, Explain
EIGHTH GRADE
U.S. HISTORY
selected Anti–Federalist writings, on the U.S.
system of government.
KEY ELEMENTS, PURPOSES,
IMPORTANCE OF THE DECLARATION OF
INDEPENDENCE
Including, but not limited to:
Readiness Standard
Identify
INFLUENCE OF IDEAS FROM HISTORIC
DOCUMENTS ON THE U.S. SYSTEM OF
GOVERNMENT
 Key Elements
 Preamble
 Statement of belief in human rights
 Charges against human rights
 List of complaints (charges against the
King)
 Statement of separation
 Signatures
 Purposes – written as an open letter, the
Declaration was written to:
 Explain the colonists' position on the
purpose of government
 List the colonists' grievances against
King George III to show the legitimacy
of their actions to others
 Engender sympathy (and monetary
support) and encourage reluctant
colonists (and British subjects) to join
them
 Encourage foreign nations to help
them
 Importance
 Set out the founding principles upon
which the United States came to be
built
Including, but not limited to:
 Magna Carta (1215) – limited the power of
the King (Constitution limits the power of
the central government)
 English Bill of Rights – listed individual
rights (model for the Bill of Rights in the
Constitution, first 10 Amendments)
 Mayflower Compact – written by the
Pilgrims in 1620, an agreement that
established the idea of self-government
and majority rule
 Federalist Papers – support ratification of
the Constitution with a focus on the need
for a strong central government with
restricted powers (The Constitution sets up
for a strong central government with
separated powers and a system of checks
and balances.)
 Anti-Federalist writings – Anti-Federalists
opposed the Constitution because it lacked
protection of individual rights. (When the
Constitution was ratified, the first ten
amendments, Bill of Rights, were
immediately added to protect those rights.)
 Began a nation by declaring the
answer to the questions, “Who are
we?” and “What do we believe?” that
have set the standard for freedom
around the world
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Key ideas
 All men are created equal
 Unalienable rights (include: life, liberty,
pursuit of happiness)
 Governments are instituted by men
deriving their just powers from the
consent of the governed
 Right of the people to alter or
abolish “government”
 These united colonies are, and of
right ought to be free and
independent states
 “The colonies are” absolved from all
allegiance to the British Crown
 as free and independent states,
they have full power to … “do” what
independent states may of right do
5.15B
Explain the purposes of the U.S.
Constitution as identified in the Preamble.
8.15B
Summarize the strengths and weaknesses of
the Articles of Confederation.
Explain
Supporting Standard
PURPOSES OF THE U.S. CONSTITUTION
IDENTIFIED IN THE PREAMBLE
Summarize
Including, but not limited to:
 Purposes identified in the Preamble
 To form a more perfect union (to join
together the colonies)
 To establish justice (define and protect
the rule of law)
 To insure domestic tranquility (to
prevent conflicts within or between the
states)
 To provide for the common defense (a
united power opposing any attacks)
 To promote the general welfare
(human rights and a stable society)
STRENGTHS AND WEAKNESSES OF THE
ARTICLES OF CONFEDERATION
Including, but not limited to:
 Articles created a “firm league of
friendship” where “each state retains its
sovereignty, freedom and independence.”
 Strengths of Articles
 States’ rights (result of strong fear of a
tyrannical leader)
 Confederation of states with equal voice
in Congress
 Congress had power to make war and
peace, sign treaties; raise an army and
navy; print money, and set up a postal
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
 To secure the blessings of liberty
(insure that the concept of freedom
endures)
 Weaknesses of Articles
 No national taxes (no ability to gain
national revenue to pay for army, navy,
or other national interests; had to ask
the states for money which they often
ignored)
 Purpose of the Constitution in general
 Define and limit the powers of the
government
 Establish the framework for the
government of the United States (3
branches: Congress as a bicameral
legislative branch, President as head
of executive branch, Supreme Court
as judicial branch)
 No federal court system (no ability to
settle disputes between states)
 Lack of strong federal government
(reduced ability to settle disputes over
state boundaries)
 No power to regulate commerce
(quarrels about taxes on goods that
crossed state borders)
The Preamble – "We the People of the United
States, in Order to form a more perfect Union,
establish Justice, insure domestic Tranquility,
provide for the common defense, promote the
general Welfare, and secure the Blessings of
Liberty to ourselves and our Posterity, do
ordain and establish this Constitution for the
United States of America."
5.15C
Explain the reasons for the creation of the
Bill of Rights and its importance.
Explain
REASONS FOR THE CREATION OF THE
BILL OF RIGHTS AND ITS IMPORTANCE
Including, but not limited to:
 Reasons for creation of Bill of Rights
 No federal leader (no “Executive” to lead
the country)
 Limited military = no protection
 Shay’s Rebellion showed that the
government could not keep order and a
stronger form of national government was
needed
8.15C
Identify colonial grievances listed in the
Declaration of Independence and explain
how those grievances were addressed in the
U.S. Constitution and the Bill of Rights.
Readiness Standard
Identify
COLONIAL GRIEVANCES LISTED IN THE
DECLARATION OF INDEPENDENCE
 Delineate individual rights that are fully
protected by law
Explain
 Reach a compromise to ensure
ratification by gaining support from the
Anti-Federalists
HOW THOSE GRIEVANCES WERE
ADDRESSED IN THE U.S. CONSTITUTION
AND THE BILL OF RIGHTS
 Importance of Bill of Rights
U.S. HISTORY
system
Including, but not limited to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
 Ensures individual human rights
protections
Grievance in
Declaration of
Independence
Taxation without
representation
King has absolute
power
Colonists not allowed to
speak out against the
King
Quartering Act forced
colonists to house
troops
Allowed homes to be
searched without
warrants
No trial by jury of peers
8.15D
U.S. HISTORY
Addressed in
Constitution
All states have
representation in
Congress, which sets
taxes
Congress has the
power to override
Presidential veto
1st Amendment –
freedom of Speech
3rd Amendment – no
quartering of Troops
4th Amendment – no
unwarranted search
and seizure
7th Amendment – trial
by jury
Analyze how the U.S. Constitution reflects
the principles of limited government,
republicanism, checks and balances,
federalism, separation of powers, popular
sovereignty, and individual rights.
Readiness Standard
Analyze
U.S. CONSTITUTION REFLECTS THE
PRINCIPLES OF LIMITED GOVERNMENT,
REPUBLICANISM, CHECKS AND BALANCES,
FEDERALISM, SEPARATION OF POWERS,
POPULAR SOVEREIGNTY, AND INDIVIDUAL
RIGHTS
Including, but not limited to:
 Limited government – the Constitution and
laws define the limits of those in power so
they cannot take advantage of their
elected, appointed, or inherited positions.
Everyone, including all authority figures,
must obey the laws (rule of law).
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Government is restricted in what it may do.
 Republicanism is a philosophy of limited
government with elected representatives
serving at the will of the people;
government is based on the consent of the
governed.
 Checks and balances – system that does
not allow any one branch of the
government to have too much power (e.g.,
the president can veto legislation passed
by Congress, but Congress can override
the veto; the Senate confirms major
appointments made by the President; the
courts may declare acts passed by
Congress as unconstitutional)
 Federalism is the distribution of power
between a federal government and the
states within a union. In the Constitution,
certain powers are delegated to only
states, others only to the federal
government, and others are shared
powers.
 Separation of powers – the branches
included the legislative branch known as
"Congress" made up of a "House of
Representatives" and a "Senate," the
executive branch known as the
"President," and the judicial branch known
as the "Supreme Court." The powers of the
legislative branch are outlined in Article I of
the U.S. Constitution. The President would
lead the executive branch, which carried
out the laws and ensured their just
application. These powers are outlined in
Article II of the U.S. Constitution. The
judicial branch, consisting of all courts of
the United States including the highest
court, the Supreme Court, would interpret
and apply the laws, ensuring that they are
just. Its powers are outlined in Article III.
 Popular sovereignty is the concept that
political power rests with the people who
can create, alter, and abolish government.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
People express themselves through voting
and free participation in government.
 Individual rights – many opposed the
Constitution in 1787 because they believed
it did not offer adequate protection of
individual rights. The Bill of Rights, ratified
in 1791, was created to correct this. The
individual rights protected in the Bill of
Rights include economic rights related to
property, political rights related to freedom
of speech and press, and personal rights
related to bearing arms and maintaining
private residences.
8.16
Government. The student understands the
process of changing the U.S. Constitution
and the impact of amendments on American
society. The student is expected to:
8.16A
Summarize the purposes for and process of
amending the U.S. Constitution.
Readiness Standard
Summarize
PURPOSES FOR AND PROCESS OF
AMENDING THE U.S. CONSTITUTION
Including, but not limited to:
 Purpose – the Constitution can be
changed or amended when it is deemed
necessary by the people to adjust to
changing times and to maintain a “living”
document.
 Process – proposal by Congress (by twothirds vote of both houses) or proposal
from a convention called by two-thirds of
the states. It then goes to the state
legislatures to be ratified, must have threefourths of the votes to pass OR passage
by three-fourths of the votes in special
state conventions.
8.16B
Describe the impact of 19th-century
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
amendments, including the 13th, 14th, and
15th amendments, on life in the United
States.
Readiness Standard
Describe
IMPACT OF 19th–CENTURY AMENDMENTS,
INCLUDING THE 13th, 14th, AND 15th
AMENDMENTS, ON LIFE IN THE UNITED
STATES
Including, but not limited to:
 13th Amendment – abolished slavery
 14th Amendment – granted citizenship
rights and the nature of citizenship to be
fully addressed, provided the rights of a
citizen (trial by jury, etc.) to freed slaves.
 15th Amendment – ensured voting to be a
right of citizenship, granted freed male
slaves the right to vote
US.19
Government. The student understands
changes in the role of government over time.
The student is expected to:
US.19A
Evaluate the impact of New Deal legislation on
the historical roles of state and federal
governments.
Readiness Standard
Evaluate
IMPACT OF NEW DEAL LEGISLATION ON
HISTORICAL ROLES OF STATE AND FEDERAL
GOVERNMENTS
Including, but not limited to:
 There are conflicting arguments about the
New Deal legislation. One school of thought
argued that an increase in the role of
government was intrusive and detrimental.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Others argued that the increase in the role of
government was needed in order to restore
the economy.
 Changed the way many citizens view the
responsibilities of the government
US.19B
Explain constitutional issues raised by federal
government policy changes during times of
significant events, including World War I, the
Great Depression, World War II, the 1960s, and
9/11.
Readiness Standard
Explain
CONSTITUTIONAL ISSUES RAISED BY
FEDERAL GOVERNMENT POLICY CHANGES
DURING TIMES OF SIGNIFICANT EVENTS
Including, but not limited to:
 WW I – soon after declaring war on Germany
and its allies in 1917, Congress ruled that the
U.S. mail could not be used for sending any
material urging "treason, insurrection or
forcible resistance to any law." It punished
offenders with a fine of up to $5,000 and a
five-year prison term.
 Great Depression – Roosevelt’s attempt to
increase the number of Supreme Court
justices from 9 to 13 would have created a
shift in the “separation of powers” and
“checks and balances”
 WW II – soon after the bombing of Pearl
Harbor, President Roosevelt signed Executive
Order 9066, which authorized the military to
remove Japanese-Americans from America's
West Coast and into internment camps.
 1960s – the debate regarding the Gulf of
Tonkin incident caused the creation of the
War Powers Act, which placed restrictions on
the executive branch’s ability to send
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
American troops into combat
 9/11 – Patriot Act (Uniting and Strengthening
America by Providing Appropriate Tools
Required to Intercept and Obstruct
Terrorism), purpose of the USA PATRIOT Act
is to deter and punish terrorist acts in the
United States and around the world, to
enhance law enforcement investigatory tools,
and other purposes
US.19C
Describe the effects of political scandals,
including Teapot Dome, Watergate, and Bill
Clinton's impeachment, on the views of U.S.
citizens concerning trust in the federal
government and its leaders.
Supporting Standard
Describe
EFFECTS OF POLITICAL SCANDALS
Including, but not limited to:
 Teapot Dome – scandal concerning the
secret lease of oil rights to private companies
from government-owned land in Wyoming
during the Harding administration.
 Watergate – brought the actions of President
Nixon under suspicion, and people began to
question his authority and power
 President Clinton’s impeachment – the
second American president to have faced an
impeachment trial; occurred when the Senate
and the public began to question his authority
and power
US.19D
Discuss the role of contemporary government
legislation in the private and public sectors
such as the Community Reinvestment Act of
1977, USA PATRIOT Act of 2001, and the
American Recovery and Reinvestment Act of
2009.
Supporting Standard
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Discuss
ROLE OF CONTEMPORARY GOVERNMENT
LEGISLATION IN THE PRIVATE AND PUBLIC
SECTORS
Including, but not limited to:
 Community Reinvestment Act of 1977 –
encouraged banks and savings associations
to meet the needs of borrowers in their local
communities. This was an effort to reduce
discriminatory practices against low and
moderate-income neighborhoods.
 American Recovery and Reinvestment Act of
2009 – economic stimulus package intended
to create jobs, promote investment, and
increase consumer spending during the
recession
 PATRIOT Act (Uniting and Strengthening
America by Providing Appropriate Tools
Required to Intercept and Obstruct Terrorism)
– purpose of the Act is to deter and punish
terrorist acts in the United States and around
the world, to enhance law enforcement
investigatory tools, and other purposes
US.19E
Evaluate the pros and cons of U.S.
participation in international organizations and
treaties.
Supporting Standard
Evaluate
PROS AND CONS OF U.S. PARTICIPATION IN
INTERNATIONAL ORGANIZATIONS AND
TREATIES
Including, but not limited to:
 Pros
 Influence international policy
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Protect American interest
 Protect American security
 Assist other countries
 Cons
 Potential loss of American sovereignty
 Potential loss of American security
5.16
Government. The student understands the
framework of government created by the
U.S. Constitution of 1787. The student is
expected to:
5.16A
Identify and explain the basic functions of
the three branches of government.
8.17
Government. The student understands the
dynamic nature of the powers of the national
government and state governments in a
federal system. The student is expected to:
Identify, Explain
BASIC FUNCTIONS OF THE THREE
BRANCHES OF GOVERNMENT
US.20
Government. The student understands the
changing relationships among the three
branches of the federal government. The
student is expected to:
US.20B
Evaluate the impact of relationships among the
legislative, executive, and judicial branches of
government, including Franklin D. Roosevelt's
attempt to increase the number of U.S.
Supreme Court justices and the presidential
election of 2000.
Readiness Standard
Including, but not limited to:
Evaluate
 Executive Branch (President, VicePresident, and Cabinet) – carry out
(execute) the laws and recommend new
ones
IMPACT OF RELATIONSHIPS AMONG
BRANCHES OF GOVERNMENT
 Legislative Branch (Congress, i.e., the
House of Representatives and the
Senate) – make laws
Including, but not limited to:
 Franklin Roosevelt's attempt to increase the
number of U.S. Supreme Court justices
 Judicial Branch (Supreme Court) –
interpret the Constitution, review laws,
and decide cases involving states' rights
 Impact – each branch of government
became more aware of the important
nature of the checks and balances
 Presidential Election of 2000 (though Gore
won the popular vote, Bush won the electoral
vote)
 Impact – evolved from just the voting
machines to greater scrutiny of elections
themselves
5.16B
Identify the reasons for and describe the
system of checks and balances outlined in
the U.S. Constitution.
8.17A
Analyze the arguments of the Federalists and
Anti–Federalists, including those of
Alexander Hamilton, Patrick Henry, James
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Madison, and George Mason.
Identify, Describe
Readiness Standard
REASONS FOR SYSTEMS OF CHECKS AND
BALANCES IN THE U.S. CONSTITUTION
Analyze
Including, but not limited to:
ARGUMENTS OF THE FEDERALISTS AND
ANTI-FEDERALISTS
 Reasons for system of checks and
balances
 Limit powers of each branch, so that
no branch will become too powerful
 System of checks and balances
 Relative to making laws
 Executive branch can veto or
approve laws
 Legislative makes the laws or can
override Presidential veto
 Judicial decides if laws are
constitutional
Including, but not limited to:
 Federalists – argued for a stronger national
government because under the Articles of
Confederation, the weak national
government set the United States up for
failure
 Anti-Federalists – argued that states’ rights
should remain powerful over key issues;
remained of the opinion that we fought the
Revolution to get away from strong central
government; believed that the Constitution
should protect individual rights
 Anti-Federalists
 Patrick Henry – was so opposed to the
idea of a stronger national government
that he refused to attend the
Philadelphia Convention because he
“smelled a rat” (influential leader from
the Colonists’ protest against England
with his speech “Give me Liberty or Give
me Death”)
 George Mason – leader of the AntiFederalists; believed in the need to
restrict governmental power and
supported protection of individual rights;
served as a delegate from Virginia at the
Constitutional Convention
 Federalists
 Alexander Hamilton – wanted to go
beyond the stated powers of the
Constitution; used the “necessary and
proper” clause to justify forming a
National Bank that was necessary and
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
proper for the United States economy to
develop; served as a delegate from New
York at the Constitutional Convention
 James Madison – known as the “Father
of the Constitution”; helped to write the
Federalist Papers with John Jay and
Alexander Hamilton; authored the first
10 Amendments (the Bill of Rights) to
compromise with the Anti-Federalists
5.16C
Distinguish between national and state
governments and compare their
responsibilities in the U.S. federal system.
8.17B
Explain constitutional issues arising over the
issue of states' rights, including the
Nullification Crisis and the Civil War.
Distinguish between, Compare
Readiness Standard
NATIONAL AND STATE GOVERNMENTS
AND THEIR RESPONSIBILITIES IN THE U.S.
FEDERAL SYSTEM
Explain
Including, but not limited to:
 Governments are set up to make society
a better, more orderly place to live. They
do so by providing rules for conduct, by
providing punishments for disobeying the
rules, and by providing services to the
people.
 National (federal) government
 To lay and collect import duties
 To pay the debts of the U.S.
government
 To regulate immigration
 To coin money
 To provide and regulate postal
services
 To establish protection for intellectual
property, including patent, copyright,
and trademark rights
 To declare war
 To raise, support, and regulate the
CONSTITUTIONAL ISSUES ARISING OVER
THE ISSUE OF STATES' RIGHTS
Including, but not limited to:
 Nullification Crisis and states’ rights –
revolved around the ability of a state to
declare federal laws unconstitutional
 In 1828, the Tariff of Abominations was
passed, resulting in a higher tariff. In 1832,
a lower tariff was passed, but this still
angered South Carolinians, led by Senator
John C. Calhoun. South Carolina declared
the federal tariff null and void within its
borders. Delegates to a special convention
urged the state legislature to take military
action and to secede from the union if the
federal government demanded the
customs duties. To prevent a civil war,
Henry Clay proposed the Compromise
Tariff of 1833; government lowers tariff and
backs down.
 Civil War – Southern states thought they
had the right to secede
 Issues: right to own slaves as property
and federal tariffs; the Civil War brings
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
armed forces
 To guarantee a republican form of
government to the states
 To enter into a treaty
EIGHTH GRADE
U.S. HISTORY
the issue of states’ rights to a close; the
federal government emerges as the
dominant authority and the Union is
restored
 To admit new states into the Union

State government
 Amendment 10 – “The powers not
delegated to the United States by the
Constitution, nor prohibited by it to the
States, are reserved to the States
respectively, or to the people.” This
has come to include:
 Ratify amendments
 Manage public health and safety
 Oversee trade within the state
 Make and enforce laws (power
shared with national government)
 Levy taxes (power shared with
national government)
 Borrow money (power shared with
national government)
 Enforce and execute laws of the
national government
 Public education
 State highways
 Article 4
 Extradite criminals to the state where
they committed the crime
US.20A
Evaluate the impact of events, including the
Gulf of Tonkin Resolution and the War Powers
Act, on the relationship between the legislative
and executive branches of government.
Supporting Standard
Evaluate
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
IMPACT OF EVENTS ON RELATIONSHIP
BETWEEN LEGISLATIVE AND EXECUTIVE
BRANCHES
Including, but not limited to:
 Gulf of Tonkin Resolution and War Powers
Act deal with presidential war powers.
 Gulf of Tonkin Resolution gave President
Johnson authorization (without formal
declaration of war by Congress) to use
conventional military force in Southeast Asia.
 War Powers Act (1973) limits the ability of the
President to send troops into combat areas
without congressional approval.
8.18
Government. The student understands the
impact of landmark Supreme Court cases.
The student is expected to:
8.18A
Identify the origin of judicial review and
analyze examples of congressional and
presidential responses.
US.21
Government. The student understands the
impact of constitutional issues on American
Society. The student is expect to:
Readiness Standard
Identify, Analyze
ORIGIN OF JUDICIAL REVIEW AND
EXAMPLES OF CONGRESSIONAL AND
PRESIDENTIAL RESPONSES
Including, but not limited to:
 It originated from the ruling on Marbury v.
Madison. Supreme Court Chief Justice
John Marshall declared that the Supreme
Court’s (Judicial Branch) duty is to interpret
the law (according to the U.S.
Constitution). If the Supreme Court
decides a law violates the U.S.
Constitution, it cannot go into effect or if it
is already in effect, it is no longer legal.
This allowed a balance between the three
branches of government and allows the
Supreme Court to determine the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
constitutionality of laws made by
Congress.
 Examples of Congressional Response and
Presidential Response to judicial review
 Congressional Response: The Missouri
Compromise (1820) which included
provisions to ban slavery in some
federal territories was eventually
overturned by the Dred Scott v.
Sanford (1857) decision during the
Taney court. The legislature
responded with the abolition of
slavery through the 13th amendment
(1865).
 Presidential Response: In Worcester v.
Georgia (1832) the court ruled in
favor of Worcester. The U.S.
government and not the state of
Georgia had the authority to make
treaties or any type of regulations
with Native Americans. President
Andrew Jackson responded by
enforcing the Indian Removal Act.
He also responded by siding with
Georgia and chose not to enforce the
Supreme Court ruling.

Presidential Response: In Ex parte
Merryman (1866), the Taney court
ruled that President Lincoln’s
suspension of habeas corpus was
unconstitutional. Lincoln acted
without congressional approval.
Lincoln defended his authorization
for the suspension of habeas corpus
primarily because the nation was at
war. Congress enacted the Habeas
Corpus Suspension Act (1863) which
authorized the suspension of habeas
corpus and relieved the president
from being held liable for acting
without congressional approval.
8.18B
Summarize the issues, decisions, and
significance of landmark Supreme Court
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
cases, including Marbury v. Madison,
McCulloch v. Maryland, and Gibbons v.
Ogden.
Supporting Standard
Summarize
ISSUES, DECISIONS, AND SIGNIFICANCE OF
LANDMARK SUPREME COURT CASES
Including, but not limited to:
8.18C
Case
Marbury v.
Madison
Issue
Jefferson
ordered
Madison not to
deliver Adams’
last-minute
judicial
appointments
McCulloch
v. Maryland
Maryland
wanted to tax
its branch of
the national
bank
Gibbons v.
Ogden
Steamship
operators
fought over
shipping rights
on Hudson
River in both
New York and
New Jersey
Decision
Law that
allowed
Marbury to
sue Madison
for delivery of
his
appointment
was
unconstitution
al
States cannot
claim to have
power over
the federal
government
Only the
federal
government
has power to
regulate
interstate
commerce
Significance
Establishes
judicial review
Federal
government
is upheld as
the supreme
law of the
land
Federal
government’s
power
reinforced
Evaluate the impact of selected landmark
Supreme Court decisions, including Dred
Scott v. Sandford, on life in the United
States.
Supporting Standard
Analyze the effects of landmark U.S. Supreme
Court decisions, including Brown v. Board of
Education, and other U.S. Supreme Court
decisions such as Plessy v. Ferguson,
Hernandez v. Texas, Tinker v. Des Moines,
Wisconsin v. Yoder, and White v. Regester.
Evaluate
Readiness Standard
IMPACT OF SELECTED LANDMARK
SUPREME COURT DECISIONS ON LIFE IN
THE UNITED STATES
Analyze
Including, but not limited to:
US.21A
EFFECTS OF LANDMARK U.S. SUPREME
COURT DECISIONS
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
 Dred Scott v. Sanford decision – it denied
citizenship of slaves; slaves were property;
made the Missouri Compromise
unconstitutional because it limited areas
allowed for slavery. The South favored the
decision, but the North did not, causing
further tension between the North and
South.
U.S. HISTORY
Including, but not limited to:
 Effects – Courts took far-reaching actions that
impacted life in the U.S.
 Landmark cases
 Plessy v. Ferguson (1896) – The U.S.
Supreme Court ruled that states can
constitutionally enact legislation requiring
persons of different races to use “separate
but equal” segregated facilities.
 Example of Effects: Facilities such as
bathrooms, theaters, railroad cars,
etc., remained segregated and often
unequal
 Brown v. Board of Education (1954) – The
U.S. Supreme Court ruled that “racially
segregated schools are inherently
unequal.”
 Example of Effects: Pressured states
to bring an end to state supported
segregation of public facilities
 Hernandez v. Texas (1954) – The U.S.
Supreme Court ruled that Mexican
Americans and all other racial groups in
the U.S. have equal protection under the
14th Amendment. The systematic
exclusion of persons of Mexican ancestry
from juries violated the Constitution.
 Example of Effects: Mexican
Americans could not be excluded from
participating in juries
 Tinker v. Des Moines (1969) – The U.S.
Supreme Court ruled that students had the
right to wear armbands to school to protest
the Vietnam War. It defined the
constitutional rights of students (freedom
of speech protected by the 1st
Amendment)
 Example of Effects: opened
opportunities for interpretation of free
speech to also mean freedom of
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
expression
 Wisconsin v. Yoder (1972) – The U.S.
Supreme Court decided Amish children
could not be placed in compulsory schools
past 8th grade because it violated the
parents’ rights to freedom of religion (Free
Exercise Clause)
 Example of Effects: Prohibited states
from claiming absolute right to compel
school attendance beyond the eighth
grade or to intrude in how families
raise their children
 White v. Regester (1973) – case in which
a District Court challenged the 1970 Texas
reapportionment of legislative districts. The
U.S. Supreme Court decided that the
restructuring discriminated against
different groups in various districts
US.21B
Discuss historical reasons why the
constitution has been amended.
Supporting Standard
Discuss
HISTORICAL REASONS WHY THE
CONSTITUTION HAS BEEN AMENDED
Including, but not limited to:
 16th – income tax
 17th – direct election of Senators
 18th – prohibition of the sale of alcohol
 19th – women’s right to vote
 20th – presidential terms and succession
 21st – repeal of prohibition
 22nd – two-term limit to the Presidency
 23rd – presidential vote (electorates) given to
Washington, D.C.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 24th – forbids poll tax
 25th – presidential succession and disability
 26th – right to vote at age 18
 27th – compensation for Senators and
Representatives
US.21C
Evaluate constitutional change in terms of
strict construction versus judicial
interpretation.
Evaluate
CONSTITUTIONAL CHANGE IN TERMS OF
STRICT CONSTRUCTION VERSUS JUDICIAL
INTERPRETATION
Including, but not limited to:
 Strict construction is when the judiciary
makes decisions based on the strict text and
reading of the Constitution.
 Judicial interpretation is a judicial theory that
involves how the judiciary branch could
interpret the constitution or a law; they make
decisions based on the text of the document
or their belief on the intent of document.
5.17
Citizenship. The student understands
important symbols, customs, celebrations,
and landmarks that represent American
beliefs and principles and contribute to our
national identity. The student is expected
to:
5.17A
Explain various patriotic symbols,
including Uncle Sam, and political symbols
such as the donkey and elephant.
Explain
VARIOUS PATRIOTIC SYMBOLS AND
LANDMARKS
Including, but not limited to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Uncle Sam – national personification of
the United States and sometimes more
specifically of the American government
 Symbols – Donkey (Democratic party);
Elephant (Republican party)
5.17B
Sing or recite The Star-Spangled Banner
and explain its history.
Sing/Recite, Explain
STAR-SPANGLED BANNER
Including, but not limited to:
 “The Star-Spangled Banner” was officially
made the national anthem by Congress in
1931, although it already had been
adopted as such by the army and the
navy.
 Background – Francis Scott Key, a
lawyer, visited the British fleet in
Chesapeake Bay to secure the release of
Dr. William Beanes, who had been
captured after the burning of Washington,
D.C. The release was secured, but Key
was detained on ship overnight. In the
morning, he was so delighted to see the
American flag still flying over the fort that
he began a poem to commemorate the
occasion. That poem became the lyrics to
the Star-Spangled Banner; the music was
a popular British song.
5.17C
Recite and explain the meaning of the
Pledge of Allegiance.
Recite, Explain
MEANING OF THE PLEDGE OF
ALLEGIANCE
Including, but not limited to:
 "I pledge allegiance to the flag of the
United States of America, and to the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
republic for which it stands, one nation
under God, indivisible, with liberty and
justice for all."
 “Under God” was added in 1954.
5.17D
Describe the origins and significance of
national celebrations such as Memorial
Day, Independence Day, Labor Day,
Constitution Day, Columbus Day, and
Veterans Day.
Describe
ORIGINS AND SIGNIFICANCE OF
NATIONAL CELEBRATIONS
Including, but not limited to:
 Memorial Day – day of remembrance for
those who have died in our nation's
service. First observed after the Civil War
when flowers were placed on the graves
of Union and Confederate soldiers at
Arlington National Cemetery. Originally
called Decoration Day; first observed May
30, 1868. The celebration today
remembers all who have died while in
military service to the country.
 Independence Day – honors the birthday
of the United States of America and the
signing of the Declaration of
Independence on July 4, 1776. It is a day
of picnics and patriotic parades, a night of
concerts and fireworks, and a reason to
fly the American flag.
 Labor Day – celebrated the first Monday
in September. A creation of the labor
movement, it is dedicated to the social
and economic achievements of American
workers. It constitutes a yearly national
tribute to the contributions workers have
made to the strength, prosperity, and wellbeing of our country. The first Labor Day
holiday was celebrated on Tuesday,
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
September 5, 1882, in New York City, in
accordance with the plans of the Central
Labor Union.
 Constitution Day – Constitution Day
commemorates the signing of the U.S.
Constitution on September 17, 1787, by
members of the Constitutional
Convention.
 Columbus Day – celebrates Columbus’
arrival in the Americas, opening the New
World to Europe; celebrated the second
Monday of October. The first recorded
celebration of Columbus Day in the
United States took place on October 12,
1792, and was organized by The Society
of St. Tammany to commemorate the
300th anniversary of Columbus's landing.
 Veterans Day – an annual United States
holiday honoring military veterans. It is a
federal holiday observed on November
11, the anniversary of the cessation of
fighting during World War I – in 1918, at
th
th
th
the 11 hour of the 11 day of the 11
month.
5.17E
Explain the significance of important
landmarks, including the White House, the
Statue of Liberty and Mount Rushmore.
Explain
SIGNIFICANCE OF IMPORTANT
LANDMARKS
Including, but not limited to:
 White House – official home of the United
States President and family. Recognized
as the symbol of the United States, the
President and the President's
administration the White House also
houses offices of the executive branch
and is the location of official State
receptions and dinners.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Statue of Liberty – officially titled “Liberty
Enlightening the World,” the sculpture that
stands on Liberty Island in New York
Harbor was a gift of the people of France
on the 100th anniversary of the American
Revolution. Designed by sculptor Frédéric
Bartholdi, it was dedicated on October 28,
1886. The statue has become an iconic
symbol of freedom, and the poem by
Emma Lazarus on its base includes the
famous lines, “Give me your tired, your
poor, your huddled masses yearning to
breathe free."
 Mount Rushmore – carved into the granite
face of Mount Rushmore near Keystone,
South Dakota, Mount Rushmore features
60-foot sculptures of the heads of United
States presidents (in order from left to
right) George Washington, Thomas
Jefferson, Theodore Roosevelt, and
Abraham Lincoln. The statue reminds us
of the leadership and contributions to the
nation made by these men.
5.18
Citizenship. The student understands the
importance of individual participation in the
democratic process at the local, state and
national levels. The student is expected to:
5.18A
Explain how individuals can participate in
civic affairs at the local, state, and national
levels.
Explain
HOW INDIVIDUALS CAN PARTICIPATE IN
CIVIC AFFAIRS AT THE LOCAL, STATE,
AND NATIONAL LEVELS
Including, but not limited to:
 Educate yourself on issues
 Run for elected office
 Hold public officials to their word
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Vote
5.18B
Explain how to contact elected and
appointed leaders in the local, state, and
national governments.
Explain
HOW TO CONTACT ELECTED AND
APPOINTED LEADERS IN THE NATIONAL
GOVERNMENT
Including, but not limited to:
 Letters of petition
 Political websites
 Action polls
5.19
Citizenship. The student understands the
importance of effective leadership in
constitutional republic. The student is
expected to:
5.19A
Explain the contributions of the Founding
Fathers to the development of the national
government.
Explain
CONTRIBUTIONS OF THE FOUNDING
FATHERS TO THE DEVELOPMENT OF THE
NATIONAL GOVERNMENT
Including, but not limited to:
 George Washington
 Commander in Chief of the Continental
forces
 Headed the Virginia delegation to the
Constitutional Convention in
Philadelphia and was unanimously
elected presiding officer
 Unanimously elected president in 1789
and reelected in 1792
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Set precedent by not running for a
third term
 Thomas Jefferson
 Wrote the majority of the Declaration
of Independence, which explained the
reasons the colonies sought their own
government. These grievances were
later addressed in the U.S.
Constitution.
 James Madison
 Known as “the Father of the
Constitution,” he supported a strong
central government and wrote the first
12 amendments of which 10 were
ratified.
 Alexander Hamilton
 A leading federalist, favored a strong
central government and supported a
national bank
5.19B
Identify past and present leaders in the
national government, including the
president and various members of
Congress, and their political parties.
Identify
PAST AND PRESENT LEADERS IN THE
NATIONAL GOVERNMENT
Including, but not limited to:
 Present
 President
 Texas members of Congress
 Other key members of Congress
 Speaker of the House
 Senate Majority Leader
 Past
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Presidents
 Recent presidents
 Significant past presidents
 Members of Congress
 Significant local members of
Congress
5.19C
Identify and compare leadership qualities of
national leaders, past and present.
Identify, Compare
LEADERSHIP QUALITIES OF NATIONAL
LEADERS, PAST AND PRESENT
Including, but not limited to:
 Examples:
 Abraham Lincoln compared to Martin
Luther King, Jr. – leadership in their
work for racial equality
 Theodore Roosevelt compared to Al
Gore – leadership in their work for
conservation and environmentalism
 Henry Ford and Bill Gates –
entrepreneurs
US.22
Citizenship. The student understands the
concept of American exceptionalism. The
student is expected to:
US.22A
Discuss Alexis de Tocqueville's five values
crucial to America's success as a
constitutional republic: liberty, egalitarianism,
individualism, populism, and laissez-faire.
Supporting Standard
Discuss
ALEXIS DE TOCQUEVILLE'S FIVE VALUES
CRUCIAL TO AMERICA'S SUCCESS AS A
CONSTITUTIONAL REPUBLIC: LIBERTY,
EGALITARIANISM, INDIVIDUALISM, POPULISM,
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
AND LAISSEZ-FAIRE
Including, but not limited to:
 Liberty – individuals are free to pursue their
own work
 Egalitarianism – there are no social class
distinctions; the poor do not defer to the rich
and vice versa. Every man has the same
opportunity to succeed or fail.
 Individualism – hard work and labor are
considered key to becoming successful
 Populism – all individuals are allowed an
opinion and are able to voice it
 Laissez-Faire – hard work and money making
lead to success
US.22B
Describe how the American values identified
by Alexis de Tocqueville are different and
unique from those of other nations.
Describe
AMERICAN VALUES IDENTIFIED BY ALEXIS DE
TOCQUEVILLE ARE DIFFERENT AND UNIQUE
FROM THOSE OF OTHER NATIONS
Including, but not limited to:
 American values reinforce and reward the
spirit of hard work and money making vs.
other nations’ notions of heredity and that a
person is destined to remain in one social
group.
5.20
Citizenship. The student understands the
fundamental rights of American citizens
guaranteed in the Bill of Rights and other
amendments to the U.S. Constitution. The
student is expected to:
8.19
Citizenship. The student understands the
rights and responsibilities of citizens of the
United States. The student is expected to:
5.20A
Describe the fundamental rights
guaranteed by each amendment in the Bill
of Rights, including freedom of religion,
speech, and press; the right to assemble
8.19A
Define and give examples of unalienable
rights.
Readiness Standard
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
and petition the government; the right to
keep and bear arms; the right to trial by
jury; and the right to an attorney.
EIGHTH GRADE
U.S. HISTORY
Define
UNALIENABLE RIGHTS
Describe
Including, but not limited to:
FUNDAMENTAL RIGHTS GUARANTEED BY
EACH AMENDMENT IN THE BILL OF
RIGHTS
Including, but not limited to:
 First Amendment – freedom of religion,
speech, and press, right to assemble and
petition the government
 Unalienable rights – fundamental rights or
natural rights guaranteed to people
naturally, instead of by the law
 For example, in the Declaration of
Independence – life, liberty, pursuit of
happiness
 Second Amendment – the right to keep
and bear arms
 Seventh Amendment – the right to trial by
jury
 Sixth Amendment – the right to an
attorney (the right to … the assistance of
counsel)
 Third Amendment – prohibits, in
peacetime, the quartering of soldiers in
private homes without the owner's
consent
 Fourth Amendment – guards against
unreasonable searches and seizures
 Fifth Amendment – provides for “due
process” to protect against abuse of
government authority in a legal procedure
 Eighth Amendment – prohibits excessive
bail, excessive fines, and cruel and
unusual punishment
 Ninth Amendment – because it would be
impossible to list all rights, this
amendment, this amendment assures that
there are rights not specifically listed that
are also protected
 Tenth Amendment – explicitly states the
Constitution's principle of federalism by
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
providing that powers not granted to the
federal government nor prohibited to the
states by the Constitution are reserved,
respectively, to the states or the people
5.20B
Describe various amendments to the U.S.
Constitution such as those that extended
voting rights of U.S. citizens.
8.19B
Summarize rights guaranteed in the Bill of
Rights.
Readiness Standard
Describe
Summarize
VARIOUS AMENDMENTS TO THE U.S.
CONSTITUTION
RIGHTS GUARANTEED IN THE BILL OF
RIGHTS
Including, but not limited to:
Including, but not limited to:
 Amendments that extended voting rights
of U.S. citizens
 1st Amendment – freedom of speech,
press, religion, and assembly
 15th Amendment – prohibits each
government in the United States from
denying a citizen the right to vote based
on that citizen's "race, color, or previous
condition of servitude" (i.e., slavery). It
was ratified on February 3, 1870.
 2nd Amendment – bear arms
 3rd Amendment – no quartering troops
during times of peace
 4th Amendment – search and seizure
 5th Amendment – right to due process, not
to be tried for the same crime twice
(double jeopardy), and not to testify
against yourself
 19th Amendment – “The right of citizens
of the United States to vote shall not be
denied or abridged by the United States
or by any State on account of sex.”
 6th Amendment – right to speedy public
trial
 23rd Amendment – permits citizens in the
District of Columbia to vote for Electors
for President and Vice President. The
amendment was proposed by Congress
on June 17, 1960, and ratified by the
states on March 29, 1961. The first
Presidential election for which it was in
effect was the presidential election of
1964 (Lyndon Johnson).
 7th Amendment – right to trial by jury in
civil trials
 8th Amendment – right not to have
excessive bail and/or punishment
 9th Amendment – rights of the people
 10th Amendment – rights to the states
 26th Amendment – gives 18-year-olds the
right to vote
8.19C
Explain the importance of personal
responsibilities, including accepting
responsibility for one's behavior and
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
supporting one's family.
Explain
IMPORTANCE OF PERSONAL
RESPONSIBILITIES
Including, but not limited to:
 Accepting responsibility for one’s behavior
 The constitution is written to protect
one’s individual rights, but also to define
the consequences if one’s rights are not
respected.
8.19D
Identify examples of responsible citizenship,
including obeying rules and laws, staying
informed on public issues, voting, and
serving on juries:
Supporting Standard
Identify
EXAMPLES OF RESPONSIBLE CITIZENSHIP
Including, but not limited to:
 Obeying rules and laws, voting, and
serving on juries
8.19E
Summarize the criteria and explain the
process for becoming a naturalized citizen of
the United States.
US.22C
Describe U.S. citizens as people from
numerous places throughout the world who
hold a common bond in standing for certain
self-evident truths.
Supporting Standard
Summarize, Explain
Describe
CRITERIA AND PROCESS FOR BECOMING A
NATURALIZED CITIZEN OF THE UNITED
STATES
U.S. CITIZENS AS PEOPLE FROM NUMEROUS
PLACES THROUGHOUT THE WORLD WHO
HOLD A COMMON BOND IN STANDING FOR
CERTAIN SELF-EVIDENT TRUTHS
Including, but not limited to:
Including, but not limited to:
 A naturalized citizen is a person of foreign
birth who is granted full citizenship.
 The belief in the Constitution and the rights in
the Bill of Rights helps bond Americans
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 If you are not a U.S. citizen by birth or did
not acquire U.S. Citizenship automatically
after birth, you may be eligible to become a
citizen through the process of
Naturalization. This is done by the U.S.
Citizenship and Immigration Services.
together and gives the hope of liberty and a
better future for themselves and their
children.
 Apply for naturalization and pay a fee
 Fingerprinted
 Citizenship test
 Interview
 Oath ceremony
8.19F
Explain how the rights and responsibilities of
U.S. citizens reflect our national identity.
Explain
RIGHTS AND RESPONSIBILITIES OF U.S.
CITIZENS REFLECT OUR NATIONAL
IDENTITY
Including, but not limited to:
 Voting for elected officials
 Social activism (e.g., participating in
protests/petitions, writing Congressmen,
etc.)
 National identity is reflected by the
characteristics of responsibility,
independence and participation.
8.20
Citizenship. The student understands the
importance of voluntary individual
participation in the democratic process. The
student is expected to:
8.20A
Explain the role of significant individuals
such as Thomas Hooker, Charles de
Montesquieu, John Locke, William
Blackstone, and William Penn in the
development of self-government in colonial
America.
US.23
Citizenship. The student understands the
efforts to expand the democratic process. The
student is expected to:
Supporting Standard
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Explain
ROLE OF SIGNIFICANT INDIVIDUALS IN THE
DEVELOPMENT OF SELF-GOVERNMENT IN
COLONIAL AMERICA
Including, but not limited to:
 Thomas Hooker – reverend and leader of a
group of Boston Puritans that migrated to
Hartford, Connecticut; gave a sermon in
1638 that influenced the writing of the
Fundamental Orders of Connecticut (the
first written constitution in America and
included individual rights); believed in
democratic ideas such as elections
conducted by the people, people have the
power to limit the power of the
government, the government operates with
the consent of the governed
 Charles de Montesquieu – expanded on
Locke’s beliefs, added the judiciary to
Locke’s executive and legislature; wrote of
the separation of powers; believed that in a
republic, education is an absolute
necessity
 John Locke – European Enlightenment
philosopher; believed that personal liberty
could coexist with political order; consent is
the basis for government and fixes its
limits; government is a social contract with
limited powers and has obligations to its
creators; government can be modified by
its creators at any time (heavily influenced
Thomas Jefferson and the writing of the
Declaration of Independence); discussed
legislative and executive branches of a
government; wrote about unalienable
rights which included life, liberty and
protection of property
 William Blackstone – an English judge,
jurist, and professor who wrote the
historical and analytical treatise on
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
common law (Commentaries on the Laws
of England); considered as the definitive
pre-Revolutionary War source of common
law; believed strongly in religious
tolerance; supported the idea of selfdefense (later became the 2nd
Amendment); wrote about “natural rights”
which included life and liberty; on a
woman’s legal rights: “By marriage, the
husband and the wife are one person in
the law... the very being and legal
existence of the woman is suspended
during the marriage.”
 William Penn – he founded a colony in
present-day Pennsylvania where Quakers
could live according to their religious
beliefs and make political decision
according to those beliefs
8.20B
Supporting Standard
Explain how participation in the democratic
process reflects our national ethos, patriotism,
and civic responsibility as well as our progress
to build a "more perfect union."
Evaluate
Supporting Standard
CONTRIBUTIONS OF THE FOUNDING
FATHERS AS MODELS OF CIVIC VIRTUE
Explain
Evaluate the contributions of the Founding
Fathers as models of civic virtue.
Including, but not limited to:
 “Founding Fathers” applies to those
individuals who played a major role in
declaring independence, fighting the
Revolutionary War, or writing and adopting
the U.S. Constitution.
 “Civic” relates to involvement in a
community. Those with civic virtue go a
step beyond their obligations by taking an
active role in improving the community and
the experiences of other members of the
community.
US.23C
HOW PARTICIPATION IN THE DEMOCRATIC
SOCIETY REFLECTS NATIONAL ETHOS,
PATRIOTISM, AND CIVIC RESPONSIBILITY AS
WELL AS OUR PROGRESS TO BUILD A "MORE
PERFECT UNION."
Including, but not limited to:
 Right to vote, participation in various levels of
politics, recall, referendum
 Right to assemble
 Writing Congressional representatives
Examples
 George Washington – was Commander of
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
the Continental Army during the
Revolutionary War, served as President of
the Philadelphia Convention, served as our
first President
 John Adams – defended the British troops
after the Boston Massacre, worked with
Jefferson on the Declaration of
Independence, promoted the cause of
independence at the Continental
Congress, served as a diplomat oversees,
served as the first Vice President, and
served as the second President of the
United States
 Thomas Jefferson – wrote the Declaration
of Independence, fought for individual
liberties, served as the first Secretary of
State, served as the third President of the
United States
8.20C
Analyze reasons for and the impact of
selected examples of civil disobedience in
U.S. history such as the Boston Tea Party
and Henry David Thoreau's refusal to pay a
tax.
US.23A
Identify and analyze methods of expanding the
right to participate in the democratic process,
including lobbying, non–violent protesting,
court decisions, litigation and amendments to
the U.S. Constitution.
Supporting Standard
Readiness Standard
Analyze
Identify, Analyze
REASONS FOR AND THE IMPACT OF
SELECTED EXAMPLES OF CIVIL
DISOBEDIENCE IN U.S. HISTORY
METHODS OF EXPANDING THE RIGHT TO
PARTICIPATE IN THE DEMOCRATIC PROCESS
Including, but not limited to:
 Civil disobedience – the process of defying
codes of conduct within a community or
ignoring the policies and government of a
state or nation when the civil laws are
considered unjust. Examples of civil
disobedience include nonviolent actions
such as boycotts, protests and refusal to
pay taxes.
 Boston Tea Party (1773) – protest led by
the Sons of Liberty in which they dumped
Including, but not limited to:
 Lobbying – the act of persuading legislators
to vote for legislation that favors an advocacy
group
 Non-violent protesting – strategy that refuses
to use violence. The strength of nonviolence
lies in its ability to dramatically reduce the
moral legitimacy of those who persist in using
violent strategies against non-violent
opposition (e.g., Martin Luther King’s march
to Montgomery, Alabama).
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Court decisions – court decisions can declare
discriminatory laws as unconstitutional,
hence promoting equal participation (e.g.,
White v. Regester)
the British tea into Boston Harbor to
protest the Tea Act passed by Parliament;
the Boston Tea Party was a reaction to
taxation without representation
 Henry David Thoreau’s refusal to pay tax –
he did not pay taxes because he did not
want to support a government that allowed
slavery and fought a war with Mexico
(individual conscience/transcendentalism).
He wrote the essay “Civil Disobedience.”
He did not want people to break the law
indiscriminately, but he urged people to
challenge laws they considered unjust by
refusing to obey them. This is called
passive resistance. Leaders such as
Martin Luther King, Jr. followed Thoreau’s
advice.
 Litigation – laws are the legal method of
changing discriminatory practices; however,
they must be enforced for change to occur
(e.g., Voting Rights Act 1965)
 Amendments to the U.S. Constitution –
amending the constitution can drastically
change opportunities for participation in
government (e.g., 15th Amendment, 19th
Amendment)
US.23B
Evaluate various means of achieving equality
of political rights, including the 19th, 24th, and
26th amendments and congressional acts such
as the American Indian Citizenship Act of 1924.
Supporting Standard
Evaluate
VARIOUS MEANS OF ACHIEVING EQUALITY
OF POLITICAL RIGHTS
Including, but not limited to:
 Assembly – forming organizations, holding
rallies
 19th – women’s right to vote
 24th – eliminates poll tax
 26th – right to vote to age 18
 American Indian Citizenship Act of 1924 –
granted citizenship to all Native Americans
born in the United States
 Other (optional):
 Proposed ERA (Equal Rights Amendment)
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
8.21
Citizenship. The student understands the
importance of the expression of different
points of view in a constitutional republic.
The student is expected to:
8.21A
Identify different points of view of political
parties and interest groups on important
historical and contemporary issues.
U.S. HISTORY
Supporting Standard
Identify
DIFFERENT POINTS OF VIEW OF POLITICAL
PARTIES AND INTEREST GROUPS ON
IMPORTANT HISTORICAL AND
CONTEMPORARY ISSUES
Including, but not limited to:
American Revolution
 Loyalists – these were colonists who
remained loyal to the British monarchy and
disagreed with the Declaration of
Independence
 Patriots – the colonists who favored
separating from Britain and becoming their
own independent nation
 Neutrals – the colonists who remained
neutral, who chose not to take sides
Early Republic
 Democratic-Republicans
 Limited national government
 Strict construction of the Constitution
 Opposed National Bank and tariffs
 Agricultural economy
 Federalists
 Strong national government
 Loose construction of the Constitution
 Favored National Bank and tariffs
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
 Manufacturing and shipping-based
economy
Sectionalism and Civil War
 Supported the Union – North/Whigs
 Supported states' rights –
South/Democrats
8.21B
Describe the importance of free speech and
press in a constitutional republic.
Supporting Standard
Describe
THE IMPORTANCE OF FREE SPEECH AND
PRESS IN A CONSTITUTIONAL REPUBLIC
Including, but not limited to:
 Freedom of speech and press allow for the
protection of individual rights. Freedom to
express information, ideas, and opinions
that are free of government restrictions
based on content.
8.21C
Summarize a historical event in which
compromise resulted in a peaceful
resolution.
Supporting Standard
Summarize
HISTORICAL EVENTS IN WHICH
COMPROMISE RESULTED IN A PEACEFUL
RESOLUTION
Including, but not limited to:
Writing the Constitution
 Virginia Plan – large state plan that
proposed representation based on
population size
 New Jersey Plan – small state plan that
proposed equal representation among all
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
states
 Great Compromise – Constitution resulted
in a two-house legislature with House of
Representatives based on population and
the Senate maintaining equal
representation from all states
Jacksonian Democracy
 Nullification Crisis – compromise tariff
presented by Henry Clay
Sectionalism and Civil War
 Missouri Compromise – Missouri entered
the Union as a slave state and Maine
entered as a free state. This Compromise
also stated that north of the 36○30’ line, all
states that entered the Union would be free
states.
 Compromise of 1850 – California admitted
as a free state; slave trade abolished in
Washington, D.C.; stronger slave laws
would be passed to help slaveholders
recapture runaway slaves
Reconstruction
 Compromise of 1877 – occurred after the
Presidential Election of 1876; when
Congress formed the Electoral
Commission to resolve disputed
Democratic Electoral votes from the South;
it was an unwritten, informal compromise
between the Republicans and Democrats
in Congress; included measures to
appease the south (removal of all federal
troops from the southern states,
appointment of at least one Southern
Democrat to Hayes’s Administration,
construction of a second transcontinental
railroad in the South, and legislation
enacted to help industrialize the South)
8.22
Citizenship. The student understands the
importance of effective leadership in a
constitutional republic. The student is
expected to:
US.24
Citizenship. The student understands the
importance of effective leadership in a
constitutional republic. The student is
expected to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
8.22A
Analyze the leadership qualities of elected
and appointed leaders of the United States
such as George Washington, John Marshall,
and Abraham Lincoln.
Supporting Standard
U.S. HISTORY
US.24A
Describe qualities of effective leadership.
Describe
QUALITIES OF EFFECTIVE LEADERSHIP
Including, but not limited to:
Analyze
 Honesty
THE LEADERSHIP QUALITIES OF ELECTED
AND APPOINTED LEADERS OF THE UNITED
STATES
Including, but not limited to:
 Leadership qualities (examples)
 Honesty
 Fairness
 A sense of justice
 Responsibility
 Willingness to confer with subject matter
experts
 Decision-making skills
 Courage
 Inspirational
 Thoughtful
 Abraham Lincoln
 Led the United States as President
during the American Civil War
 Through his leadership, the Union was
preserved and slavery eventually
abolished after his assassination in
1865
 John Marshall
 Appointed Chief Justice of the Supreme
Court by President Adams
 Set precedent of Judicial Review in the
landmark Supreme Court Case Marbury
v. Madison, establishing the Supreme
Courts authority to declare acts of
Congress unconstitutional
 George Washington
 Strength of conviction, ability to
influence people to work toward
common goals, and consistent
sacrificing of self for country
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Led the Continental Army during the
American Revolutionary War
 Came out of retirement to lead the
Constitutional Convention
 Serve as the first President of the United
States for two terms
 Established the role the President would
play and how he would conduct himself
8.22B
Describe the contributions of significant
political, social, and military leaders of the
United States such as Frederick Douglass,
John Paul Jones, James Monroe, Stonewall
Jackson, Susan B. Anthony, and Elizabeth
Cady Stanton.
US.24B
Evaluate the contributions of significant
political and social leaders in the United States
such as Andrew Carnegie, Thurgood Marshall,
Billy Graham, Barry Goldwater, Sandra Day
O'Connor, and Hillary Clinton.
Supporting Standard
Supporting Standard
Evaluate
Describe
CONTRIBUTIONS OF SIGNIFICANT
POLITICAL, SOCIAL, AND MILITARY
LEADERS OF THE UNITED STATES
Including, but not limited to:
 Frederick Douglass – leading African
American abolitionist; accomplished orator
and writer
 John Paul Jones – founder of U.S. Navy
and led raids on British vessels during the
American Revolution
 James Monroe – established one of the
basic principles of American foreign policy
with the Monroe Doctrine (declared that
the European powers should not colonize
or interfere in the affairs of nations in the
Western Hemisphere)
 Stonewall Jackson – Confederate General
in the Civil War; earned his name
“Stonewall” at the Battle of Bull Run; gifted
tactical commander; led troops in the 1st
and 2nd Battles of Bull Run (Manassas)
CONTRIBUTIONS OF SIGNIFICANT POLITICAL
AND SOCIAL LEADERS
Including, but not limited to:
 Social leaders
 Andrew Carnegie – a powerful industrialist
in the Gilded Age. His companies
manufactured steel and built railroads. He
authored “The Gospel of Wealth” which
promoted philanthropic actions such as the
building of libraries and schools.
 Billy Graham – a powerful evangelical
preacher; conducted many evangelistic
crusades and counseled majority of U.S.
Presidents from Truman through Obama
 Political leaders
 Barry Goldwater – United States Senator
from Arizona (1953-1965, 1969-1987) and
the Republican Party's nominee for
President in the 1964 election, retired from
the Senate in the mid 1980s
 Thurgood Marshall – distinguished lawyer;
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
and Antietam
 Susan B. Anthony – key spokesperson for
the 19th-century women’s suffrage
movement
 Elizabeth Cady Stanton – leader of the
19th-century women’s suffrage movement;
called for the first convention of women’s
movement in Seneca Falls; wrote the
“Declaration of Sentiments” which was
approved at the Seneca Falls Convention
8.24
Culture. The student understands the major
reform movements of the 19th century. The
student is expected to:
8.24A
Describe the historical development of the
abolitionist movement.
U.S. HISTORY
appointed to the U.S. Supreme Court
(1967) and established a record for
supporting the voiceless American
 Hillary Clinton – Secretary of State under
President Obama; formerly viable female
candidate for President (2008); Senator
from New York State; First Lady (Bill
Clinton)
 Sandra Day O’Connor – first woman to be
appointed to the Supreme Court (1981)
Supporting Standard
Describe
HISTORICAL DEVELOPMENT OF THE
ABOLITIONIST MOVEMENT
Including, but not limited to:
 1700s-1804 – most Northern states
outlawed slavery
 1807 – Congress banned the importation
of African slaves into the United States,
and then demand began to end slavery
 1820-1840 – abolitionists grew in number
 1840-1850 – abolitionist leaders Frederick
Douglass and Sojourner Truth began to
speak out across the nation, the
Underground Railroad began to make an
impact, and the women's movement joined
in
8.24B
Evaluate the impact of reform movements,
including educational reform, temperance,
the women's rights movement, prison
reform, abolition, the labor reform
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
movement, and care of the disabled.
Readiness Standard
Evaluate
IMPACT OF REFORM MOVEMENTS
Including, but not limited to:
 Public education – opening of public
schools primarily in the North, as well as
private grade schools and colleges by
churches and other groups
 Temperance – organized societies that
worked at trying to stop the drinking of
alcohol. Some states passed laws that
made it illegal to sell alcohol
 Women's rights – well-organized groups
that fought for better working conditions for
women, were able to pass a federal law
that ordered a 10-hour working day
 Prison reform – pushed for separate jails
for women, men, and children; called for
the mission of prisons to be about
rehabilitation
 Care of the disabled – building of new
hospitals for the mentally ill, deaf, and
blind.
8.25
Culture. The student understands the impact
of religion on the American way of life. The
student is expected to:
8.25A
Trace the development of religious freedom
in the United States.
Supporting Standard
Trace
DEVELOPMENT OF RELIGIOUS FREEDOM IN
THE UNITED STATES
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Including, but not limited to:
 Plymouth Colony (1620-1691) – selfgoverning church with each congregation
independent and electing its own pastor
and officers
 17th century Massachusetts Bay –
churches also fairly democratic in that they
elected ministers and other officials, but
church closely tied with state government
 Roger Williams founded Rhode Island in
1636 and separated church and state
 1681-1776 – Penn’s Frames of
Government guaranteed religious freedom
to all settlers in Pennsylvania
 1689 Toleration Acts
 Maryland founded as haven for Catholics
 1791 Bill of Rights guaranteed freedom of
religion and freedom from government
interference
8.25B
Describe religious motivation for
immigration and influence on social
movements, including the impact of the first
and second Great Awakenings.
Supporting Standard
Describe
RELIGIOUS MOTIVATION FOR IMMIGRATION
AND INFLUENCE ON SOCIAL MOVEMENTS
Including, but not limited to:
 Protestant Revolution in Europe brought
many religious groups to the colonies,
especially the New England and middle
colonies
 First Great Awakening – democratized the
Protestant faith by proclaiming salvation for
all, not just those predestined; stimulated
growth in all denominations, assured the
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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10/10/12
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
common man that he could have salvation
as well as those predestined for it, fostered
anti-intellectualism in religion, and began
the development of denominational
colleges; encourages the ideas of equality
and the right to challenge authority.
Churches welcomed groups of women,
African Americans, and Native Americans
and inspired colonists to help others. It
contributes to the revolutionary idea of
independence from Britain years later.
 Second Great Awakening – renewal of
religious faith in the 1790s and 1800s;
spread of revivals and an awakening of
spiritual reform
8.25C
Analyze the impact of the First Amendment
guarantees of religious freedom on the
American way of life.
Readiness Standard
Analyze
IMPACT OF THE FIRST AMENDMENT
GUARANTEES OF RELIGIOUS FREEDOM ON
THE AMERICAN WAY OF LIFE
Including, but not limited to:
 Americans have the right to worship
however they choose.
 The government does not have the right to
interfere with religious beliefs.
 Sets up for official separation of church
and state
 Second Great Awakening – revivalist
preachers were able to travel around the
frontier and eastern cities hosting revival
meetings.
5.21
Culture. The student understands the
relationship between the arts and the times
during which they were created. The
student is expected to:
8.26
Culture. The student understands the
relationship between the arts and the times
during which they were created. The student
is expected to:
US.25
Culture. The student understands the
relationship between the arts and the times
during which they were created. The student is
expected to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
Page 198 of 226
SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
5.21A
Identify significant examples of art, music,
and literature from various periods in U.S.
history, such as the painting American
Progress, “Yankee Doodle,” and “Paul
Revere’s Ride.”
Identify
SIGNIFICANT EXAMPLES OF ART, MUSIC,
AND LITERATURE
Including, but not limited to:
 “American Progress” – John Gast’s
painting (1872)
 “Yankee Doodle” – song from SevenYears’ War era (French-Indian War)
originally sung by British to mock the
colonial "Yankees" (“doodle” from the
German dudel or dödel, meaning "fool" or
"simpleton")
 “Paul Revere’s Ride” – Longfellow poem
that recounts a historical event, though
exaggerates Revere’s role; others also
rode that night
EIGHTH GRADE
8.26A
U.S. HISTORY
Describe developments in art, music, and
literature that are unique to American culture
such as the Hudson River School artists,
John James Audubon, "Battle Hymn of the
Republic," transcendentalism, and other
cultural activities in the history of the United
States.
Supporting Standard
Describe
DEVELOPMENTS IN ART, MUSIC, AND
LITERATURE THAT ARE UNIQUE TO
AMERICAN CULTURE
Including, but not limited to:
Literature
 Transcendentalism – an American literary,
political, and philosophical movement in
the early 19th Century (e.g., authors –
Ralph Waldo Emerson and Henry David
Thoreau); they were critics of their
contemporary society for its unthinking
conformity and urged each individual to
find their independent relation to the
universe (particularly utilizing solitude in
nature)
 Emily Dickinson
 Walt Whitman – Leaves of Grass
 Nathaniel Hawthorne – The Scarlet
Letter
 Edgar Allan Poe
Art – Landscapes
 John James Audubon – drew American
wildlife
 Hudson River School artists – their
paintings depict the American landscape
and reflect three themes of America in the
19th century: discovery, exploration, and
settlement
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Music
 Slave spirituals and gospel music
 “Battle Hymn of the Republic” – written at
the beginning of the Civil War, used music
from the abolitionist song “John Brown’s
Body”; became a popular Civil War song of
the Union Army and later a well-loved
patriotic anthem
5.21B
Explain how examples of art, music, and
literature reflect the times during which
they were created.
8.26B
Identify examples of American art, music,
and literature that reflect society in different
eras.
US.25A
Describe how the characteristics and issues in
U.S. history have been reflected in various
genres of art, music, film, and literature.
Explain
Supporting Standard
Supporting Standard
HOW EXAMPLES OF ART, MUSIC, AND
LITERATURE REFLECT THE TIMES
Identify
Describe
EXAMPLES OF AMERICAN ART, MUSIC, AND
LITERATURE THAT REFLECT SOCIETY IN
DIFFERENT ERAS
CHARACTERISTICS AND ISSUES IN U.S.
HISTORY HAVE BEEN REFLECTED IN
VARIOUS GENRES OF ART, MUSIC, AND
LITERATURE
Including, but not limited to:
 Art
 Examples: portraits, “Washington
Crossing the Delaware,” “American
Progress,” Civil War photography
 Music
 Examples: “Yankee Doodle,” “When
Johnny Comes Marching Home,”
protest songs
 Literature
 Examples: Poor Richard’s Almanac,
Lewis and Clark’s journals
Including, but not limited to:
American Revolution
 Art
 The bloody massacre perpetrated in
King Street Boston on March 5th 1770
by a party of the 29th Regiment;
engraved by Paul Revere, can access
image at: http–
//www.loc.gov/pictures/item/2008661777
/
Including, but not limited to:
 Literature – John Steinbeck (Grapes of Wrath
– Depression Era), Langston Hughes
(Harlem Renaissance)
 Music – Jazz, Rock and Roll (uniquely
American)
 Art/Photography – Dorothea Lange (Great
Depression)
 Declaration of Independence, by John
Trumbull (painting commissioned in
1817, but depicts the presentation of the
Declaration of Independence to
Congress in 1776)
 Music – “Yankee Doodle”
Writing the Constitution
 Art – Scene at the Signing of the
Constitution of the United States, by artist
Howard Chandler Christy
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Early Republic
 Art – Portrait of George Washington, by
Gilbert Stuart (saved during the burning of
Washington, D.C. during the War of 1812)
Manifest Destiny
 Art – American Progress, by John Gast,
1872
8.26C
Analyze the relationship between fine arts
and continuity and change in the American
way of life.
Supporting Standard
Analyze
US.25B
Describe both the positive and negative
impacts of significant examples of cultural
movements in art, music, and literature such as
Tin Pan Alley, the Harlem Renaissance, the
Beat Generation, rock and roll, the Chicano
Mural Movement, and country and western
music on American society.
RELATIONSHIP BETWEEN FINE ARTS AND
CONTINUITY AND CHANGE IN THE
AMERICAN WAY OF LIFE
Readiness Standard
Including, but not limited to:
BOTH POSITIVE AND NEGATIVE IMPACTS OF
SIGNIFICANT EXAMPLES OF CULTURAL
MOVEMENTS IN ART, MUSIC, AND
LITERATURE
 Increase in an educated population
 Improve financial ability to purchase and
participate in the fine arts
Describe
Including, but not limited to:
 Tin Pan Alley – known for an era of
songwriting when many musical ideas mixed
together to form American Popular Music
(started in late 1800s in New York City)
 Harlem Renaissance – African American
literature, art, music, dance, and social
commentary began to flourish in Harlem, a
section of New York City. More than a literary
movement, the Harlem Renaissance exalted
the unique culture of African Americans and
redefined African American expression.
 Beat Generation – the Beat Generation, also
known as the beat movement, were a group
of American writers who emerged in the
1950s. Elements of "Beat" culture embraced
originality and individuality in the way people
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
thought and acted.
 Rock and Roll – a form of popular music that
evolved in the 1950's from rhythm and blues;
characterized by the use of electric guitars, a
strong rhythm with an accent on the offbeat,
and youth-oriented lyrics
 Chicano Mural Movement – beginning in the
1960s, artists began using the walls of city
buildings, housing projects, schools, and
churches to depict Mexican-American culture
 Country Western music – though beginning in
the 1920s, did not rise in popularity until the
1970s; blending of several genres (gospel,
jazz, blues, and folk) of music to form the
distinct sound of “Country Music”
US.25C
Identify the impact of popular American culture
on the rest of the world over time.
Supporting Standard
Identify
IMPACT OF POPULAR AMERICAN CULTURE
ON WORLD
Including, but not limited to:
 America exports its culture more than any
other nation (music, clothing, etc.).
 This affects globalization and
interdependence of economies.
US.25D
Analyze the global diffusion of American
culture through the entertainment industry via
various media.
Supporting Standard
Analyze
GLOBAL DIFFUSION OF AMERICAN CULTURE
THROUGH THE ENTERTAINMENT INDUSTRY
VIA VARIOUS MEDIA
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Including, but not limited to:
 Culture diffusion is a result of globalization
and readiness of information (e.g., via
television, Internet)
 Examples include:
 Television – movies, sports, and
advertising
 Pop culture and consumption
 Internet advertising and target marketing
and consumer demographics
5.22
Culture. The student understands the
contributions of people of various racial,
ethnic, and religious groups to the United
States. The student is expected to:
8.23
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:
US.26
Culture. The student understands how people
from various groups contribute to our national
identity. The student is expected to:
5.22A
Identify the similarities and differences
within and among various racial, ethnic,
and religious groups in the United States.
8.23A
Identify selected racial, ethnic, and religious
groups that settled in the United States and
explain their reasons for immigration.
US.26A
Identify
Readiness Standard
Explain actions taken by people to expand
economic opportunities and political rights,
including those for racial, ethnic, and religious
minorities as well as women, in American
society.
SIMILARITIES AND DIFFERENCES WITHIN
AND AMONG VARIOUS RACIAL, ETHNIC,
AND RELIGIOUS GROUPS
Identify, Explain
Readiness Standard
SELECTED RACIAL, ETHNIC, AND
RELIGIOUS GROUPS THAT SETTLED IN THE
UNITED STATES AND THEIR REASONS FOR
IMMIGRATION
Explain
Including, but not limited to:
 Culture is the set of shared attitudes,
values, goals, and practices that
characterize an institution, organization,
society, or group of people. Culture
groups often share these characteristics
while maintaining unique characteristics
as well.
 Racial groups are made up of individuals
with similar characteristics, appearance,
and habits, derived from common
ancestors.
 Distinct human types include African,
Including, but not limited to:
Exploration and Colonization
 Racial groups
 Europeans and Africans
 Ethnic groups
 Dutch (New York) – economic reasons
 Swedes (Delaware) – economic reasons
 English – religious and political freedom
ACTIONS TAKEN BY PEOPLE TO EXPAND
ECONOMIC OPPORTUNITIES AND POLITICAL
RIGHTS
Including, but not limited to:
 Several advocacy groups have expanded
economic opportunities and political rights.
 Examples of groups include:
 NAACP – National Association for the
Advancement of Colored People
 The Black Panthers
 LULAC – League of United Latin
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Religious groups – immigrated to flee
religious persecution
Asian, Caucasian, and Native
American.
 Ethnic groups share racial, linguistic, and
cultural connections resulting from their
common heritage.
American Citizens
 American Indian Movement
 Separatists/Pilgrims (Massachusetts)
 NAWSA – National American Woman
 Puritans (Massachusetts)
Suffrage Association
 Quakers (Pennsylvania)
 Poles, Irish, and German are distinct
ethnic groups.
 NOW – National Organization for
Women
Manifest Destiny
 United Farm Workers
 Chinese and European immigrants (ethnic)
 Religious groups consist of people who
share beliefs related to the personal
commitment to a divine being. They share
systems of faith and worship including
sacred beliefs, observances, and social
practices within a cultural context.
 Freedom – religious and political
oppression
 Economic opportunities
 Famine in other countries
 Christianity
 Islam
 Hinduism
 Buddhism
 Sikhism
 Judaism
 Significant local racial, ethnic, and
religious groups
8.23B
Explain the relationship between
urbanization and conflicts resulting from
differences in religion, social class, and
political beliefs.
US.26B
Discuss the Americanization movement to
assimilate immigrants and American Indians
into American culture.
Supporting Standard
Supporting Standard
Discuss
Explain
RELATIONSHIP BETWEEN URBANIZATION
AND CONFLICTS RESULTING FROM
DIFFERENCES IN RELIGION, SOCIAL CLASS,
AND POLITICAL BELIEFS
Including, but not limited to:
 Poverty and non-English speaker
 Overcrowded apartment buildings
AMERICANIZATION MOVEMENT TO
ASSIMILATE IMMIGRANTS AND AMERICAN
INDIANS INTO AMERICAN CULTURE
Including, but not limited to:
 Native American children were taken away
from their homes (traditional Native American
culture) and raised in boarding schools to
become “Americanized.”
 Immigrants – schools were “Americanization”
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Crime
centers for new immigrants to learn English
and patriotism.
 Disease
8.23C
Identify ways conflicts between people from
various racial, ethnic, and religious groups
were resolved.
Supporting Standard
Identify
WAYS CONFLICTS BETWEEN PEOPLE
FROM VARIOUS RACIAL, ETHNIC, AND
RELIGIOUS GROUPS WERE RESOLVED
Including, but not limited to:
Exploration and Colonization
 Native American – treaty system and
reservation system set aside areas for
them to live
 Mormons – set up their independent
community to avoid persecution
 Mexican American – legal conflicts over
lands rights in the territories acquired from
Mexico
8.23E
Identify the political, social, and economic
contributions of women to American society.
US.26C
Explain how the contributions of people of
various racial, ethnic, gender, and religious
groups shape American culture.
Supporting Standard
Readiness Standard
Identify
POLITICAL, SOCIAL, AND ECONOMIC
CONTRIBUTIONS OF WOMEN TO AMERICAN
SOCIETY
Including, but not limited to:
Exploration and Colonization
 Political – Pocahontas helped John Smith
and the European settlers in Virginia
 Social – Anne Hutchinson led Bible studies
Explain
HOW THE CONTRIBUTIONS OF PEOPLE OF
VARIOUS RACIAL, ETHNIC, GENDER, AND
RELIGIOUS GROUPS HAVE HELPED SHAPE
AMERICAN CULTURE
Including, but not limited to:
 American culture encompasses traditions,
ideals, customs, beliefs, values, and arts,
developed both domestically and imported
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
from immigration waves.
against the orders of church leaders
 America was founded as a country of
immigrants (people of various racial, ethnic,
gender, and religious groups) and each
group/culture has contributed to shaping the
“American culture.”
American Revolution
 Abigail Adams led ladies groups in
supporting their men who were away
creating American diplomacy (and
supported the family individually while
John was away)
Reform and Culture
 Political – began the fight for suffrage
 Social – allowed women to be successful
in other fields
 Economic – fought for worker's rights; was
able to get a 10-hour day
5.22B
Describe customs and traditions of various
racial, ethnic, and religious groups in the
United States.
US.26E
Discuss the meaning and historical
significance of the mottos "E Pluribus Unum"
and "In God We Trust."
Describe
Supporting Standard
CUSTOMS AND TRADITIONS OF GROUPS
IN THE UNITED STATES
Discuss
MEANING AND HISTORICAL SIGNIFICANCE OF
THE MOTTOS "E PLURIBUS UNUM" AND "IN
GOD WE TRUST"
Including, but not limited to:
 Christmas, Easter
 Ramadan, Mawlid al-Nabi (Muhammed’s
birthday)
Including, but not limited to:
 E Pluribus Unum – “Out of many, one”;
proposed to Congress in 1782 for use on the
Great Seal of the United States; appears on
most government tender and seals; the motto
symbolized the 13 original States uniting
together to form one compact and
represented body. Never made the official
motto of the country, but generally accepted
as a de facto motto.
 Diwali, Holi
 Buddhist New Year, Vesak (Buddha Day)
 Guru Gobind Singh's Birthday, Diwali
 Hanukah, Yom Kippur
 Kwanza
 Cinco de Mayo
 In God We Trust – became the official motto
of the U.S. in 1956; the motto can be found
on U.S. coins dating back to the 1860s and
paper currency since 1956.
 Juneteenth
US.26D
Identify the political, social, and economic
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
contributions of women such as Frances
Willard, Jane Addams, Eleanor Roosevelt,
Dolores Huerta, Sonia Sotomayor, and Oprah
Winfrey to American society.
Supporting Standard
Identify
POLITICAL, SOCIAL, AND ECONOMIC
CONTRIBUTIONS OF WOMEN TO AMERICAN
SOCIETY
Including, but not limited to:
 Political
 Eleanor Roosevelt – First Lady, appointed
by President Truman as a delegate to the
United Nations General Assembly and
became the first chairperson of the
preliminary United Nations Commission on
Human Rights
 Sonia Sotomayor – first Hispanic to serve
on the Supreme Court, nominated by
President Obama
 Social
 Dolores Huerta – advocate and lobbyist for
farmworkers' rights
 Jane Addams – co-founder of Hull House
which helped new immigrant women with
job skills, educational, and artistic
programs to become successful and
productive citizens
 Frances Willard – suffragette and member
of the WCTU (Women’s Christian
Temperance Union)
 Economic
 Oprah Winfrey – supervising producer and
host of the top-rated, award-winning The
Oprah Winfrey Show for two decades. She
is a global media leader and philanthropist.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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5.22C
Summarize the contributions of people of
various racial, ethnic, and religious groups
to our national identity.
EIGHTH GRADE
8.23D
Analyze the contributions of people of
various racial, ethnic, and religious groups
to our national identity.
U.S. HISTORY
Summarize
Supporting Standard
Discuss the importance of congressional
Medal of Honor recipients, including
individuals of all races and genders such as
Vernon J. Baker, Alvin York, and Roy
Benavidez.
CONTRIBUTIONS OF PEOPLE OF
SELECTED RACIAL, ETHNIC, AND
RELIGIOUS GROUPS TO OUR NATIONAL
IDENTITY
Analyze
Supporting Standard
CONTRIBUTIONS OF PEOPLE OF VARIOUS
RACIAL, ETHNIC, AND RELIGIOUS GROUPS
TO OUR NATIONAL IDENTITY
Discuss
Including, but not limited to:
US.26F
IMPORTANCE OF CONGRESSIONAL MEDAL
OF HONOR RECIPIENTS
Including, but not limited to:
 National identity – the way the people of a
country and other countries perceive the
characteristics of that country,
encompassing its culture, traditions,
language, and politics. Americans define
themselves by their common values and
belief in individual freedom. They respect
the concept of the self-made man where
individuals can overcome obstacles and
gain success, embrace the idea of
America as a nation of immigrants who
come to America looking for freedom and
opportunity, and they see themselves as
a positive and innovative people who are
moving toward the future. They respect
the rights and freedom of others to live as
they choose. People of all racial, ethnic,
and religious groups are part of this
pluralistic society and contribute to its
success, becoming part of the idea of “E
pluribus unum,” out of many, one, and
that we are “One nation under God.”
 Immigrants from Europe (ethnic)
Including, but not limited to:
 Vernon J. Baker (World War II) – he fought in
Italy, earned a Purple Heart, a Bronze Star,
and the Distinguished Service Cross. In
1996, more than fifty years after the assault
on Castle Aghinolfi, he received a telephone
call from a man working on a federal grant to
reevaluate the heroism of African Americans
in World War II. It was during this phone call
he learned he was to be awarded the Medal
of Honor. He is the only living African
American World War II veteran to earn the
Medal of Honor.
 Growth of new and older cities
 New customs and traditions (e.g.,
German – Christmas tree, gymnasium,
Kindergarten)
 Alvin York (World War I) – was the most
decorated American soldier in World War I.
He was awarded the Medal of Honor for
leading an attack on a German machine gun
nest, taking 32 machine guns, killing 28
German soldiers and capturing 132 others.
This action occurred during the U.S.-led
portion of the Meuse-Argonne Offensive in
France.
 Roy Benavidez (Vietnam War) – a Texan and
Hispanic American hero whose unquestioned
bravery and self-sacrifice in the face of
incredible danger saved the lives of several
of his fellow soldiers.
5.23
Science, technology, and society. The
8.27
Science, technology, and society. The
US.27
Science, technology, and society. The student
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
student understands the impact of science
and technology on society in the United
States. The student is expected to:
5.23A
EIGHTH GRADE
student understands the impact of science
and technology on the economic
development of the United States. The
student is expected to:
U.S. HISTORY
understands the impact of science and
technology on the economic development of
the United States. The student is expected to:
Identify the accomplishments of notable
individuals in the fields of science and
technology, including Benjamin Franklin,
Eli Whitney, John Deere, Thomas Edison,
Alexander Graham Bell, George
Washington Carver, the Wright Brothers,
and Neil Armstrong.
Identify
ACCOMPLISHMENTS OF NOTABLE
INDIVIDUALS IN THE FIELDS OF SCIENCE
AND TECHNOLOGY
Including, but not limited to:
 Benjamin Franklin – a gifted scientist and
statesman who proved that lightning was
a form of electricity. He also invented
bifocal glasses, lightning rods, and the
Franklin stove.
 Eli Whitney – American inventor, pioneer,
mechanical engineer, and manufacturer.
Eli Whitney is best remembered as the
inventor of the cotton gin.
 John Deere – developed the first
American cast steel plow
 Thomas Edison – the inventor known for
the phonograph, light bulb and motion
picture camera
 Alexander Graham Bell – best known for
perfecting the telephone to transmit vocal
messages using electricity. The telephone
began a new age in communications
technology.
 George Washington Carver – a botanist,
educator, agricultural chemist, and
inventor who found ways to use crops
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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EIGHTH GRADE
U.S. HISTORY
such as sweet potatoes and peanuts as
alternatives to cotton and tobacco, so that
poor farmers could grow food and have
access to markets for their goods.
 Wright Brothers – the American aviation
pioneers Wilbur and Orville Wright were
the first to accomplish manned, powered
flight in a heavier-than-air machine.
 Neil Armstrong – astronaut; commanded
Apollo 11 mission, completing the first
manned lunar landing in history; first man
to walk on the moon, July 20, 1969
5.23B
Identify how scientific discoveries,
technological innovations, and the rapid
growth of technology industries have
advanced the economic development of the
United States, including the
transcontinental railroad and the space
program.
8.27A
Explain the effects of technological and
scientific innovations such as the steamboat,
the cotton gin, and interchangeable parts.
Readiness Standard
HOW SCIENTIFIC DISCOVERIES AND
TECHNOLOGIAL INNOVATIONS HAVE
ADVANCED THE ECONOMIC
DEVELOPMENT OF THE UNITED STATES
Including, but not limited to:
 Transcontinental Railroad – linked west
and east coasts; vital link for trade,
commerce, and travel
 Space program – response to Sputnik
transformed education and technology.
The U.S. was first on the moon and the
first to use reusable spacecraft (Space
Shuttle).
Explain the effects of scientific discoveries and
technological innovations such as electric
power, telephone and satellite
communications, petroleum-based products,
steel production, and computers on the
economic development of the United States.
Explain
EFFECTS OF TECHNOLOGICAL AND
SCIENTIFIC INNOVATIONS
Identify
US.27A
Including, but not limited to:
 Steamboat – increased factory production
and led to the growth of cities like New
Orleans and St. Louis because it could
move goods and people faster up and
down rivers
 Cotton gin – made the cotton-cleaning
process more efficient. It enabled cotton
farmers to move farther west to grow
cotton, grow more cotton, drive Native
Americans off their land, and create a
larger work force (drastic rise in the
number of slaves in the South).
 Interchangeable parts – parts for devices
were made to be nearly identical so that
they could fit into any device of the same
type; this allows easy assembly of new
devices and efficient repair of existing
devices (guns – before the 18th century,
Readiness Standard
Explain
EFFECTS OF SCIENTIFIC DISCOVERIES AND
TECHNOLOGICAL INNOVATIONS
Including, but not limited to:
 Manufacturing
 Electric power facilitated increased
production in factories by lengthening the
work day (light bulb) and powering faster
machines.
 Telephone and satellite communications –
similar to the telegraph, these inventions
brought people together by allowing
information to be passed faster from one
point to another. This allowed business to
be conducted and managed from multiple
locations at once.
 Petroleum-based products
 Edwin L. Drake struck oil in 1859, enabling
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
they were made by gunsmiths and each
gun was unique; if a single component
needed a replacement, the entire weapon
had to be sent back to the gunsmith for
custom repairs; interchangeable parts
drastically increased productivity and
efficiency of production and repair)
 Bessemer steel process – the first
inexpensive industrial process for the
mass-production of steel. It decreased the
cost which allowed increase in steel
production and work force.
 Mechanical reaper – increased farm
productivity
5.23C
Explain how scientific discoveries and
technological innovations in the fields of
medicine, communication, and
transportation have benefited individuals
and society in the United States.
8.27B
U.S. HISTORY
kerosene production and paving the way
for future products such as gasoline.
 Steel production was necessary to help build
the transcontinental railroads that would be
major social and economic drivers in the
U.S.; greatly impacted the industrialization
efforts in the early 20th Century.
 Computers – progresses business’s ability to
innovate, reduces inefficiencies, and
develops new products. Capitalizing on the
computer’s networking and computing
capabilities, businesses developed new
products to increase the standard of living.
Analyze the impact of transportation and
communication systems on the growth,
development, and urbanization of the United
States.
Readiness Standard
Explain
Analyze
HOW SCIENTIFIC DISCOVERIES AND
TECHNOLOGICAL INNOVATIONS HAVE
BENEFITED INDIVIDUALS AND SOCIETY
Including, but not limited to:
 Through scientific discoveries and
innovations, humans solve problems and
improve their quality of life. These
discoveries and innovations often open
whole new industries and markets.
 Medicine – examples include the
development of germ theory (Pasteur),
discovery of penicillin, the Polio
vaccine (Salk)
 Communication – examples of
discoveries and innovations that made
life easier and benefited society have
included the telephone (Bell), the
phonograph (Edison) which led to the
recording industry, the motion picture
IMPACT OF TRANSPORTATION AND
COMMUNICATION SYSTEMS ON THE
GROWTH, DEVELOPMENT, AND
URBANIZATION OF THE UNITED STATES
Including, but not limited to:
 Transportation allows people and goods to
move to urban areas in large numbers
where there are markets, business
opportunities, and jobs.
Transportation
 Steamboats – prior to the invention of the
steamboat, river travel depended on river
currents, wind and manpower; steampowered boats changed river travel and
transportation of goods because of the
increased efficiency of travel/transport of
goods.
 Canals – man-made waterways used for
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
camera (Edison) which led to the
movie industry, cell phones, and
satellites, as well as the Post Roads
(Franklin), and the Pony Express
(Westward Expansion).
U.S. HISTORY
travel and/or shipping (The Erie Canal
(1825) proved to be the key that unlocked
an enormous series of social and
economic changes in the young nation.
The Canal spurred the first great westward
movement of American settlers, gave
access to the rich land and resources west
of the Appalachians and helped make New
York the preeminent commercial city in the
United States).
 Transportation –Examples of
advances in transportation have
included steamships (Fulton),
airplanes (Wright brothers),
automobiles (Ford), trains
(Transcontinental Railroad)
 Railroads – the invention of the steam
engine led to modern railroads and trains;
railroad construction boomed in the mid19th century; by the 1890s, the United
States was becoming an urban nation, and
railroads supplied cities and towns with
food, fuel, building materials, and access
to markets; the Transcontinental Railroad
(completed in 1869) created a nation-wide
transportation network that united the
Nation; railroads allowed for the
transportation of larger quantities of goods
over longer distances.
Communication
 Telegraph – transmitted electric signals
over wires from location to a location that
translated it into a message; many
telegraph lines followed railroads;
enhanced communication abilities,
particularly after 1860 (during the
increased settlement of the west)
8.27C
Analyze how technological innovations
changed the way goods were manufactured
and marketed, nationally and internationally.
US.27B
Explain how specific needs result in scientific
discoveries and technological innovations in
agriculture, the military, and medicine,
including vaccines.
Supporting Standard
Supporting Standard
Analyze
TECHNOLOGICAL INNOVATIONS CHANGED
THE WAY GOODS WERE MANUFACTURED
AND MARKETED, NATIONALLY AND
Explain
HOW SPECIFIC NEEDS RESULT IN SCIENTIFIC
DISCOVERIES AND TECHNOLOGICAL
INNOVATIONS IN AGRICULTRE, THE MILITARY,
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
INTERNATIONALLY
AND MEDICINE
Including, but not limited to:
Including, but not limited to:
 Ways goods were manufactured – faster,
in large number, and standardized
 Agriculture
 McCormick Reaper, steel plow, need to
 Marketed – transportation and
communication improved, which allowed
goods to move faster and over farther
distances
increase agricultural output to feed
population, canned food
 Refrigeration
 Military
 Machine guns
 Airplanes/air combat
 Submarines
 Mines (sea and land)
 Gas
 Tanks
 Radar
 Nuclear weapons
 Medical
 Vaccines – polio
 Penicillin
 Pasteurization
 Plasma
 Antibiotics
8.27D
Explain how technological innovations
brought about economic growth such as
how the factory system contributed to rapid
industrialization and the Transcontinental
Railroad led to the opening of the west.
Supporting Standard
US.27C
Understand the impact of technological and
management innovations and their
applications in the workplace and the resulting
productivity enhancements for business and
labor such as assembly line manufacturing,
time-study analysis, robotics, computer
management, and just-in-time inventory
management.
Explain
TECHNOLOGICAL INNOVATIONS BROUGHT
Readiness Standard
Understand
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
ABOUT ECONOMIC GROWTH
IMPACT OF TECHNOLOGICAL AND
MANAGEMENT INNOVATIONS AND THEIR
APPLICATIONS IN THE WORKPLACE AND THE
RESULTING PRODUCTIVITY ENHANCEMENTS
FOR BUSINESS AND LABOR
Including, but not limited to:
 Factory system
 Products could be produced faster and
cheaper
 Hire low-waged workers
Including, but not limited to:
 Impact on the nature of work
 Transcontinental Railroad
 Innovations in technology contributed to
 Connected the Eastern coast with the
Western Coast (California); previously
investors saw the West as worthless
sage brush, insurmountable mountains
and a few scattered settlers, now it was
open to economic expansion and
settlement; immigrants used the railroad
to migrate west and to form new
immigrant settlements in western states
and territories
longer workdays and higher levels of
production (e.g., assembly line
manufacturing).
 Light bulbs enabled factories to remain
open at night.
 Innovations in manufacturing and
machinery (robotics) led to more output
and higher numbers of unskilled laborers.
 Time and motion study analysis (scientific
management) influenced an increase in
productivity and a decrease in skilled
labor.
 Impact on business
 Patents gave individuals and companies
exclusive rights over inventions.
 Computer management aided business in
managing increased flow and availability of
information, as well as making connections
between events to become better.
 Just-in-time inventory management
allowed businesses to reduce cost,
become more flexible, and better meet
consumer demands.
8.28
Science, technology, and society. The
student understands the impact of scientific
discoveries and technological innovations
on daily life in the United States. The student
is expected to:
US.28
Science, technology, and society. The student
understands the influence of scientific
discoveries, technological innovations, and the
free enterprise system on the standard of living
in the United States. The student is expected
to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
5.23D
Predict how future scientific discoveries
and technological innovations could affect
society in the United States.
EIGHTH GRADE
8.28A
Compare the effects of scientific discoveries
and technological innovations that have
influenced daily life in different periods in
U.S. history.
Supporting Standard
Analyze how scientific discoveries,
technological innovations, and the application
of these by the free enterprise system,
including those in transportation and
communication, improve the standard of living
in the United States.
Compare
Readiness Standard
EFFECTS OF SCIENTIFIC DISCOVERIES AND
TECHNOLOGICAL INNOVATIONS THAT
HAVE INFLUENCED DAILY LIFE IN
DIFFERENT PERIODS IN U.S. HISTORY
Analyze
Predict
HOW FUTURE SCIENTIFIC DISCOVERIES
AND TECHNOLOGICAL INNOVATIONS
AFFECT LIFE
Including, but not limited to:
 Examples of areas where future scientific
discoveries and innovations could affect
society include:
 Nano-technology, cloning (e.g., Stem
Cell research), hybrid cars, alternative
fuel sources
U.S. HISTORY
US.28A
Including, but not limited to:
 Encouraged the hiring of low-skilled
workers and expanded slavery
 Medicine, communication,
transportation
HOW SCIENTIFIC DISCOVERIES AND
TECHNOLOGICAL INNOVATIONS, AND THE
APPLICATION OF THESE BY THE FREE
ENTERPRISE SYSTEM, IMPROVE THE
STANDARD OF LIVING IN THE UNITED STATES
Including, but not limited to:
 Transportation
 Automobile provided accessibility and
created jobs
 Mass transportation systems facilitate
access to jobs and recreation
 Air travel
 Electric transit systems
 Cable cars and subways enabled people
to commute to and from job centers and
retail areas.
 Raised standard of living by allowing
people to have more housing choices
 Electric light
 Longer work day
 Raised standard of living by bringing light
into dark homes and tenement buildings
 Communication
 Access to information – telephone,
telegraph, computers, radios, televisions,
Internet, cellular, and satellite technology
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
8.28B
Identify examples of how industrialization
changed life in the United States.
U.S. HISTORY
US.28B
Explain how space technology and exploration
improve the quality of life.
Supporting Standard
Supporting Standard
Identify
Explain
EXAMPLES OF HOW INDUSTRIALIZATION
CHANGED LIFE IN THE UNITED STATES
HOW SPACE TECHNOLOGY AND
EXPLORATION IMPROVE THE QUALITY OF
LIFE
Including, but not limited to:
 Cyrus McCormick's reaper (1834) –
transformed agriculture by allowing
farmers to grow and then harvest more
grain with fewer people
Including, but not limited to:
 Space exploration, GPS, cellular phones, and
plastics satellites, transportation innovations,
etc. Velcro, developed for space travel, has
become an everyday item.
 Cotton gin – more efficient cotton-cleaning
process increased cotton supply, which
was sold in larger markets, required larger
labor force (slaves)
 Telecommunications developed for the
military have led to the widespread use of cell
phones and micro-technology. The Internet
was developed for military use and has now
spread worldwide.
US.28C
Understand how the free enterprise system
drives technological innovation and its
application in the marketplace such as cell
phones, inexpensive personal computers, and
global positioning products.
Supporting Standard
Understand
HOW THE FREE ENTERPRISE SYSTEM
DRIVES TECHNOLOGICAL INNOVATION AND
ITS APPLICATION IN THE MARKETPLACE
SUCH AS CELL PHONES, INEXPENSIVE
PERSONAL COMPUTERS, AND GLOBAL
POSITIONING PRODUCTS
Including, but not limited to:
 The ability for an individual to produce an
idea, develop the idea, and bring the idea to
market for profit continues to spur innovation
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
and improve our standard of living. Current
and ever-improving technology and
accessibility of information has reduced the
time cycle need to develop new products.
Innovators asses current technology,
determine improvements to meet demand,
and then produce. This cycle is seen in the 6
months to year turn over in new cell phone,
computer, and global positioning products.
5.24
Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of
sources including electronic technology.
The student is expected to:
8.29
Social studies skills. The student applies
critical-thinking skills to organize and 8.e
information acquired through established
research methodologies from a variety of
valid sources, including electronic
technology. The student is expected to:
US.29
Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of sources
including electronic technology. The student is
expected to:
5.24A
Differentiate between, locate, and use
primary and secondary sources such as
computer software; interviews;
biographies; oral, print, and visual material;
documents; and artifacts to acquire
information about the United States.
8.29A
Differentiate between, locate, and use valid
primary and secondary sources such as
computer software, databases, media and
news services, biographies, interviews, and
artifacts to acquire information about the
United States.
US.29A
Use a variety of both primary and secondary
valid sources to acquire information and to
analyze and answer historical questions.
Use
Differentiate, Locate, Use
Differentiate, Locate, Use
VARIETY OF PRIMARY AND SECONDARY
VALID SOURCES TO ACQUIRE INFORMATION
PRIMARY AND SECONDARY SOURCES TO
ACQUIRE INFORMATION ABOUT THE
UNITED STATES
VALID PRIMARY AND SECONDARY
SOURCES
Analyze, Answer
Including, but not limited to:
 Computer software
Including, but not limited to:
HISTORICAL QUESTIONS
Including, but not limited to:
 Computer software
 Databases
 Computer software
 Interviews
 Media and news services
 Interviews
 Biographies
 Biographies
 Biographies
 Oral, print, and visual material
 Interviews
 Oral, print, and visual material
 Documents
 Artifacts
 Artifacts
STAAR Note:
STAAR Note:
 Artifacts
 These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
 These skills will be incorporated into STAAR
test questions from reporting categories 1-4
and will be identified along with content
standards.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
5.24B
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.
EIGHTH GRADE
8.29B
U.S. HISTORY
US.29B
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.
Analyze
Analyze
Analyze
INFORMATION
INFORMATION
INFORMATION
Including, but not limited to:
Including, but not limited to:
Including, but not limited to:
 Sequencing
 Sequencing
 Categorizing
 Identifying cause-and-effect relationships
 Identifying cause-and-effect relationships
 Identifying cause-and-effect relationships
 Comparing
 Comparing
 Comparing
 Contrasting
 Contrasting
 Contrasting
 Finding the main idea
 Finding the main idea
 Finding the main idea
 Summarizing
 Summarizing
 Making generalization and predictions
 Making generalizations and predictions
 Making generalizations
 Drawing inferences and conclusions
 Drawing inferences and conclusions
 Making predictions
STAAR Note:
 Drawing inferences
STAAR Note:
 Drawing conclusions

 These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
Organize and interpret information in
outlines, reports, databases, and visuals
including graphs, charts, timelines, and
maps.
8.29C
Organize and interpret information from
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and
maps.
Organize, Interpret
Organize, Interpret
INFORMATION
INFORMATION
Including, but not limited to:
Including, but not limited to:
 Outlines
 Sequencing
 Categorizing
 Categorizing
5.24C
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.
 Outlines
US.29C
These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
Understand how historians interpret the past
(historiography) and how their interpretations
of history may change over time.
Understand
HOW HISTORIANS INTERPRET THE PAST AND
HOW THEIR INTERPRETATIONS OF HISTORY
MAY CHANGE OVER TIME
Including, but not limited to:
 Use of primary and secondary resources
 Reports
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
 Reports
 Databases
 Points of view
 Databases
 Visuals
 Frames of reference
 Visuals
 Graphs
 Historical context
 Graphs
 Charts
 Charts
 Timelines
 Timelines
 Maps
 Maps
STAAR Note:
 These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
5.24D
Identify different points of view about an
issue, topic, or current event.
8.29D
Identify
Identify points of view from the historical
context surrounding an event and the frame
of reference which influenced the
participants.
POINTS OF VIEW
Identify
Including, but not limited to:
POINTS OF VIEW
US.29D
Use
 Issue
PROCESS OF HISTORICAL INQUIRY
Including, but not limited to:
Including, but not limited to:
 Topic
 Research
 From the historical context surrounding an
event
 Current event
 Interpret
 Use multiple sources of evidence
 The frame of reference which influenced
the participants
STAAR Note:
 These skills will be incorporated into STAAR
test questions from reporting categories 1-4
and will be identified along with content
standards.
STAAR Note:
 These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
5.24E
Identify the historical context of an event.
Identify
HISTORICAL CONTEXT
Use the process of historical inquiry to
research, interpret, and use multiple types of
sources of evidence.
8.29E
Support a point of view on a social studies
issue or event.
US.29G
Identify and support with historical evidence a
point of view on a social studies issue or event.
Support
Identify, Support
POINT OF VIEW
POINT OF VIEW
Including, but not limited to:
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
 Political, social, cultural, and economic
setting for a particular idea or event
U.S. HISTORY
Including, but not limited to:
Including, but not limited to:
 On a social studies issue or event
 Social studies issue or event
STAAR Note:
STAAR Note:
 These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
8.29F
Identify bias in written, oral, and visual
material.
 These skills will be incorporated into STAAR
test questions from reporting categories 1-4
and will be identified along with content
standards.
US.29F
Identify
Identify
BIAS
BIAS IN MATERIAL
Including, but not limited to:
Including, but not limited to:
 Written
 Written
 Oral
 Oral
 Visual material
8.29G
Identify bias in written, oral, and visual
material.
Evaluate the validity of a source based on
language, corroboration with other sources,
and information about the author.
 Visual
US.29E
Evaluate
Evaluate the validity of a source based on
language, corroboration with other sources,
and information about the author, including
points of view, frames of reference, and
historical context.
VALIDITY OF A SOURCE
Evaluate
Including, but not limited to:
VALIDITY OF A SOURCE
 Language
Including, but not limited to:
 Corroboration with other sources
 Based on language
 Information about the author
 Corroboration with other sources
 Information about the author
8.29H
Use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
US.29H
Use appropriate skills to analyze and interpret
social studies information such as maps,
graphs, presentations, speeches, lectures, and
political cartoons.
Use
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
MATHEMATICAL SKILLS
Use
Including, but not limited to:
APPROPRIATE SKILLS
 Interpret social studies information
STAAR Note:
 These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
Including, but not limited to:
 Analyze and interpret social studies
information
 Maps
 Graphs
 Presentations
 Speeches
 Lectures
 Political cartoons
STAAR Note:
 These skills will be incorporated into STAAR
test questions from reporting categories 1-4
and will be identified along with content
standards.
8.29I
Create thematic maps, graphs, charts,
models, and databases representing various
aspects of the United States.
Create
THEMATIC REPRESENTATIONS
Including, but not limited to:
 Maps representing various aspects of the
United States
 Graphs representing various aspects of the
United States
 Charts representing various aspects of the
United States
 Models representing various aspects of the
United States
 Databases representing various aspects of
the United States
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
8.29J
U.S. HISTORY
Pose and answer questions about
geographic distributions and patterns shown
on maps, graphs, charts, models, and
databases.
Pose, Answer
QUESTIONS ABOUT GEOGRAPHIC
DISTRIBUTIONS AND PATTERNS
Including, but not limited to:
 Maps
 Graphs
 Charts
 Models
 Databases
STAAR Note:
 These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
5.25
Social studies skills. The student
communicates in written, oral, and visual
forms. The student is expected to:
8.30
Social studies skills. The student
communicates in written, oral, and visual
forms. The student is expected to:
US.30
Social studies skills. The student
communicates in written, oral, and visual
forms. The student is expected to:
5.25A
Use social studies terminology correctly.
8.30A
Use social studies terminology correctly.
US.30B
Use correct social studies terminology to
explain historical concepts.
Use
Use
SOCIAL STUDIES TERMINOLOGY
CORRECTLY
SOCIAL STUDIES TERMINOLOGY
CORRECTLY
STAAR Note:
 These skills will be incorporated into
STAAR test questions from reporting
categories 1-4 and will be identified along
with content standards.
5.25B
Use
SOCIAL STUDIES TERMINOLOGY CORRECTLY
STAAR Note:
 These skills will be incorporated into STAAR
test questions from reporting categories 1-4
and will be identified along with content
standards.
Incorporate main and supporting ideas in
verbal and written communication.
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
Incorporate
MAIN AND SUPPORTING IDEAS
Including, but not limited to:
 Verbal communication
 Written communication
5.25C
Express ideas orally based on research and
experiences.
8.30C
Express
Transfer information from one medium to
another, including written to visual and
statistical to written or visual, using
computer software as appropriate.
IDEAS ORALLY
Transfer
Transfer
Including, but not limited to:
INFORMATION FROM ONE MEDIUM TO
ANOTHER
INFORMATION FROM ONE MEDIUM TO
ANOTHER
Including, but not limited to:
Including, but not limited to:
 Based on research
 Based on experience
US.30c
 Visual and statistical to written or visual
Use different forms of media to convey
information, including written to visual and
statistical to written or visual, using available
computer software as appropriate.
 Written to visual
 Using computer software as appropriate
 Statistical to written or visual
 Use computer software as appropriate
5.25D
Create written and visual material such as
journal entries, reports, graphic organizers,
outlines, and bibliographies.
8.30D
Create written, oral, and visual presentations
of social studies information.
US.30a
Create written, oral, and visual presentations of
social studies information.
Create
Create
WRITTEN AND VISUAL MATERIAL
PRESENTATIONS OF SOCIAL STUDIES
INFORMATION
PRESENTATIONS OF SOCIAL STUDIES
INFORMATION
Including, but not limited to:
Including, but not limited to:
Including, but not limited to:
Create
 Journal entries
 Reports
 Graphic organizers
 Written
 Written
 Oral
 Oral
 Visual
 Visual
 Outlines
 Bibliographies
5.25E
Use standard grammar, spelling, sentence
structure, and punctuation.
8.30B
Use standard grammar, spelling, sentence
structure, punctuation, and proper citation of
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
Use
sources.
STANDARD GRAMMAR, SPELLING,
SENTENCE STRUCTURE AND
PUNCTUATION
Use
U.S. HISTORY
STANDARD
Including, but not limited to:
 Grammar
 Spelling
 Sentence structure
 Punctuation
 Proper citation of sources
US.31
Geography. The student uses geographic tools
to collect, analyze, and interpret data. The
student is expected to:
US.31A
Create thematic maps, graphs, and charts
representing various aspects of the United
States.
Create
THEMATIC MAPS, GRAPHS, CHARTS,
MODELS, AND DATABASES REPRESENTING
VARIOUS ASPECTS OF THE UNITED STATES
Including, but not limited to:
 Urbanization
 Patterns of settlement
 Immigration charts and graphs
 Urbanization
 Environmental impacts
US.31B
Pose and answer questions about geographic
distributions and patterns shown on maps,
graphs, charts, and available databases.
Pose, Answer
QUESTIONS ABOUT GEOGRAPHIC
DISTRIBUTIONS AND PATTERNS SHOWN ON
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
EIGHTH GRADE
U.S. HISTORY
MAPS, GRAPHS, CHARTS, MODELS, AND
DATABASES
Including, but not limited to:
 What were the physical and human reasons
for the spatial distribution of people and
resources in the United States?
 Why do people immigrate to certain areas of
the United States?
STAAR Note:
 These skills will be incorporated into STAAR
test questions from reporting categories 1-4
and will be identified along with content
standards.
5.26
Social studies skills. The student uses
problem-solving and decision-making
skills, working independently and with
others, in a variety of settings. The student
is expected to:
8.31
Social studies skills. The student uses
problem-solving and decision-making skills,
working independently and with others, in a
variety of settings. The student is expected
to:
US.32
Social studies skills. The student uses
problem-solving and decision-making skills,
working independently and with others, in a
variety of settings. The student is expected to:
5.26A
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.
8.31A
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.
US.32A
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.
Use
Use
Use
PROBLEM-SOLVING PROCESS
PROBLEM-SOLVING PROCESS
PROBLEM-SOLVING PROCESS
Including, but not limited to:
Including, but not limited to:
Including, but not limited to:
 Identify a problem
 Identify a problem
 Identify a problem
 Gather information
 Gather information
 Gather information
 List and consider options
 List and consider options
 List and consider options
 Consider advantages and disadvantages
 Consider advantages and disadvantages
 Consider advantages and disadvantages
 Choose and implement a solution
 Choose and implement a solution
 Choose and implement a solution
 Evaluate the effectiveness of the solution
 Evaluate the effectiveness of the solution
 Evaluate the effectiveness of the solution
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
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SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT
FIFTH GRADE
5.26B
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.
EIGHTH GRADE
8.31B
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.
U.S. HISTORY
US.32B
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.
Use
Use
Use
DECISION-MAKING PROCESS
DECISION-MAKING PROCESS
DECISION-MAKING PROCESS
Including, but not limited to:
Including, but not limited to:
Including, but not limited to:
 Identify situation
 Identify a situation that requires a decision
 Identify a situation that requires a decision
 Gather information
 Gather information
 Gather information
 Identify options
 Identify options
 Identify options
 Predict consequences
 Predict consequences
 Predict consequences
 Take action to implement a decision
 Take action to implement a decision
 Take action to implement a decision
Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS)
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.
Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
©2012, TESCCC
10/10/12
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