Texas United States History

A Correlation of

Texas United States History

Colonization through Reconstruction Digital Courseware ©2016

To the

Texas Essential Knowledge and Skills (TEKS) for Social Studies and the Texas English Language Proficiency Standards (ELPS) Grade 8

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Proclamation 2015

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material Subject

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Subchapter

Subchapter A. Elementary

Course

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Publisher

Pearson Education, Inc., publishing as Prentice Hall

Program Title

Texas United States History: Colonization through Reconstruction, Digital Courseware

Program ISBN

9780133306804

(a) Introduction.

(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 Historical content focuses on the political, economic, religious, and social events and issues related to the colonial and revolutionary eras, the creation and ratification of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and balances, federalism, separation of powers, and individual rights, reflected in the U.S. Constitution and other historical documents.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 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.

(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.

(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.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

Page 1 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Proclamation 2015

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "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.

(b) Knowledge and Skills.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(i)  identify the major eras in U.S. history through 1877, including colonization

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

Page 2 of 543

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 1, Text 3 (screen 3) Topic 2 Review and Assessment

Specific Location

Lesson 1, Text 3: The Colonization of New Spain (screen 3) Topic 2 Review and Assessment (item 74)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(ii) describe [the] causes [of colonization]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 3 of 543

(A)  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

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 2: Lesson 1, Text 3 (screen 1); Lesson 2, Text 2 (screen 1); Lesson 2, Text 4 (screen 4); Lesson 3, Text 1 (screen 1) Topic 2 Review and Assessment

Specific Location

Lesson 1, Text 3: The Colonization of New Spain (screen 1); Lesson 2, Text 2: New France Is Colonized (screen 1); Lesson 2, Text 4: Roanoke and Jamestown (screen 4); Lesson 3, Text 1: Seeking Religious Freedom (screen 1) Topic 2 Review and Assessment (item 2)

(iii) describe [the] effects [of colonization]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 2: Lesson 1, Text 3 (screen 5); Lesson 2, Text 3 (screen 4); Lesson 3, Text 7 (screen 4)

Lesson 1, Text 3: The Colonization of New Spain (screen 5); Lesson 2, Text 3: The Dutch Establish New Netherland (screen 4); Lesson 3, Text 7: The Towns of New England (screen 4)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 2 Review and Topic 2 Review and Assessment Assessment (items 3, 4, and 9)

(iv)  identify the major eras in U.S. history through 1877, including revolution

Assessment

Page 4 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 3, Text 3 (screen 5) Topic 3 Review and Assessment

Lesson 3, Text 3: The Battles of Lexington and Concord (screen 5) Topic 3 Review and Assessment (item 41)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(v) describe [the] causes [of revolution]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 5 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 3, Text 2 (screen 1) Topic 3 Review and Assessment

Specific Location

Lesson 3, Text 2: King George III Strikes Back at Boston (screen 1) Topic 3 Review and Assessment (items 4 and 9)

(vi) describe [the] effects [of revolution]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 3, Text 6 (screen 2)

Lesson 3, Text 6: The War Comes to Boston (screen 2)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 3 Review and Topic 3 Review and Assessment Assessment (items 20 and 40)

(vii)  identify the major eras in U.S. history through 1877, including early republic

Assessment

Page 6 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 5: Lesson 1, Text 1 (screen 1) Topic 5 Review and Assessment

Lesson 1, Text 1: The First American Presidency (screen 1) Topic 5 Review and Assessment (item 1)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(viii) describe [the] causes [of early republic]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 7 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 5: Lesson 1, Text 1 (screen 1) Topic 4 Review and Assessment

Specific Location

Lesson 1, Text 1: The First American Presidency (screen 1) Topic 4 Review and Assessment (item 13)

(ix) describe [the] effects [of early republic]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 5: Lesson 1, Text 1 (all screens)

Lesson 1, Text 1: The First American Presidency (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 5 Review and Topic 5 Review and Assessment Assessment (items 5 and 23)

(x)  identify the major eras in U.S. history through 1877, including the Age of Jackson

Assessment

Page 8 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 6: Lesson 1, Text 1 (screen 1) Topic 6 Review and Assessment

Lesson 1, Text 1: Democracy Expands (screen 1) Topic 6 Review and Assessment (items 1 and 22)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xi) describe [the] causes [of the Age of Jackson]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 9 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 6: Lesson 1, Text 1 (screen 1); Lesson 1, Text 4 (screen 4) Topic 6 Review and Assessment

Specific Location

Lesson 1, Text 1: Democracy Expands (screen 1); Lesson 1, Text 4: Jacksonian Democracy (screen 4) Topic 6 Review and Assessment (item 6)

(xii) describe [the] effects [of the Age of Jackson]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 6: Lesson 1, Text 1 (screens 2, 3, and 4); Lesson 1, Text 4 (screens 4 and 5)

Lesson 1, Text 1: Democracy Expands (screens 2, 3, and 4); Lesson 1, Text 4: Jacksonian Democracy (screens 4 and 5)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 6 Review and Topic 6 Review and Assessment Assessment (items 6 and 7)

(xiii)  identify the major eras in U.S. history through 1877, including westward expansion

Assessment

Page 10 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 6: Lesson 7, Text 4 (screen 1) Topic 6 Review and Assessment

Lesson 7, Text 4: Settling the Mexican Cession (screen 1) Topic 6 Review and Assessment (item 44)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xiv) describe [the] causes [of westward expansion]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 11 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 6: Lesson 7, Text 2 (screen 1) Topic 6 Review and Assessment

Specific Location

Lesson 7, Text 2: Manifest Destiny (screen 1) Topic 6 Review and Assessment (items 33, 34, 48, and 49)

(xv) describe [the] effects [of westward expansion]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 6: Lesson 7, Text 5 (all screens)

Lesson 7, Text 5: The Effects of Migration to California (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 6 Topic 6 Review and Assessment Review and (items 28, 32, 33, 34, 38, 40, 48, Assessment and 49)

(xvi)  identify the major eras in U.S. history through 1877, including [the era of] reform movements

Assessment

Page 12 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 7: Lesson 3, Text 1 (screen 1) Topic 7 Review and Assessment

Lesson 3, Text 1: An Era of Reform (screen 1) Topic 7 Review and Assessment (item 45)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xvii) describe [the] causes [of reform movements]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 13 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 7: Lesson 3, Text 1 (all screens); Lesson 4, Text 2 (screen 7) Topic 7 Review and Assessment

Specific Location

Lesson 3, Text 1: An Era of Reform (all screens); Lesson 4, Text 2: Abolitionism Gains Momentum (screen 7) Topic 7 Review and Assessment (items 46 and 72)

(xviii) describe [the] effects [of reform movements]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 7: Lesson 3, Text 2 (all screens)

Lesson 3, Text 2: Social Reform Movements (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 7 Review and Topic 7 Review and Assessment Assessment (items 49, 50, and 75)

(xix)  identify the major eras in U.S. history through 1877, including sectionalism

Assessment

Page 14 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 1, Text 1 (screen 1) Topic 5 Review and Assessment

Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1) Topic 5 Review and Assessment (item 46)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xx) describe [the] causes [of sectionalism]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 15 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 1, Text 1 (screen 1) Topic 5 Review and Assessment

Specific Location

Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1) Topic 5 Review and Assessment (item 50)

(xxi) describe [the] effects [of sectionalism]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 1, Text 1 (screen 1); Lesson 1, Text 2 (screen 2)

Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1); Lesson 1, Text 2: Western Expansion Heightens Tension Over Slavery (screen 2)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 5 Review and Topic 5 Review and Assessment Assessment (item 50)

(xxii)  identify the major eras in U.S. history through 1877, including the Civil War

Assessment

Page 16 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 3, Text 3 (screen 6) Topic 8 Review and Assessment

Lesson 3, Text 3: War Breaks Out (screen 6) Topic 8 Review and Assessment (item 59)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxiii) describe [the] causes [of the Civil War]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 17 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 3, Text 2 (screens 3, 4, and 5) Topic 8 Review and Assessment

Specific Location

Lesson 3, Text 2: The Nation Moves Toward Civil War (screens 3, 4, and 5) Topic 8 Review and Assessment (item 23)

(xxiv) describe [the] effects [of the Civil War]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 6, Text 7 (all screens)

Lesson 6, Text 7: The Nation Begins a New Chapter (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 8 Review and Topic 8 Review and Assessment Assessment (items 32, 45, 46, 48, and 59)

(xxv)  identify the major eras in U.S. history through 1877, including Reconstruction

Assessment

Page 18 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 9: Lesson 1, Text 2 (screen 1) Topic 9 Review and Assessment

Lesson 1, Text 2: The Causes and Effects of Reconstruction (screen 1) Topic 9 Review and Assessment (items 4, 18, 25, and 26)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxvi) describe [the] causes [of Reconstruction]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 19 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 9: Lesson 1, Text 2 (screen 1) Topic 9 Review and Assessment

Specific Location

Lesson 1, Text 2: The Causes and Effects of Reconstruction (screen 1) Topic 9 Review and Assessment (item 5)

(xxvii) describe [the] effects [of Reconstruction]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 9: Lesson 1, Text 2 (screens 2 and 3)

Lesson 1, Text 2: The Causes and Effects of Reconstruction (screens 2 and 3)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 9 Topic 9 Review and Assessment Review and (items 5, 10, 11, 13, 15, 16, 18, 20, Assessment and 25)

(xxviii)  identify the major events in U.S. history through 1877, including drafting of the Declaration of Independence

Assessment

Page 20 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Text 2 (screens 2 and 3) Topic 3 Review and Assessment

Lesson 4, Text 2: Choosing Independence (screens 2 and 3) Topic 3 Review and Assessment (item 24)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxix) describe [the] causes [of drafting the Declaration of Independence]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 21 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 4, Text 2 (screen 1) Topic 3 Review and Assessment

Specific Location

Lesson 4, Text 2: Choosing Independence (screen 1) Topic 3 Review and Assessment (items 24 and 26)

(xxx) describe [the] effects [of drafting the Declaration of Independence]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Text 2 (screens 3 and 4)

Lesson 4, Text 2: Choosing Independence (screens 3 and 4)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 3 Review and Topic 3 Review and Assessment Assessment (item 24)

(xxxi)  identify the major events in U.S. history through 1877, including creation and ratification of the Constitution

Assessment

Page 22 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 4: Lesson 4, Text 3 (all screens); Lesson 2, Text 1 (screen 1) Topic 4 Review and Assessment

Lesson 4, Text 3: The Ratification Process (all screens); Lesson 2, Text 1: A Historic Convention (screen 1) Topic 4 Review and Assessment (items 9 and 12)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxii) describe [the] causes [of creation and ratification of the Constitution]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 23 of 543

(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 4: Lesson 1, Text 5 (screens 2 and 3); Lesson 4, Text 3 (all screens) Topic 4 Review and Assessment

Specific Location

Lesson 1, Text 5: Economic Problems Lead to Change (screens 2 and 3); Lesson 4, Text 3: The Ratification Process (all screens) Topic 4 Review and Assessment (items 7 and 29)

(xxxiii) describe [the] effects [of creation and ratification of the Constitution]

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 4: Lesson 2, Text 5 (screen 3); Lesson 4, Text 3 (all screens)

Lesson 2, Text 5: The Convention Comes to a Conclusion (screen 3); Lesson 4, Text 3: The Ratification Process (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 24 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 4 Review and Topic 4 Review and Assessment Assessment (items 29 and 32)

(xxxiv)  identify the major events in U.S. history through 1877, including religious revivals

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 2: Lesson 6, Text 3 (all screens) Topic 7 Review and Assessment Topic 7: Lesson 3, Text 1 (screens 3 and 4)

Lesson 6, Text 3: A New Religious Movement (all screens) Topic 7 Review and Assessment (item 47)

Lesson 3, Text 1: An Era of Reform (screens 3 and 4)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxv) describe [the] causes [of religious revivals}

Page 25 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 6, Text 3 (screens 1 and 2) Topic 7 Review and Assessment Topic 7: Lesson 3, Text 1 (screen 3)

Specific Location

Lesson 6, Text 3: A New Religious Movement (screens 1 and 2) Topic 7 Review and Assessment (item 47)

Lesson 3, Text 1: An Era of Reform (screen 3)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxvi) describe [the] effects [of religious revivals]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(i)  apply absolute chronology through the sequencing of significant individuals

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

Page 26 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 6, Text 3 (all screens) Topic 7 Review and Assessment Topic 7: Lesson 3, Text 1 (screen 4)

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 6, Text 3: A New Religious Movement (all screens) Topic 7 Review and Assessment (item 48)

Lesson 3, Text 1: An Era of Reform (screen 4)

Lesson 4, History Tools: Measuring Time (all screens) Topic 8 Review and Assessment (item 33)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(ii)  apply absolute chronology through the sequencing of significant events

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 27 of 543

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(iii)  apply absolute chronology through the sequencing of significant time periods

(iv)  apply relative chronology through the sequencing of significant individuals

(v)  apply relative chronology through the sequencing of significant events

Proclamation 2015

Citation Type

Component ISBN

Page (s)

Instruction

9780133306804

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 4, History Tools: Measuring Time (all screens) Topic 8 Review and Assessment (item 33)

Lesson 4, History Tools: Measuring Time (all screens) Topic 8 Review and Assessment (item 33)

Lesson 4, History Tools: Measuring Time (all screens) Topic 8 Review and Assessment (item 40)

Topic 8: Lesson 4, History Tools Lesson 4, History Tools: Measuring (all screens) Time (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

Breakout

(vi)  apply relative chronology through the sequencing of significant time periods

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 8 Review and Topic 8 Review and Assessment Assessment (item 36)

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Lesson 4, History Tools: Measuring Time (all screens) Topic 8 Review and Assessment (item 40)

(i)  explain the significance of 1607, founding of Jamestown

Assessment

Page 28 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 2: Lesson 2, Text 4 (screen 3) Topic 2 Review and Assessment

Lesson 2, Text 4: Roanoke and Jamestown (screen 3) Topic 2 Review and Assessment (item 10)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

(ii)  explain the significance of 1620, arrival of the Pilgrims and signing of the Mayflower Compact

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 2: Lesson 3, Text 2 (all screens) Topic 2 Review and Assessment

Specific Location

Lesson 3, Text 2: Plymouth Colony (all screens) Topic 2 Review and Assessment (item 18)

(iii)  explain the significance of 1776, adoption of the Declaration of Independence

Assessment

Page 29 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Text 2 (screen 3) Topic 3 Review and Assessment

Lesson 4, Text 2: Choosing Independence (screen 3) Topic 3 Review and Assessment (item 24)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

(iv)  explain the significance of 1787, writing of the U.S. Constitution

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 4: Lesson 2, Text 1 (screen 1) Topic 4 Review and Assessment

Specific Location

Lesson 2, Text 1: A Historic Convention (screen 1) Topic 4 Review and Assessment (item 8)

(v)  explain the significance of 1803, Louisiana Purchase

Assessment

Page 30 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 5: Lesson 4, Text 3 (screen 4) Topic 5 Review and Assessment

Lesson 4, Text 3: The Louisiana Purchase (screen 4) Topic 5 Review and Assessment (item 30)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

(vi)  explain the significance of 1861-1865, Civil War

(2)  History. The student understands the causes of exploration and colonization eras. The student is expected to:

Page 31 of 543

(A)  identify reasons for European exploration and colonization of North America

(i)  identify reasons for European exploration of North America

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Activity

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 3, Text 3 (screen 6); Lesson 6, Text 7 (screen 1) Topic 8 Review and Assessment

Topic 1: Lesson 3, Text 2 (screen 3) Topic 1 Review and Assessment Topic 2: Lesson 2, Text 1 (screen 3) Topic 1: Lesson 3, Interactive Chart: Reasons to Explore (all screens)

Specific Location

Lesson 3, Text 3: War Breaks Out (screen 6); Lesson 6, Text 7: The Nation Begins a New Chapter (screen 1) Topic 8 Review and Assessment (item 60)

Lesson 3, Text 2: The Voyages of Columbus (screen 3) Topic 1 Review and Assessment (items 9 and 14)

Lesson 2, Text 1: European Rivalries (screen 3)

Lesson 3, Interactive Chart: Reasons to Explore (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(2)  History. The student understands the causes of exploration and colonization eras. The student is expected to:

(A)  identify reasons for European exploration and colonization of North America

(ii)  identify reasons for European colonization of North America

(2)  History. The student understands the causes of exploration and colonization eras. The student is expected to:

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(B)  compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

(A)  explain the reasons for the growth of representative government and institutions during the colonial period

(i)  compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

(i)  explain the reasons for the growth of representative government and institutions during the colonial period

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 32 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 2: Lesson 2, Text 2 (screen 1); Lesson 3, Text 1 (all screens) Topic 2 Review and Assessment

Lesson 2, Text 2: New France Is Colonized (screen 1); Lesson 3, Text 1: Seeking Religious Freedom (all screens)

Topic 2: Lesson 4, Text 3 (screen 5); Lesson 5, Text 2 (screen 3) Topic 2 Review and Assessment

Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 5); Lesson 5, Text 2: Settlement in the Carolinas and Georgia (screen 3)

Topic 2: Lesson 7, Text 3 (screens 2 and 4) Topic 2 Review and Assessment

Topic 2 Review and Assessment (items 7, 8, and 68)

Topic 2 Review and Assessment (items 21, 26, 33, 34, 46, and 47)

Lesson 7, Text 3: Foundations of Representative Government (screens 2 and 4) Topic 2 Review and Assessment (items 13, 22, 30, 66, and 71)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(B)  analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

(i)  analyze the importance of the Mayflower Compact to the growth of representative government

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(B)  analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

(B)  analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

(ii)  analyze the importance of the Fundamental Orders of Connecticut to the growth of representative government

(iii)  analyze the importance of the Virginia House of Burgesses to the growth of representative government

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 33 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 3, Text 2 (screen 3) Topic 2 Review and Assessment

Topic 2: Lesson 3, Text 5 (screen 2) Topic 2 Review and Assessment

Topic 4: Lesson 3, Text 3 (screen 1) Topic 2 Review and Assessment

Specific Location

Lesson 3, Text 2: Plymouth Colony (screen 3) Topic 2 Review and Assessment (item 18)

Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 2) Topic 2 Review and Assessment (item 24)

Lesson 3, Text 3: America Draws on Its Own Traditions (screen 1) Topic 2 Review and Assessment (item 13)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(C)  describe how religion and virtue contributed to the growth of representative government in the American colonies

(i)  describe how religion contributed to the growth of representative government in the American colonies

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  describe how religion and virtue contributed to the growth of representative government in the American colonies

(A)  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

(ii)  describe how virtue contributed to the growth of representative government in the American colonies

Citation Type

Component ISBN

Page (s)

Instruction

9780133306804

Topic 2: Lesson 3, Text 2 (screen 3) Topic 2 Review and Assessment

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Topic 2: Lesson 3, Text 2 (screen 3) Topic 2 Review and Assessment

Specific Location

Lesson 3, Text 2: Plymouth Colony (screen 3) Topic 2 Review and Assessment (item 25)

Lesson 3, Text 2: Plymouth Colony (screen 3) Topic 2 Review and Assessment (item 25)

(i)  analyze causes of the American Revolution, including the Proclamation of 1763

Assessment

Page 34 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 2, Text 2 (all screens) Topic 3 Review and Assessment

Lesson 2, Text 2: Causes of the American Revolution—The Proclamation of 1763 (all screens) Topic 3 Review and Assessment (item 4)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(A)  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

(ii)  analyze causes of the American Revolution, including the Intolerable Acts

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(A)  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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 3, Text 2 (all screens) Topic 3 Review and Assessment

Specific Location

Lesson 3, Text 2: King George III Strikes Back at Boston (all screens) Topic 3 Review and Assessment (item 15)

(iii)  analyze causes of the American Revolution, including the Stamp Act

Assessment

Page 35 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 2, Text 4 (all screens) Topic 3 Review and Assessment

Lesson 2, Text 4: Causes of the American Revolution—The Stamp Act (all screens) Topic 3 Review and Assessment (items 6 and 8)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(A)  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

(iv)  analyze causes of the American Revolution, including mercantilism

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(A)  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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 2, Text 3 (screen 1) Topic 3 Review and Assessment

Specific Location

Lesson 2, Text 3: Causes of the American Revolution—Mercantilism and Taxation (screen 1) Topic 3 Review and Assessment (items 5 and 14)

(v)  analyze causes of the American Revolution, including lack of representation in Parliament

Assessment

Page 36 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 2, Text 4 (screen 3) Topic 3 Review and Assessment

Lesson 2, Text 4: Causes of the American Revolution—The Stamp Act (screen 3) Topic 3 Review and Assessment (item 7)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(A)  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

(vi)  analyze causes of the American Revolution, including British economic policies following the French and Indian War

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 2, Text 3 (screen 1) Topic 3 Review and Assessment

Specific Location

Lesson 2, Text 3: Causes of the American Revolution—Mercantilism and Taxation (screen 1) Topic 3 Review and Assessment (item 5)

(i)  explain the roles played by significant individuals during the American Revolution, including Abigail Adams

Assessment

Page 37 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 2, Text 6 (screen 2) Topic 3 Review and Assessment

Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 2) Topic 3 Review and Assessment (item 10)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(ii)  explain the roles played by significant individuals during the American Revolution, including John Adams

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 4, Text 2 (screen 2) Topic 3 Review and Assessment

Specific Location

Lesson 4, Text 2: Choosing Independence (screen 2) Topic 3 Review and Assessment (item 12)

(iii)  explain the roles played by significant individuals during the American Revolution, including Wentworth Cheswell

Assessment

Page 38 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Text 5 (screens 2 and 3) Topic 3 Review and Assessment

Lesson 5, Text 5: African Americans in the War (screens 2 and 3) Topic 3 Review and Assessment (item 36) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(iv)  explain the roles played by significant individuals during the American Revolution, including Samuel Adams

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 39 of 543

(B)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 2, Text 6 (screen 1) Topic 3 Review and Assessment

Specific Location

Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 1) Topic 3 Review and Assessment (item 12)

(v)  explain the roles played by significant individuals during the American Revolution, including Mercy Otis Warren

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 2, Text 6 (screen 2)

Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 2)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 3 Review and Topic 3 Review and Assessment Assessment (item 10)

(vi)  explain the roles played by significant individuals during the American Revolution, including James Armistead

Assessment

Page 40 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Text 5 (screen 2) Topic 3 Review and Assessment

Lesson 5, Text 5: African Americans in the War (screen 2) Topic 3 Review and Assessment (item 36)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(vii)  explain the roles played by significant individuals during the American Revolution, including Benjamin Franklin

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 4, Text 2 (screen 2) Topic 3 Review and Assessment

Specific Location

Lesson 4, Text 2: Choosing Independence (screen 2) Topic 3 Review and Assessment (item 40)

(viii)  explain the roles played by significant individuals during the American Revolution, including Bernardo de Gálvez

Assessment

Page 41 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Text 6 (screen 3) Topic 3 Review and Assessment

Lesson 5, Text 6: Native Americans and the Spanish Choose Sides (screen 3) Topic 3 Review and Assessment (item 37) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(ix)  explain the roles played by significant individuals during the American Revolution, including Crispus Attucks

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 42 of 543

(B)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 2, Text 7 (screen 2) Topic 3 Review and Assessment

Specific Location

Lesson 2, Text 7: The Boston Massacre (screen 2) Topic 3 Review and Assessment (item 12)

(x)  explain the roles played by significant individuals during the American Revolution, including King George III

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 3, Text 2 (screen 1)

Lesson 3, Text 2: King George III Strikes Back at Boston (screen 1)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 3 Review and Topic 3 Review and Assessment Assessment (item 18)

(xi)  explain the roles played by significant individuals during the American Revolution, including Haym Salomon

Assessment

Page 43 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Text 1 (screen 3) Topic 3 Review and Assessment

Lesson 5, Text 1: Early Challenges for the Continental Army (screen 3) Topic 3 Review and Assessment (item 28)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(xii)  explain the roles played by significant individuals during the American Revolution, including Patrick Henry

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 2, Text 6 (screen 3) Topic 3 Review and Assessment

Specific Location

Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 3) Topic 3 Review and Assessment (item 11)

(xiii)  explain the roles played by significant individuals during the American Revolution, including Thomas Jefferson

Assessment

Page 44 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Text 2 (screens 2 and 3) Topic 3 Review and Assessment

Lesson 4, Text 2: Choosing Independence (screens 2 and 3) Topic 3 Review and Assessment (item 24) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(xiv)  explain the roles played by significant individuals during the American Revolution, including the Marquis de Lafayette

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 45 of 543

(B)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 5, Text 2 (screen 5); Lesson 5, Text 8 (screen 2) Topic 3 Review and Assessment

Specific Location

Lesson 5, Text 2: The Tide Turns for the Americans (screen 5); Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screen 2) Topic 3 Review and Assessment (item 32)

(xv)  explain the roles played by significant individuals during the American Revolution, including Thomas Paine

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Text 1 (all screens)

Lesson 4, Text 1: Thomas Paine's Common Sense (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Activity

9780133306804

Page (s) Topic 3 Review and Assessment Topic 3: Lesson 4, Interactive Gallery: Thomas Paine's Common Sense (all screens)

Specific Location

Topic 3 Review and Assessment (item 22)

Lesson 4, Interactive Gallery: Thomas Paine's Common Sense (all screens)

(xvi)  explain the roles played by significant individuals during the American Revolution, including George Washington Instruction

Assessment

Page 46 of 543

Proclamation 2015

9780133306804

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Text 1 (all screens); Lesson 5, Text 9 (screens 3 and 4) Topic 3 Review and Assessment

Lesson 5, Text 1: Early Challenges for the Continental Army (all screens); Lesson 5, Text 9: Explaining the American Victory (screens 3 and 4) Topic 3 Review and Assessment (items 21 and 29)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(i)  explain the issues surrounding important events of the American Revolution, including declaring independence

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(ii)  explain the issues surrounding important events of the American Revolution, including writing the Articles of Confederation

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 47 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 4, Text 2 (all screens) Topic 3 Review and Assessment

Topic 4: Lesson 1, Text 2 (screens 1, 2, and 3) Topic 4 Review and Assessment

Specific Location

Lesson 4, Text 2: Choosing Independence (all screens) Topic 3 Review and Assessment (item 23)

Lesson 1, Text 2: The Articles of Confederation (screens 1, 2, and 3) Topic 4 Review and Assessment (item 2)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(iii)  explain the issues surrounding important events of the American Revolution, including fighting the battle of Lexington

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(iv)  explain the issues surrounding important events of the American Revolution, including fighting the battle of Concord

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 48 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 3, Text 3 (all screens) Topic 3 Review and Assessment

Topic 3: Lesson 3, Text 3 (all screens) Topic 3 Review and Assessment

Specific Location

Lesson 3, Text 3: The Battles of Lexington and Concord (all screens) Topic 3 Review and Assessment (item 17)

Lesson 3, Text 3: The Battles of Lexington and Concord (all screens) Topic 3 Review and Assessment (item 17)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(v)  explain the issues surrounding important events of the American Revolution, including fighting the battle of Saratoga

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(vi)  explain the issues surrounding important events of the American Revolution, including fighting the battle of Yorktown

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 49 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 5, Text 2 (screens 2, 3, and 4) Topic 3 Review and Assessment

Topic 3: Lesson 5, Text 8 (screens 2, 3, and 4) Topic 3 Review and Assessment

Specific Location

Lesson 5, Text 2: The Tide Turns for the Americans (screens 2, 3, and 4) Topic 3 Review and Assessment (item 31)

Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screens 2, 3, and 4) Topic 3 Review and Assessment (item 39)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(vii)  explain the issues surrounding important events of the American Revolution, including enduring the winter at Valley Forge

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(viii)  explain the issues surrounding important events of the American Revolution, including signing the Treaty of Paris of 1783

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

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Assessment

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Page (s)

Topic 3: Lesson 5, Text 3 (all screens) Topic 3 Review and Assessment

Topic 3: Lesson 5, Text 8 (screen 5) Topic 3 Review and Assessment

Specific Location

Lesson 5, Text 3: Winter at Valley Forge (all screens) Topic 3 Review and Assessment (item 33)

Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screen 5) Topic 3 Review and Assessment (item 40)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(D)  analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the ThreeFifths Compromise

(i)  analyze the issues of the Constitutional Convention of 1787, including the Great Compromise

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(D)  analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the ThreeFifths Compromise

(ii)  analyze the issues of the Constitutional Convention of 1787, including the Three-Fifths Compromise

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

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(E)  analyze the arguments for and against ratification

(E)  analyze the arguments for and against ratification

(i)  analyze the arguments for ratification

(ii)  analyze the arguments against ratification

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Instruction

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Assessment

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Instruction

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Assessment

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Page (s)

Topic 4: Lesson 2, Text 3 (all screens) Topic 4 Review and Assessment

Topic 4: Lesson 2, Text 4 (screens 1 and 2) Topic 4 Review and Assessment

Topic 4: Lesson 4, Text 1 (screens 1, 2, and 3) Topic 4 Review and Assessment

Topic 4: Lesson 4, Text 1 (screens 3 and 4) Topic 4 Review and Assessment

Specific Location

Lesson 2, Text 3: The Great Compromise (all screens) Topic 4 Review and Assessment (item 10)

Lesson 2, Text 4: The Three-Fifths Compromise (screens 1 and 2) Topic 4 Review and Assessment (item 11)

Lesson 4, Text 1: The Federalists and the Antifederalists (screens 1, 2, and 3) Topic 4 Review and Assessment (item 23)

Lesson 4, Text 1: The Federalists and the Antifederalists (screens 3 and 4) Topic 4 Review and Assessment (item 24) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  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

(i)  describe major domestic problems faced by the leaders of the new republic

(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:

(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:

(B)  summarize arguments regarding protective tariffs, taxation, and the banking system

(B)  summarize arguments regarding protective tariffs, taxation, and the banking system

(i)  summarize arguments regarding protective tariffs

(ii)  summarize arguments regarding taxation

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

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Instruction

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Assessment

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Page (s)

Topic 5: Lesson 1, Text 1 (screen 3); Lesson 1, Text 2 (screen 1); Lesson 1, Text 3 (screen 1); Lesson 1, Text 4 (screen 3); Lesson 5, Text 3 (all screens) Topic 5 Review and Assessment

Topic 6: Lesson 2, Text 1 (screens 2 and 3) Topic 5 Review and Assessment

Topic 5: Lesson 1, Text 3 (screen 2) Topic 5 Review and Assessment

Specific Location

Lesson 1, Text 1: The First American Presidency (screen 3); Lesson 1, Text 2: Alexander Hamilton and the National Debt (screen 1); Lesson 1, Text 3: Creating a Stable Economy (screen 1); Lesson 1, Text 4: Taxation Sparks The Whiskey Rebellion (screen 3); Lesson 5, Text 3: Early Events in the War of 1812 (all screens) Topic 5 Review and Assessment (items 4, 8, 10, 12, 19, 26, 35, 36, 40, 41, and 47)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 2 and 3) Topic 5 Review and Assessment (item 8)

Lesson 1, Text 3: Creating a Stable Economy (screen 2) Topic 5 Review and Assessment (item 9)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  summarize arguments regarding protective tariffs, taxation, and the banking system

(iii)  summarize arguments regarding the banking system

(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:

(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:

(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:

(C)  explain the origin and development of American political parties

(C)  explain the origin and development of American political parties

(D) explain the causes, important events, and effects of the War of 1812

(i)  explain the origin of American political parties

(ii)  explain the development of American political parties

(i) explain the causes of the War of 1812

Citation Type

Instruction

Component ISBN

9780133306804

Assessment

9780133306804

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9780133306804

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9780133306804

Instruction

9780133306804

Assessment

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Page (s)

Topic 6: Lesson 2, Text 2 (screens 1 and 2) Topic 5 Review and Assessment

Topic 5: Lesson 2, Text 3 (all screens) Topic 5 Review and Assessment

Topic 6: Lesson 1, Text 3 (screens 2, 3, and 4) Topic 5 Review and Assessment

Topic 5: Lesson 5, Text 2 (all screens) Topic 5 Review and Assessment

Specific Location

Lesson 2, Text 2: The Bank War (screens 1 and 2) Topic 5 Review and Assessment (items 8, 15, and 51)

Lesson 2, Text 3: The Origin of American Political Parties (all screens) Topic 5 Review and Assessment (items 14 and 16)

Lesson 1, Text 3: The Presidency of John Quincy Adams (screens 2, 3, and 4) Topic 5 Review and Assessment (item 18)

Lesson 5, Text 2: The Causes of the War of 1812 (all screens) Topic 5 Review and Assessment (item 39)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D) explain the causes, important events, and effects of the War of 1812

(ii) explain the important events of the War of 1812

(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:

(D) explain the causes, important events, and effects of the War of 1812

(iii) explain the effects of the War of 1812

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

(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:

(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

9780133306804

(i)  identify the foreign policies of presidents Washington through Monroe

Instruction

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Page (s)

Topic 5: Lesson 5, Text 5 (all screens) Topic 5 Review and Assessment

Topic 5: Lesson 5, Text 6 (screens 2 and 3) Topic 5 Review and Assessment

Topic 5: Lesson 1, Text 5 (screens 4 and 5); Lesson 3, Text 1 (all screens); Lesson 4, Text 6 (screens 1 and 2); Lesson 1, Text 5 (screens 4 and 5); Lesson 5, Text 2 (screens 2 and 3); Lesson 6, Text 6 (screen 2)

Specific Location

Lesson 5, Text 5: The War's Conclusion (all screens) Topic 5 Review and Assessment (items 42, 43, and 44)

Lesson 5, Text 6: The Effects of the War of 1812 (screens 2 and 3) Topic 5 Review and Assessment (items 45 and 48)

Lesson 1, Text 5: Americans React to the French Revolution (screens 4 and 5); Lesson 3, Text 1: Escalating Conflict With France (all screens); Lesson 4, Text 6: A Painful Embargo (screens 1 and 2); Lesson 1, Text 5: Americans React to the French Revolution (screens 4 and 5); Lesson 5, Text 2: The Causes of the War of 1812 (screens 2 and 3); Lesson 6, Text 6: The Monroe Doctrine (screen 2) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

Breakout

(ii)  explain the impact of Washington's Farewell Address

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

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9780133306804

(F)  explain the impact of the election of Andrew Jackson, including expanded suffrage

(i)  explain the impact of the election of Andrew Jackson, including expanded suffrage

Instruction

Assessment Page 55 of 543

Page (s)

Specific Location

Topic 5 Review and Topic 5 Review and Assessment Assessment (items 11, 20, 34, 39, and 54)

Topic 5: Lesson 1, Text 6 (screen 2) Topic 5 Review and Assessment

Lesson 1, Text 6: Washington Defends Neutrality (screen 2) Topic 5 Review and Assessment (item 13)

(iii)  explain the impact of the Monroe Doctrine

Assessment

(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:

Proclamation 2015

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Topic 5: Lesson 6, Text 6 (screens 2 and 3) Topic 5 Review and Assessment

Topic 6: Lesson 1, Text 1 (screens 2 and 3); Lesson 1, Text 4 (screens 4 and 5) Topic 6 Review and Assessment

Lesson 6, Text 6: The Monroe Doctrine (screens 2 and 3) Topic 5 Review and Assessment (item 54)

Lesson 1, Text 1: Democracy Expands (screens 2 and 3); Lesson 1, Text 4: Jacksonian Democracy (screens 4 and 5) Topic 6 Review and Assessment (item 6) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(G)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

(i)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act

(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:

(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:

(G)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

(G)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

(ii)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including Worcester v. Georgia

(iii)  analyze . . . the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Trail of Tears

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

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Assessment Page 56 of 543

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Page (s)

Specific Location

Topic 6: Lesson 3, Text 2 (screens 4 and 5) Topic 6 Review and Assessment

Lesson 3, Text 2: Indian Removal (screens 4 and 5)

Topic 6: Lesson 3, Text 2 (screens 2 and 3) Topic 6 Review and Assessment

Lesson 3, Text 2: Indian Removal (screens 2 and 3)

Topic 6: Lesson 3, Text 3 (screens 3 and 4) Topic 6 Review and Assessment

Topic 6 Review and Assessment (item 20)

Topic 6 Review and Assessment (item 18)

Lesson 3, Text 3: Southern Native Americans On the Trail of Tears (screens 3 and 4) Topic 6 Review and Assessment (item 21) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

(i)  explain how the Northwest Ordinance established principles for orderly expansion of the United States

(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:

(A)  explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

(ii)  explain how the Northwest Ordinance established procedures for orderly expansion of the United States

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

(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:

(B)  explain the political, economic, and social roots of Manifest Destiny

(i)  explain the political roots of Manifest Destiny

Instruction

Assessment

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Page (s)

Specific Location

Topic 4: Lesson 1, Text 4 (screens 2 and 3) Topic 4 Review and Assessment

Lesson 1, Text 4: An Orderly Expansion (screens 2 and 3)

Topic 4: Lesson 1, Text 4 (screens 2 and 3) Topic 4 Review and Assessment

Lesson 1, Text 4: An Orderly Expansion (screens 2 and 3)

Topic 6: Lesson 7, Text 2 (screens 1 and 2) Topic 6 Review and Assessment

Lesson 7, Text 2: Manifest Destiny (screens 1 and 2)

Topic 4 Review and Assessment (item 6)

Topic 4 Review and Assessment (item 6)

Topic 6 Review and Assessment (item 43)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  explain the political, economic, and social roots of Manifest Destiny

(ii)  explain the economic roots of Manifest Destiny

(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:

(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:

(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:

(B)  explain the political, economic, and social roots of Manifest Destiny

(C)  analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

(D)  explain the causes and effects of the U.S.-Mexican War and their impact on the United States

(iii)  explain the social roots of Manifest Destiny

(i)  analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

(i)  explain the causes of the U.S.-Mexican War

Citation Type

Instruction

Component ISBN

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

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Assessment

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Page (s)

Specific Location

Topic 6: Lesson 7, Text 2 (screens 1 and 2) Topic 6 Review and Assessment

Lesson 7, Text 2: Manifest Destiny (screens 1 and 2)

Topic 6: Lesson 7, Text 2 (screens 1 and 2) Topic 6 Review and Assessment

Lesson 7, Text 2: Manifest Destiny (screens 1 and 2)

Topic 6: Lesson 7, Text 2 (screen 1) Topic 6 Review and Assessment

Topic 6: Lesson 7, Text 3 (screen 1) Topic 6 Review and Assessment

Topic 6 Review and Assessment (item 43)

Topic 6 Review and Assessment (item 43)

Lesson 7, Text 2: Manifest Destiny (screen 1) Topic 6 Review and Assessment (item 44)

Lesson 7, Text 3: The U.S.-Mexican War (screen 1) Topic 6 Review and Assessment (item 45) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D)  explain the causes and effects of the U.S.-Mexican War and their impact on the United States

(ii)  explain the effects of the U.S.-Mexican War

(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:

(D)  explain the causes and effects of the U.S.-Mexican War and their impact on the United States

(iii)  explain their impact on the United States

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

(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:

Page 59 of 543

(E)  identify areas that were acquired to form the United States, including the Louisiana Purchase

(i)  identify areas that were acquired to form the United States, including the Louisiana Purchase

Proclamation 2015

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9780133306804

9780133306804

Assessment

9780133306804

Instruction

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Page (s)

Specific Location

Topic 6: Lesson 7, Text 3 (screens 4 and 5) Topic 6 Review and Assessment

Lesson 7, Text 3: The U.S.-Mexican War (screens 4 and 5)

Topic 6: Lesson 7, Text 3 (screens 4 and 5) Topic 6 Review and Assessment

Lesson 7, Text 3: The U.S.-Mexican War (screens 4 and 5)

Topic 5: Lesson 4, Text 3 (screens 3 and 4) Topic 5 Review and Assessment Topic 6: Lesson 5, Text 1 (screen 1); Lesson 7, Text 1 (screen 1)

Topic 6 Review and Assessment (item 46)

Topic 6 Review and Assessment (item 47)

Lesson 4, Text 3: The Louisiana Purchase (screens 3 and 4) Topic 5 Review and Assessment (item 31)

Lesson 5, Text 1: In Search of New Territory (screen 1); Lesson 7, Text 1: New Mexico Territory and California (screen 1)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze the impact of tariff policies on sections of the United States before the Civil War

(i)  analyze the impact of tariff policies on sections of the United States before the Civil War

(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:

(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:

(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:

Page 60 of 543

(B) compare the effects of political, economic, and social factors on slaves and free blacks

(B) compare the effects of political, economic, and social factors on slaves and free blacks

(B) compare the effects of political, economic, and social factors on slaves and free blacks

(i) compare the effects of political factors on slaves and free blacks

(ii) compare the effects of economic factors on slaves and free blacks

(iii) compare the effects of social factors on slaves and free blacks

Citation Type

Proclamation 2015

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 6, Text 2 (screens 3 and 4) Topic 5 Review and Assessment Topic 6: Lesson 2, Text 1 (screens 1, 2, and 3)

Topic 6: Lesson 1, Text 1 (screens 2 and 4) Topic 6 Review and Assessment

Topic 7: Lesson 2, Text 4 (screen 4) Topic 7 Review and Assessment

Topic 7: Lesson 2, Text 4 (screen 4)

Specific Location

Lesson 6, Text 2: Creating a Stable Economy After the War (screens 3 and 4) Topic 5 Review and Assessment (item 49)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 1, 2, and 3)

Lesson 1, Text 1: Democracy Expands (screens 2 and 4) Topic 6 Review and Assessment (item 2)

Lesson 2, Text 4: Southern African Americans (screen 4) Topic 7 Review and Assessment (items 33 and 42)

Lesson 2, Text 4: Southern African Americans (screen 4)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) analyze the impact of slavery on different sections of the United States

Breakout

(i) analyze the impact of slavery on different sections of the United States

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

Assessment

(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:

Page 61 of 543

(D) 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

(i) identify the provisions of congressional conflicts and compromises prior to the Civil War

Proclamation 2015

Instruction

9780133306804

9780133306804

9780133306804

Assessment

9780133306804

Instruction

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Page (s)

Specific Location

Topic 7 Review and Topic 7 Review and Assessment Assessment (items 33 and 42)

Topic 7: Lesson 4, Text 1 (screens 2 and 3) Topic 7 Review and Assessment

Topic 6: Lesson 1, Text 2 (screen 3); Lesson 2, Text 1 (screens 3 and 4) Topic 6 Review and Assessment Topic 8: Lesson 1, Text 1 (screen 2); Lesson 1, Text 5 (screens 1 and 4)

Lesson 4, Text 1: Early Opposition to Slavery (screens 2 and 3) Topic 7 Review and Assessment (items 37, 43, 44, 56, and 70)

Lesson 1, Text 2: The Election of 1824 Leads to a Bargain (screen 3); Lesson 2, Text 1: A Conflict Over States' Rights (screens 3 and 4) Topic 6 Review and Assessment (items 3 and 10)

Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 2); Lesson 1, Text 5: Congress Reaches a Compromise (screens 1 and 4)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D) 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

(ii) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams

(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:

Page 62 of 543

(D) 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

(iii) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John C. Calhoun

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 1, Text 2 (screen 3) Topic 6 Review and Assessment

Topic 6: Lesson 2, Text 1 (screens 3 and 4) Topic 8 Review and Assessment Topic 8: Lesson 1, Text 4 (screens 2 and 3)

Specific Location

Lesson 1, Text 2: The Election of 1824 Leads to a "Bargain" (screen 3) Topic 6 Review and Assessment (item 3)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 3 and 4) Topic 8 Review and Assessment (item 6)

Lesson 1, Text 4: California Reignites the Slavery Debate (screens 2 and 3)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D) 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

(iv) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of Henry Clay

(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:

Page 63 of 543

(D) 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

(v) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of Daniel Webster

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 2, Text 2 (screens 2, 3, and 4) Topic 5 Review and Assessment Topic 8: Lesson 1, Text 4 (screens 2 and 3)

Topic 6: Lesson 2, Text 2 (screens 2 and 3) Topic 8 Review and Assessment Topic 8: Lesson 1, Text 4 (screen 4)

Specific Location

Lesson 2, Text 2: The Bank War (screens 2, 3, and 4) Topic 5 Review and Assessment (item 50)

Lesson 1, Text 4: California Reignites the Slavery Debate (screens 2 and 3)

Lesson 2, Text 2: The Bank War (screens 2 and 3) Topic 8 Review and Assessment (item 7) Lesson 1, Text 4: California Reignites the Slavery Debate (screen 4)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A)  explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

(i)  explain the roles played by significant individuals during the Civil War, including Jefferson Davis

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A)  explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 3, Text 6 (screens 1 and 2) Topic 8 Review and Assessment

Specific Location

Lesson 3, Text 6: The Leadership Roles of Lincoln and Davis (screens 1 and 2) Topic 8 Review and Assessment (item 29)

(ii)  explain the roles played by significant individuals during the Civil War, including Ulysses S. Grant

Assessment

Page 64 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 6, Text 4 (screens 1 and 2) Topic 8 Review and Assessment

Lesson 6, Text 4: Union Forces Move Southward (screens 1 and 2) Topic 8 Review and Assessment (items 39, 50, and 53)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A)  explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

(iii)  explain the roles played by significant individuals during the Civil War, including Robert E. Lee

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A)  explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 4, Text 3 (screens 4, 6, and 7) Topic 8 Review and Assessment

Specific Location

Lesson 4, Text 3: Confederate Forces Win in the East (screens 4, 6, and 7) Topic 8 Review and Assessment (items 31, 38, and 51)

(iv)  explain the roles played by significant individuals during the Civil War, including Abraham Lincoln

Assessment

Page 65 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 3, Text 6 (screen 2) Topic 8 Review and Assessment

Lesson 3, Text 6: The Leadership Roles of Lincoln and Davis (screen 2) Topic 8 Review and Assessment (items 30, 41, and 54)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A)  explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

(v)  explain the roles played by significant individuals during the Civil War, including heroes

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 5, Text 2 (screen 3); Lesson 6, Text 6 (screens 3 and 4) Topic 8 Review and Assessment

Specific Location

Lesson 5, Text 2: African Americans Fight Heroically for the Union (screen 3); Lesson 6, Text 6: The Confederacy Surrenders at Appomattox (screens 3 and 4) Topic 8 Review and Assessment (items 43, 44, and 58)

(i)  explain the causes of the Civil War, including sectionalism

Assessment

Page 66 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 2, Text 1 (screen 2); Lesson 3, Text 2 (screen 5) Topic 8 Review and Assessment

Lesson 2, Text 1: The Question of Slavery in Kansas and Nebraska (screen 2); Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5) Topic 8 Review and Assessment (items 5, 13, and 23)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

(ii)  explain the causes of the Civil War, including states' rights

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 3, Text 2 (screen 5) Topic 6 Review and Assessment

Specific Location

Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5) Topic 6 Review and Assessment (item 11)

(iii)  explain the causes of the Civil War, including slavery

Assessment

Page 67 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 3, Text 2 (screen 5) Topic 8 Review and Assessment

Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5) Topic 8 Review and Assessment (items 5 and 13) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

(iv)  explain significant events of the Civil War, including the firing on Fort Sumter

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 68 of 543

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 3, Text 3 (screen 6) Topic 8 Review and Assessment

Specific Location

Lesson 3, Text 3: War Breaks Out (screen 6) Topic 8 Review and Assessment (item 26)

(v)  explain significant events of the Civil War, including the battle of Antietam

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 4, Text 2 (screens 6 and 7)

Lesson 4, Text 2: The Beginnings of a Long War (screens 6 and 7)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 8 Review and Topic 8 Review and Assessment Assessment (item 37)

(vi)  explain significant events of the Civil War, including the battle of Gettysburg

Assessment

Page 69 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 6, Text 2 (all screens) Topic 8 Review and Assessment

Lesson 6, Text 2: The Battle of Gettysburg (all screens) Topic 8 Review and Assessment (item 51)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

(vii)  explain significant events of the Civil War, including the battle of Vicksburg

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 6, Text 1 (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 6, Text 1: The Siege of Vicksburg (all screens) Topic 8 Review and Assessment (item 50)

(viii)  explain significant events of the Civil War, including the announcement of the Emancipation Proclamation

Assessment

Page 70 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 5, Text 1 (all screens) Topic 8 Review and Assessment

Lesson 5, Text 1: The Emancipation Proclamation (all screens) Topic 8 Review and Assessment (item 42) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

(ix)  explain significant events of the Civil War, including Lee's surrender at Appomattox Court House

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 71 of 543

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 8: Lesson 6, Text 6 (screens 1 and 2) Topic 8 Review and Assessment

Specific Location

Lesson 6, Text 6: The Confederacy Surrenders at Appomattox (screens 1 and 2) Topic 8 Review and Assessment (item 57)

(x)  explain significant events of the Civil War, including the assassination of Abraham Lincoln

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 9: Lesson 1, Text 3 (all screens)

Lesson 1, Text 3: The Assassination of Abraham Lincoln (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C)  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

Breakout

(i)  analyze Abraham Lincoln's ideas about liberty as contained in his first and second inaugural addresses and the Gettysburg Address

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

Assessment

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(C)  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

(ii)  analyze Abraham Lincoln's ideas about equality as contained in his first and second inaugural addresses and the Gettysburg Address

Instruction

Assessment

Page 72 of 543

Proclamation 2015

9780133306804

9780133306804

9780133306804

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 9 Review and Topic 9 Review and Assessment Assessment (item 7)

Topic 8: Lesson 3, Text 3 (screens 2 and 4); Lesson 6, Text 3 (screens 3, 4, and 5); Lesson 6, Text 5 (all screens) Topic 8 Review and Assessment

Topic 8: Lesson 3, Text 3 (screens 2 and 4); Lesson 6, Text 3 (screens 3, 4, and 5); Lesson 6, Text 5 (all screens) Topic 8 Review and Assessment

Lesson 3, Text 3: War Breaks Out (screens 2 and 4); Lesson 6, Text 3: The Gettysburg Address (screens 3, 4, and 5); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (all screens) Topic 8 Review and Assessment (items 25, 52, and 55)

Lesson 3, Text 3: War Breaks Out (screens 2 and 4); Lesson 6, Text 3: The Gettysburg Address (screens 3, 4, and 5); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (all screens) Topic 8 Review and Assessment (items 25, 52, and 55)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(C)  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

(iii)  analyze Abraham Lincoln's ideas about union as contained in his first and second inaugural addresses and the Gettysburg Address

Citation Type

Instruction

Assessment

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(C)  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

(iv)  analyze Abraham Lincoln's ideas about government as contained in his first and second inaugural addresses and the Gettysburg Address

Instruction

Assessment

Page 73 of 543

Proclamation 2015

Component ISBN

9780133306804

9780133306804

9780133306804

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 3, Text 3 (screens 2, 3, and 4); Lesson 6, Text 3 (screen 1); Lesson 6, Text 5 (screens 3 and 5) Topic 8 Review and Assessment

Topic 8: Lesson 3, Text 3 (screens 2, 3, and 4); Lesson 6, Text 5 (screens 1 and 2) Topic 8 Review and Assessment

Specific Location

Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4); Lesson 6, Text 3: The Gettysburg Address (screen 1); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 3 and 5) Topic 8 Review and Assessment (items 25, 52, and 55)

Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 1 and 2) Topic 8 Review and Assessment (items 25, 52, and 55)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(C)  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

(v)  contrast them with the ideas contained in Jefferson Davis's inaugural address

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(A)  evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments

(A)  evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments

Citation Type

Instruction

(i)  evaluate legislative reform programs of the Radical Reconstruction Congress

(ii)  evaluate legislative reform programs of the reconstructed state governments

Component ISBN

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 74 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 6, Text 5 (screens 1 and 2); Lesson 3, Text 3 (screens 2, 3, and 4) Topic 8 Review and Assessment

Topic 9: Lesson 2, Text 2 (screens 1 and 2) Topic 9 Review and Assessment

Topic 9: Lesson 3, Text 3 (all screens) Topic 9 Review and Assessment

Specific Location

Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 1 and 2); Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4) Topic 8 Review and Assessment (items 25, 52, and 55)

Lesson 2, Text 2: Reforms of the Radical Reconstruction Congress (screens 1 and 2) Topic 9 Review and Assessment (items 11 and 14)

Lesson 3, Text 3: Political Problems and Legislative Reform (all screens) Topic 9 Review and Assessment (items 22 and 26)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(B)  evaluate the impact of the election of Hiram Rhodes Revels

(i)  evaluate the impact of the election of Hiram Rhodes Revels

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

Page 75 of 543

(C)  explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

(C)  explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

(C)  explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

(i)  explain the economic problems during Reconstruction

(ii)  explain the political problems during Reconstruction

(iii)  explain the social problems during Reconstruction

Citation Type

Proclamation 2015

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 9: Lesson 3, Text 1 (screens 4 and 5) Topic 9 Review and Assessment

Topic 9: Lesson 3, Text 4 (screens 2 and 3) Topic 9 Review and Assessment

Specific Location

Lesson 3, Text 1: New Political Groups in the South (screens 4 and 5) Topic 9 Review and Assessment (item 19)

Lesson 3, Text 4: Economic Problems During Reconstruction (screens 2 and 3) Topic 9 Review and Assessment (items 1, 2, 10, and 23)

Topic 9: Lesson 3, Text 3 (all screens) Topic 9 Review and Assessment

Lesson 3, Text 3: Political Problems and Legislative Reform (all screens) Topic 9 Review and Assessment (items 1, 2, 10, 14, 15, 16, 21, 25, 26, and 28)

Topic 9: Lesson 3, Text 2 (screens 1, 2, and 3)

Lesson 3, Text 2: Conservatives Resist Reform (screens 1, 2, and 3) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

Page 76 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C)  explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

(D)  identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306804

(iv)  evaluate their impact on different groups

Instruction

9780133306804

Assessment

9780133306804

(i)  identify the effects of legislative acts

Instruction

9780133306804

Assessment

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 9 Review and Topic 9 Review and Assessment Assessment (items 1, 2, 10, 13, 23, and 29)

Topic 9: Lesson 3, Text 2 (screens 1, 2, and 3); Lesson 3, Text 3 (screens 2 and 3); Lesson 3, Text 4 (screens 2 and 3) Topic 9 Review and Assessment

Topic 9: Lesson 5, Text 4 (screens 1 and 2); Lesson 5, Text 5 (all screens); Lesson 6, Text 7 (screens 2 and 3) Topic 9 Review and Assessment

Lesson 3, Text 2: Conservatives Resist Reform (screens 1, 2, and 3); Lesson 3, Text 3: Political Problems and Legislative Reform (screens 2 and 3); Lesson 3, Text 4: Economic Problems During Reconstruction (screens 2 and 3) Topic 9 Review and Assessment (items 6, 9, 10, 13, 14, 15, 16, 20, 24, 27, 28, and 29)

Lesson 5, Text 4: Effects of the Homestead Act (screens 1 and 2); Lesson 5, Text 5: Effects of the Morrill Acts (all screens); Lesson 6, Text 7: Calls to Reform Native American Policies (screens 2 and 3) Topic 9 Review and Assessment (items 34, 35, and 39)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(i)  locate places of importance in the United States during the 17th century

(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:

(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:

(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:

Page 77 of 543

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(ii)  locate places of importance in the United States during the 18th century

(iii)  locate places of importance in the United States during the 19th century

(iv)  locate regions of importance in the United States during the 17th century

Proclamation 2015

Citation Type

Component ISBN

Page (s)

Instruction

9780133306804

Topic 2: Lesson 3, Text 5 (all screens) Topic 2 Review and Assessment

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 3, Text 3 (screens 1 and 3) Topic 3 Review and Assessment

Topic 6: Lesson 4, Text 1 (all screens) Topic 5 Review and Assessment

Topic 2: Lesson 3, Text 5 (all screens)

Specific Location

Lesson 3, Text 5: New Colonies Form Over Religious Differences (all screens) Topic 2 Review and Assessment (item 11)

Lesson 3, Text 3: The Battles of Lexington and Concord (screens 1 and 3) Topic 3 Review and Assessment (items 1 and 30)

Lesson 4, Text 1: Heading into the West (all screens) Topic 5 Review and Assessment (item 31)

Lesson 3, Text 5: New Colonies Form Over Religious Differences (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(B)  compare places and regions of the United States in terms of physical and human characteristics

Breakout

(v)  locate regions of importance in the United States during the 18th century

(vi)  locate regions of importance in the United States during the 19th century

(i)  compare places and regions of the United States in terms of physical characteristics

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 78 of 543

Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 2 Review and Topic 2 Review and Assessment Assessment (item 32)

Topic 3: Lesson 5, Text 8 (screens 2, 3, and 4); Lesson 5, Text 6 (screen 3) Topic 3 Review and Assessment

Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screens 2, 3, and 4); Lesson 5, Text 6: Native Americans and the Spanish Choose Sides (screen 3)

Topic 6: Lesson 2, Text 1 (screens 1 and 2) Topic 5 Review and Assessment

Lesson 2, Text 1: A Conflict Over States' Rights (screens 1 and 2)

Topic 6: Lesson 7, Text 1 (screen 1) Topic 2 Review and Assessment

Topic 3 Review and Assessment (item 38)

Topic 5 Review and Assessment (item 53)

Lesson 7, Text 1: New Mexico Territory and California (screen 1) Topic 2 Review and Assessment (items 42 and 49)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  compare places and regions of the United States in terms of physical and human characteristics

(ii)  compare places and regions of the United States in terms of human characteristics

(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:

(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:

(C)  analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(C)  analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(i)  analyze the effects of physical geographic factors on major historical events in the United States

(ii)  analyze the effects of physical geographic factors on major contemporary events in the United States

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

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Proclamation 2015

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Page (s)

Topic 6: Lesson 7, Text 4 (all screens) Topic 1 Review and Assessment Topic 7: Lesson 2, Text 3 (screen 3)

Topic 8: Lesson 6, Text 1 (all screens) Topic 2 Review and Assessment

Topic 6: Lesson 6, Text 1 (screen 2) Topic 6 Review and Assessment

Specific Location

Lesson 7, Text 4: Settling the Mexican Cession (all screens) Topic 1 Review and Assessment (items 1, 4, and 15)

Lesson 2, Text 3: Southern Whites (screen 3)

Lesson 6, Text 1: The Siege of Vicksburg (all screens) Topic 2 Review and Assessment (items 11 and 55)

Lesson 6, Text 1: Americans Colonize Mexican Texas (screen 2) Topic 6 Review and Assessment (item 36)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(C)  analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(iii)  analyze the effects of human geographic factors on major historical events in the United States

(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:

(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:

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(C)  analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(iv)  analyze the effects of human geographic factors on major contemporary events in the United States

(i)  analyze how physical characteristics of the environment influenced population distribution during the 17th century

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 6: Lesson 7, Text 4 (screens 2 and 3) Topic 2 Review and Assessment

Lesson 7, Text 4: Settling the Mexican Cession (screens 2 and 3)

Topic 6: Lesson 3, Text 2 (screens 4 and 5) Topic 6 Review and Assessment

Lesson 3, Text 2: Indian Removal (screens 4 and 5)

Topic 1: Lesson 1, Text 7 (screen 1) Topic 1 Review and Assessment Topic 2: Lesson 5, Text 3 (all screens)

Topic 2 Review and Assessment (items 55 and 57)

Topic 6 Review and Assessment (item 19)

Lesson 1, Text 7: Culture and the Physical Characteristics of North America (screen 1) Topic 1 Review and Assessment (item 2)

Lesson 5, Text 3: Two Regions Develop Differently (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(ii)  analyze how physical characteristics of the environment influenced settlement patterns during the 17th century

(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:

(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:

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(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(iii)  analyze how physical characteristics of the environment influenced economic activities during the 17th century

(iv)  analyze how physical characteristics of the environment influenced population distribution during the 18th century

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 1: Lesson 1, Text 7 (screen 1) Topic 1 Review and Assessment Topic 2: Lesson 5, Text 3 (all screens)

Topic 2: Lesson 3, Text 7 (screen 3) Topic 2 Review and Assessment

Topic 2: Lesson 5, Text 3 (all screens)

Specific Location

Lesson 1, Text 7: Culture and the Physical Characteristics of North America (screen 1) Topic 1 Review and Assessment (items 3 and 5)

Lesson 5, Text 3: Two Regions Develop Differently (all screens)

Lesson 3, Text 7: The Towns of New England (screen 3) Topic 2 Review and Assessment (items 16 and 31)

Lesson 5, Text 3: Two Regions Develop Differently (all screens) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

Breakout

(v)  analyze how physical characteristics of the environment influenced settlement patterns during the 18th century

(vi)  analyze how physical characteristics of the environment influenced economic activities during the 18th century

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

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Proclamation 2015

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Page (s)

Specific Location

Topic 2 Review and Topic 2 Review and Assessment Assessment (item 52)

Topic 2: Lesson 5, Text 3 (all screens) Topic 2 Review and Assessment

Topic 2: Lesson 3, Text 7 (screen 4) Topic 2 Review and Assessment

Lesson 5, Text 3: Two Regions Develop Differently (all screens) Topic 2 Review and Assessment (item 52)

Lesson 3, Text 7: The Towns of New England (screen 4) Topic 2 Review and Assessment (item 43)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(vii)  analyze how physical characteristics of the environment influenced population distribution during the 19th century

(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:

(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:

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(viii)  analyze how physical characteristics of the environment influenced settlement patterns during the 19th century

(ix)  analyze how physical characteristics of the environment influenced economic activities during the 19th century

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment Page 83 of 543

Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 7, Text 1 (screen 2) Topic 6 Review and Assessment

Topic 6: Lesson 7, Text 5 (screen 1) Topic 6 Review and Assessment

Topic 7: Lesson 1, Text 2 (screen 5) Topic 6 Review and Assessment

Specific Location

Lesson 7, Text 1: New Mexico Territory and California (screen 2) Topic 6 Review and Assessment (item 41)

Lesson 7, Text 5: The Effects of Migration to California (screen 1) Topic 6 Review and Assessment (items 24, 37, and 41)

Lesson 1, Text 2: Factories Come to America (screen 5) Topic 6 Review and Assessment (items 29 and 31) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  describe the positive and negative consequences of human modification of the physical environment of the United States

(i)  describe the positive consequences of human modification of the physical environment of the United States

(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:

(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:

(B)  describe the positive and negative consequences of human modification of the physical environment of the United States

(C)  describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries

(ii)  describe the negative consequences of human modification of the physical environment of the United States

(i)  describe how different immigrant groups interacted with the environment in the United States during the 17th century

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

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Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 4, Text 4 (screen 1) Topic 1 Review and Assessment

Topic 7: Lesson 1, Text 4 (screens 2 and 3) Topic 1 Review and Assessment

Topic 2: Lesson 2, Text 4 (screen 5) Topic 2 Review and Assessment

Specific Location

Lesson 4, Text 4: Canals Connect the Country (screen 1) Topic 1 Review and Assessment (items 10, 12, and 13)

Lesson 1, Text 4: Cities Expand (screens 2 and 3) Topic 1 Review and Assessment (items 11, 12, 13, and 16)

Lesson 2, Text 4: Roanoke and Jamestown (screen 5) Topic 2 Review and Assessment (items 12 and 19)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(C)  describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries

(ii)  describe how different immigrant groups interacted with the environment in the United States during the 18th century

(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:

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

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(C)  describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries

(A)  identify economic differences among different regions of the United States

(B)  explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

(iii)  describe how different immigrant groups interacted with the environment in the United States during the 19th century

(i)  identify economic differences among different regions of the United States

(i)  explain reasons for the development of the plantation system

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 5, Text 3 (screen 6) Topic 2 Review and Assessment

Topic 6: Lesson 7, Text 5 (screen 2) Topic 6 Review and Assessment

Topic 7: Lesson 2, Text 2 (screens 3 and 4) Topic 2 Review and Assessment

Topic 2: Lesson 5, Text 3 (screens 1 and 2)

Specific Location

Lesson 5, Text 3: Two Regions Develop Differently (screen 6) Topic 2 Review and Assessment (items 44 and 54)

Lesson 7, Text 5: The Effects of Migration to California (screen 2) Topic 6 Review and Assessment (item 52)

Lesson 2, Text 2: Reliance on Agriculture (screens 3 and 4) Topic 2 Review and Assessment (items 42, 69, and 70)

Lesson 5, Text 3: Two Regions Develop Differently (screens 1 and 2) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

(B)  explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

(C)  explain the reasons for the increase in factories and urbanization

Breakout

(ii)  explain reasons for the transatlantic slave trade

(iii)  explain reasons for the spread of slavery

(i)  explain the reasons for the increase in factories

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

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9780133306804

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Page (s)

Specific Location

Topic 2 Review and Topic 2 Review and Assessment Assessment (item 49)

Topic 2: Lesson 1, Text 5 (all screens) Topic 2 Review and Assessment

Topic 2: Lesson 5, Text 3 (screens 1 and 2) Topic 2 Review and Assessment

Topic 7: Lesson 1, Text 2 (screens 2 and 4) Topic 7 Review and Assessment

Lesson 1, Text 5: The Transatlantic Slave Trade (all screens) Topic 2 Review and Assessment (items 5 and 56)

Lesson 5, Text 3: Two Regions Develop Differently (screens 1 and 2) Topic 2 Review and Assessment (item 55)

Lesson 1, Text 2: Factories Come to America (screens 2 and 4) Topic 7 Review and Assessment (item 7)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(C)  explain the reasons for the increase in factories and urbanization

(ii)  explain the reasons for the increase in urbanization

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

Page 87 of 543

(D)  analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

(D)  analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

(i)  analyze the causes of economic differences among different regions of the United States at selected times in U.S. history

(ii)  analyze the effects of economic differences among different regions of the United States at selected times in U.S. history

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 1, Text 4 (screen 1) Topic 7 Review and Assessment

Topic 2: Lesson 5, Text 3 (all screens) Topic 2 Review and Assessment Topic 7: Lesson 2, Text 2 (screens 3 and 4)

Topic 2: Lesson 5, Text 3 (all screens) Topic 2 Review and Assessment Topic 7: Lesson 2, Text 2 (all screens)

Specific Location

Lesson 1, Text 4: Cities Expand (screen 1) Topic 7 Review and Assessment (item 13)

Lesson 5, Text 3: Two Regions Develop Differently (all screens) Topic 2 Review and Assessment (item 53)

Lesson 2, Text 2: Reliance on Agriculture (screens 3 and 4)

Lesson 5, Text 3: Two Regions Develop Differently (all screens) Topic 2 Review and Assessment (item 53)

Lesson 2, Text 2: Reliance on Agriculture (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(13)  Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  analyze the War of 1812 as a cause of economic changes in the nation

Breakout

(i)  analyze the War of 1812 as a cause of economic changes in the nation

Citation Type

(13)  Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

(B)  identify the economic factors that brought about rapid industrialization and urbanization

(B)  identify the economic factors that brought about rapid industrialization and urbanization

(i)  identify the economic factors that brought about rapid industrialization

(ii)  identify the economic factors that brought about rapid urbanization

9780133306804

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9780133306804

9780133306804

Instruction

9780133306804

Assessment

9780133306804

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9780133306804

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Component ISBN

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Assessment

(13)  Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 3, Text 5 (screens 1, 2, and 3)

Topic 7: Lesson 1, Text 2 (screen 4) Topic 5 Review and Assessment

Topic 7: Lesson 1, Text 1 (screens 3 and 4) Topic 7 Review and Assessment

Topic 7: Lesson 1, Text 4 (screen 1) Topic 7 Review and Assessment

Specific Location

Lesson 3, Text 5: Strengths and Weaknesses of the North and South (screens 1, 2, and 3)

Lesson 1, Text 2: Factories Come to America (screen 4) Topic 5 Review and Assessment (item 48)

Lesson 1, Text 1: The Industrial Revolution Begins (screens 3 and 4) Topic 7 Review and Assessment (item 4)

Lesson 1, Text 4: Cities Expand (screen 1) Topic 7 Review and Assessment (item 13)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(A)  explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights

(i)  explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(A)  explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights

(A)  explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights

(ii)  explain why a free enterprise system of economics developed in the new nation, including taxation

(iii)  explain why a free enterprise system of economics developed in the new nation, including property rights

Citation Type

Component ISBN

Page (s)

Instruction

9780133306804

Topic 5: Lesson 4, Text 1 (screens 2 and 3) Topic 2 Review and Assessment

Assessment

9780133306804

Instruction

9780133306804

Assessment

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9780133306804

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Topic 5: Lesson 1, Text 3 (screen 1) Topic 5 Review and Assessment

Topic 4: Lesson 3, Text 3 (screens 3 and 4) Topic 4 Review and Assessment

Specific Location

Lesson 4, Text 1: Jefferson's Leadership Redefines Government (screens 2 and 3) Topic 2 Review and Assessment (item 39)

Lesson 1, Text 3: Creating a Stable Economy (screen 1) Topic 5 Review and Assessment (item 7)

Lesson 3, Text 3: America Draws on Its Own Traditions (screens 3 and 4) Topic 4 Review and Assessment (items 15 and 21)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(B)  describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

(i)  describe the characteristics of the U.S. free enterprise system during the 18th century

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(B)  describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

(B)  describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

(ii)  describe the characteristics of the U.S. free enterprise system during the 19th century

(iii)  describe the benefits of the U.S. free enterprise system during the 18th century

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 90 of 543

Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 4, Text 2 (screen 3) Topic 2 Review and Assessment

Topic 7: Lesson 1, Text 2 (screens 6 and 7) Topic 7 Review and Assessment

Topic 2: Lesson 4, Text 2 (screen 3) Topic 2 Review and Assessment

Specific Location

Lesson 4, Text 2: New Jersey Forms Out of New York (screen 3) Topic 2 Review and Assessment (item 41)

Lesson 1, Text 2: Factories Come to America (screens 6 and 7) Topic 7 Review and Assessment (items 3 and 9)

Lesson 4, Text 2: New Jersey Forms Out of New York (screen 3) Topic 2 Review and Assessment (item 40)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(B)  describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

(iv)  describe the benefits of the U.S. free enterprise system during the 19th century

(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:

(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:

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(i)  identify the influence of ideas from historic documents, including the Magna Carta, on the U.S. system of government

(ii)  identify the influence of ideas from historic documents, including the English Bill of Rights, on the U.S. system of government

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 91 of 543

Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 7: Lesson 1, Text 2 (screens 6 and 7) Topic 7 Review and Assessment

Lesson 1, Text 2: Factories Come to America (screens 6 and 7)

Topic 4: Lesson 3, Text 2 (screens 1 and 2) Topic 2 Review and Assessment

Lesson 3, Text 2: English Influences (screens 1 and 2)

Topic 2: Lesson 7, Text 3 (screen 4) Topic 2 Review and Assessment

Topic 7 Review and Assessment (item 23)

Topic 2 Review and Assessment (item 14)

Lesson 7, Text 3: Foundations of Representative Government (screen 4) Topic 2 Review and Assessment (item 73) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(iii)  identify the influence of ideas from historic documents, including the Mayflower Compact, on the U.S. system of government

(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:

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(iv)  identify the influence of ideas from historic documents, including the Federalist Papers, on the U.S. system of government

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 92 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 3, Text 3 (all screens) Topic 2 Review and Assessment

Topic 4: Lesson 4, Text 1 (screens 2 and 3) Topic 4 Review and Assessment

Specific Location

Lesson 3, Text 3: America Draws on Its Own Traditions (all screens) Topic 2 Review and Assessment (item 18)

Lesson 4, Text 1: The Federalists and the Antifederalists (screens 2 and 3) Topic 4 Review and Assessment (item 25)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(v)  identify the influence of ideas from historic documents, including selected Anti-Federalist writings, on the U.S. system of government

(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:

(B)  summarize the strengths and weaknesses of the Articles of Confederation

(i)  summarize the strengths of the Articles of Confederation

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

(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:

Page 93 of 543

(B)  summarize the strengths and weaknesses of the Articles of Confederation

(ii)  summarize the weaknesses of the Articles of Confederation

Proclamation 2015

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 4, Text 2 (screen 2) Topic 4 Review and Assessment

Specific Location

Lesson 4, Text 2: A Bill of Rights (screen 2) Topic 4 Review and Assessment (item 26)

Topic 4: Lesson 1, Text 2 (screens 2 and 3) Topic 4 Review and Assessment

Lesson 1, Text 2: The Articles of Confederation (screens 2 and 3)

Topic 4: Lesson 1, Text 2 (screen 3); Lesson 1, Text 3 (all screens) Topic 4 Review and Assessment

Lesson 1, Text 2: The Articles of Confederation (screen 3); Lesson 1, Text 3: Weaknesses of the Confederation (all screens)

Topic 4 Review and Assessment (item 3)

Topic 4 Review and Assessment (items 4 and 5)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(C)  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

(i)  identify colonial grievances listed in the Declaration of Independence

(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:

(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:

(C)  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

(C)  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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 3: Lesson 4, Text 3 (screens 2 and 3) Topic 3 Review and Assessment

Specific Location

Lesson 4, Text 3: The Declaration of Independence (screens 2 and 3) Topic 3 Review and Assessment (items 26 and 27)

(ii)  explain how those grievances were addressed in the U.S. Constitution

Assessment

9780133306804

Instruction

9780133306804

Topic 4: Lesson 3, Text 3 (screen 2) Topic 4 Review and Assessment

Lesson 3, Text 3: America Draws on Its Own Traditions (screen 2) Topic 4 Review and Assessment (item 19)

(iii)  explain how those grievances were addressed in the Bill of Rights

Assessment

Page 94 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 4: Lesson 4, Text 2 (screen 1) Topic 4 Review and Assessment

Lesson 4, Text 2: A Bill of Rights (screen 1) Topic 4 Review and Assessment (item 31)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D)  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

(i)  analyze how the U.S. Constitution reflects the principle of limited government

(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:

(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:

(D)  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

(D)  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

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 4: Lesson 5, Text 2 (screens 1 and 2) Topic 4 Review and Assessment

Specific Location

Lesson 5, Text 2: Seven Basic Principles (screens 1 and 2) Topic 4 Review and Assessment (item 34)

(ii)  analyze how the U.S. Constitution reflects the principle of republicanism

(iii)  analyze how the U.S. Constitution reflects the principle of checks and balances

Assessment

9780133306804

Instruction

9780133306804

Assessment Page 95 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 4: Lesson 5, Text 2 (screen 3) Topic 4 Review and Assessment

Topic 4: Lesson 5, Text 2 (screen 2) Topic 4 Review and Assessment

Lesson 5, Text 2: Seven Basic Principles (screen 3) Topic 4 Review and Assessment (item 38)

Lesson 5, Text 2: Seven Basic Principles (screen 2) Topic 4 Review and Assessment (item 36) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D)  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

(iv)  analyze how the U.S. Constitution reflects the principles of federalism

(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:

(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:

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(D)  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

(D)  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

(v)  analyze how the U.S. Constitution reflects the principle of separation of powers

(vi)  analyze how the U.S. Constitution reflects the principle of popular sovereignty

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 5, Text 2 (screen 3) Topic 4 Review and Assessment

Topic 4: Lesson 5, Text 2 (screen 2) Topic 4 Review and Assessment

Topic 4: Lesson 5, Text 2 (screen 1)

Specific Location

Lesson 5, Text 2: Seven Basic Principles (screen 3) Topic 4 Review and Assessment (item 37)

Lesson 5, Text 2: Seven Basic Principles (screen 2) Topic 4 Review and Assessment (item 35)

Lesson 5, Text 2: Seven Basic Principles (screen 1) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D)  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

(A)  summarize the purposes for and process of amending the U.S. Constitution

(A)  summarize the purposes for and process of amending the U.S. Constitution

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 4 Review and Topic 4 Review and Assessment Assessment (item 33)

(vii)  analyze how the U.S. Constitution reflects the principle of individual rights

(i)  summarize the purposes for amending the U.S. Constitution

(ii)  summarize the process of amending the U.S. Constitution

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 97 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 4: Lesson 5, Text 2 (screens 4 and 5) Topic 4 Review and Assessment

Topic 4: Lesson 6, Text 1 (screen 1) Topic 4 Review and Assessment

Topic 4: Lesson 6, Text 1 (all screens) Topic 4 Review and Assessment

Lesson 5, Text 2: Seven Basic Principles (screens 4 and 5) Topic 4 Review and Assessment (item 42)

Lesson 6, Text 1: Constitutional Amendment (screen 1) Topic 4 Review and Assessment (item 41)

Lesson 6, Text 1: Constitutional Amendment (all screens) Topic 4 Review and Assessment (item 41)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

(i) describe the impact of 19th-century amendments, including the 13th amendment, on life in the United States

(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:

(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:

(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

(ii) describe the impact of 19th-century amendments, including the 14th amendment, on life in the United States

(iii) describe the impact of 19th-century amendments, including the 15th amendment, on life in the United States

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 98 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 9: Lesson 1, Text 4 (screens 1 and 2) Topic 9 Review and Assessment

Topic 9: Lesson 2, Text 2 (screens 2 and 3) Topic 9 Review and Assessment

Topic 9: Lesson 2, Text 4 (screens 3 and 4) Topic 9 Review and Assessment

Specific Location

Lesson 1, Text 4: President Johnson's Reconstruction Plan (screens 1 and 2) Topic 9 Review and Assessment (item 8)

Lesson 2, Text 2: Reforms of the Radical Reconstruction Congress (screens 2 and 3) Topic 9 Review and Assessment (item 12)

Lesson 2, Text 4: Political Problems and a New President (screens 3 and 4) Topic 9 Review and Assessment (item 17)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze the arguments of the Federalists and AntiFederalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

(i)  analyze the arguments of the Federalists, including those of Alexander Hamilton

(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:

(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:

(A)  analyze the arguments of the Federalists and AntiFederalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

(A)  analyze the arguments of the Federalists and AntiFederalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 4: Lesson 4, Text 1 (screen 2) Topic 4 Review and Assessment

Specific Location

Lesson 4, Text 1: The Federalists and the Antifederalists (screen 2) Topic 4 Review and Assessment (item 28)

(ii)  analyze the arguments of the Federalists, including those of James Madison

(iii)  analyze the arguments of the Anti-Federalists, including those of Patrick Henry

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 99 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 4: Lesson 4, Text 1 (screen 2) Topic 4 Review and Assessment

Topic 4: Lesson 4, Text 1 (screen 3) Topic 4 Review and Assessment

Lesson 4, Text 1: The Federalists and the Antifederalists (screen 2) Topic 4 Review and Assessment (item 30)

Lesson 4, Text 1: The Federalists and the Antifederalists (screen 3) Topic 4 Review and Assessment (item 24)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze the arguments of the Federalists and AntiFederalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

(iv)  analyze the arguments of the Anti-Federalists, including those of George Mason

(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:

(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:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 100 of 543

(B)  explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War

(B)  explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War

(A)  identify the origin of judicial review and analyze examples of congressional and presidential responses

(i)  explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis

(ii)  explain constitutional issues arising over the issue of states' rights, including the Civil War

(i)  identify the origin of judicial review

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 4, Text 2 (screen 2) Topic 4 Review and Assessment

Topic 6: Lesson 2, Text 1 (screens 3, 4, 5, and 6) Topic 6 Review and Assessment

Topic 8: Lesson 3, Text 2 (screens 3, 4, and 5) Topic 8 Review and Assessment

Topic 4: Lesson 5, Text 5 (screen 3)

Specific Location

Lesson 4, Text 2: A Bill of Rights (screen 2) Topic 4 Review and Assessment (item 27)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 3, 4, 5, and 6) Topic 6 Review and Assessment (item 12)

Lesson 3, Text 2: The Nation Moves Toward Civil War (screens 3, 4, and 5) Topic 8 Review and Assessment (item 24)

Lesson 5, Text 5: The Judicial Branch—The Supreme Court (screen 3) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 101 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  identify the origin of judicial review and analyze examples of congressional and presidential responses

(A)  identify the origin of judicial review and analyze examples of congressional and presidential responses

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Breakout

(ii) analyze examples of congressional responses 

(iii) analyze examples of presidential responses 

(i)  summarize the issues of landmark Supreme Court cases, including Marbury v. Madison

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4 Review and Assessment Topic 5: Lesson 4, Text 2 (screen 3)

Topic 5: Lesson 4, Text 2 (screen 4) Topic 5 Review and Assessment

Topic 5: Lesson 4, Text 2 (screens 3 and 4) Topic 5 Review and Assessment Topic 6: Lesson 3, Text 2 (screen 3)

Topic 5: Lesson 4, Text 2 (all screens)

Specific Location

Topic 4 Review and Assessment (item 39)

Lesson 4, Text 2: Landmark Supreme Court Cases (screen 3)

Lesson 4, Text 2: Landmark Supreme Court Cases (screen 4) Topic 5 Review and Assessment (item 29)

Lesson 4, Text 2: Landmark Supreme Court Cases (screens 3 and 4) Topic 5 Review and Assessment (item 29)

Lesson 3, Text 2: Indian Removal (screen 3)

Lesson 4, Text 2: Landmark Supreme Court Cases (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 102 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Breakout

(ii)  summarize the decisions of landmark Supreme Court cases, including Marbury v. Madison

(iii)  summarize the significance of landmark Supreme Court cases, including Marbury v. Madison

(iv)  summarize the issues of landmark Supreme Court cases, including McCulloch v. Maryland

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 5 Review and Topic 5 Review and Assessment Assessment (item 28)

Topic 5: Lesson 4, Text 2 (all screens) Topic 5 Review and Assessment

Topic 5: Lesson 4, Text 2 (all screens) Topic 5 Review and Assessment

Topic 5: Lesson 6, Text 3 (screen 1)

Lesson 4, Text 2: Landmark Supreme Court Cases (all screens) Topic 5 Review and Assessment (item 28)

Lesson 4, Text 2: Landmark Supreme Court Cases (all screens) Topic 5 Review and Assessment (item 28)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screen 1) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 103 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Breakout

(v)  summarize the decisions of landmark Supreme Court cases, including McCulloch v. Maryland

(vi)  summarize the significance of landmark Supreme Court cases, including McCulloch v. Maryland

(vii)  summarize the issues of landmark Supreme Court cases, including Gibbons v. Ogden

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 5 Review and Topic 5 Review and Assessment Assessment (item 51)

Topic 5: Lesson 6, Text 3 (screens 1 and 2) Topic 5 Review and Assessment

Topic 5: Lesson 6, Text 3 (screens 1 and 2) Topic 5 Review and Assessment

Topic 5: Lesson 6, Text 3 (screen 3)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screens 1 and 2) Topic 5 Review and Assessment (item 51)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screens 1 and 2) Topic 5 Review and Assessment (item 51)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screen 3) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 104 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(C)  evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States

Breakout

(viii)  summarize the decisions of landmark Supreme Court cases, including Gibbons v. Ogden

(ix)  summarize the significance of landmark Supreme Court cases, including Gibbons v. Ogden

(i)  evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 5 Review and Topic 5 Review and Assessment Assessment (item 52)

Topic 5: Lesson 6, Text 3 (screen 3) Topic 5 Review and Assessment

Topic 5: Lesson 6, Text 3 (screens 3 and 4) Topic 5 Review and Assessment

Topic 8: Lesson 2, Text 4 (screens 2 and 3)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screen 3) Topic 5 Review and Assessment (item 52)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screens 3 and 4) Topic 5 Review and Assessment (item 52)

Lesson 2, Text 4: The Impact of the Dred Scott Case (screens 2 and 3)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

Page 105 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  define and give examples of unalienable rights

(A)  define and give examples of unalienable rights

(B)  summarize rights guaranteed in the Bill of Rights

(C)  explain the importance of personal responsibilities, including accepting responsibility for one's behavior and supporting one's family

Breakout

(i)  define unalienable rights

(ii)  give examples of unalienable rights

(i)  summarize rights guaranteed in the Bill of Rights

(i)  explain the importance of personal responsibilities, including accepting responsibility for one's behavior

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 8 Review and Topic 8 Review and Assessment Assessment (item 16)

Topic 3: Lesson 4, Text 3 (screen 2) Topic 3 Review and Assessment

Topic 3: Lesson 4, Text 3 (screen 2) Topic 3 Review and Assessment

Topic 4: Lesson 6, Text 2 (all screens) Topic 4 Review and Assessment

Topic 4: Lesson 7, Text 2 (screens 2 and 3)

Lesson 4, Text 3: The Declaration of Independence (screen 2) Topic 3 Review and Assessment (item 25)

Lesson 4, Text 3: The Declaration of Independence (screen 2) Topic 3 Review and Assessment (item 25)

Lesson 6, Text 2: The Bill of Rights (all screens) Topic 4 Review and Assessment (item 42)

Lesson 7, Text 2: The Importance of Civic Virtue (screens 2 and 3) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C)  explain the importance of personal responsibilities, including accepting responsibility for one's behavior and supporting one's family

(D)  identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

(D)  identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

Breakout

(ii)  explain the importance of personal responsibilities, including supporting one's family

(i)  identify examples of responsible citizenship, including obeying rules and laws

(ii)  identify examples of responsible citizenship, including staying informed on public issues

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 106 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 4 Review and Topic 4 Review and Assessment Assessment (item 47)

Topic 4: Lesson 7, Text 2 (screens 2 and 3) Topic 4 Review and Assessment

Lesson 7, Text 2: The Importance of Civic Virtue (screens 2 and 3)

Topic 4: Lesson 7, Text 3 (screens 1 and 2) Topic 4 Review and Assessment

Lesson 7, Text 3: Responsible Citizenship (screens 1 and 2)

Topic 4: Lesson 7, Text 3 (screens 3 and 4) Topic 4 Review and Assessment

Lesson 7, Text 3: Responsible Citizenship (screens 3 and 4)

Topic 4 Review and Assessment (item 47)

Topic 4 Review and Assessment (item 49)

Topic 4 Review and Assessment (item 51)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(D)  identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

(iii)  identify examples of responsible citizenship, including voting

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(D)  identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

(iv)  identify examples of responsible citizenship, including serving on juries

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(E)  summarize the criteria and explain the process for becoming a naturalized citizen of the United States

(i)  summarize the criteria for becoming a naturalized citizen of the United States

Instruction

Assessment

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

Page 107 of 543

(E)  summarize the criteria and explain the process for becoming a naturalized citizen of the United States

(ii)  explain the process for becoming a naturalized citizen of the United States

Proclamation 2015

Instruction

9780133306804

9780133306804

9780133306804

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 7, Text 3 (screen 1) Topic 4 Review and Assessment

Topic 4: Lesson 7, Text 3 (screen 3) Topic 4 Review and Assessment

Topic 4: Lesson 7, Government Core Concepts (all screens) Topic 4 Review and Assessment

Specific Location

Lesson 7, Text 3: Responsible Citizenship (screen 1) Topic 4 Review and Assessment (item 48)

Lesson 7, Text 3: Responsible Citizenship (screen 3) Topic 4 Review and Assessment (item 50)

Lesson 7, Government Core Concepts: Citizenship (all screens) Topic 4 Review and Assessment (item 45)

Topic 4: Lesson 7, Government Core Concepts (all Lesson 7, Government Core screens) Concepts: Citizenship (all screens) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F)  explain how the rights and responsibilities of U.S. citizens reflect our national identity

Breakout

(i)  explain how the rights of U.S. citizens reflect our national identity

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

Assessment

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(F)  explain how the rights and responsibilities of U.S. citizens reflect our national identity

(ii)  explain how the responsibilities of U.S. citizens reflect our national identity

Instruction

Assessment

(20)  Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

Page 108 of 543

(A)  explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of selfgovernment in colonial America

(i)  explain the role of significant individuals in the development of selfgovernment in colonial America

Proclamation 2015

9780133306804

9780133306804

9780133306804

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 4 Review and Topic 4 Review and Assessment Assessment (item 45)

Topic 4: Lesson 7, Text 1 (screens 3 and 4) Topic 4 Review and Assessment

Lesson 7, Text 1: American Citizenship (screens 3 and 4)

Topic 4: Lesson 7, Text 1 (screens 3 and 4) Topic 4 Review and Assessment

Lesson 7, Text 1: American Citizenship (screens 3 and 4)

Topic 2: Lesson 3, Text 5 (screen 1); Lesson 4, Text 3 (screen 2); Lesson 7, Text 3 (screen 3) Topic 2 Review and Assessment

Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 1); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 2); Lesson 7, Text 3: Foundations of Representative Government (screen 3)

Topic 4 Review and Assessment (item 52)

Topic 4 Review and Assessment (item 52)

Topic 2 Review and Assessment (items 23, 36, and 72)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(20)  Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

(20)  Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

Page 109 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  evaluate the contributions of the Founding Fathers as models of civic virtue

(C)  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

Breakout

(i)  evaluate the contributions of the Founding Fathers as models of civic virtue

Citation Type

Proclamation 2015

Component ISBN

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s) Topic 4: Lesson 3, Text 3 (screens 3, 4, and 5)

Topic 4: Lesson 7, Text 2 (screen 1) Topic 3 Review and Assessment

Specific Location

Lesson 3, Text 3: America Draws on Its Own Traditions (screens 3, 4, and 5)

Lesson 7, Text 2: The Importance of Civic Virtue (screen 1) Topic 3 Review and Assessment (item 25)

(i)  analyze reasons for selected examples of civil disobedience in U.S. history

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 3, Text 1 (screens 5 and 6) Topic 3 Review and Assessment Topic 7: Lesson 4, Text 2 (screens 5 and 6); Lesson 6, Text 3 (all screens)

Lesson 3, Text 1: The Boston Tea Party (screens 5 and 6) Topic 3 Review and Assessment (item 16)

Lesson 4, Text 2: Abolitionism Gains Momentum (screens 5 and 6); Lesson 6, Text 3: The Development of Transcendentalism (all screens)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(20)  Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

(C)  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

(ii)  analyze the impact of selected examples of civil disobedience in U.S. history

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

Page 110 of 543

(A)  identify different points of view of political parties and interest groups on important historical and contemporary issues

(A)  identify different points of view of political parties and interest groups on important historical and contemporary issues

(i)  identify different points of view of political parties on important historical issues

(ii)  identify different points of view of political parties on important contemporary issues

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 3, Text 1 (screens 5 and 6) Topic 3 Review and Assessment Topic 7: Lesson 4, Text 2 (screen 6); Lesson 6, Text 3 (all screens)

Topic 5: Lesson 4, Text 6 (all screens) Topic 5 Review and Assessment Topic 6: Lesson 1, Text 3 (screens 2, 3, and 4)

Topic 4: Lesson 5, Text 3 (screen 4)

Specific Location

Lesson 3, Text 1: The Boston Tea Party (screens 5 and 6) Topic 3 Review and Assessment (items 13 and 16)

Lesson 4, Text 2: Abolitionism Gains Momentum (screen 6); Lesson 6, Text 3: The Development of Transcendentalism (all screens)

Lesson 4, Text 6: A Painful Embargo (all screens) Topic 5 Review and Assessment (items 17, 21, 22, and 37)

Lesson 1, Text 3: The Presidency of John Quincy Adams (screens 2, 3, and 4)

Lesson 5, Text 3: The Legislative Branch—Congress (screen 4)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  identify different points of view of political parties and interest groups on important historical and contemporary issues

(A)  identify different points of view of political parties and interest groups on important historical and contemporary issues

(B)  describe the importance of free speech and press in a constitutional republic

Breakout

(iii)  identify different points of view of interest groups on important historical issues

(iv)  identify different points of view of interest groups on important contemporary issues

(i)  describe the importance of free speech in a constitutional republic

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 111 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 4 Review and Topic 4 Review and Assessment Assessment (item 40)

Topic 7: Lesson 4, Text 3 (all screens) Topic 7 Review and Assessment

Topic 7: Lesson 5, Text 3 (screen 4) Topic 7 Review and Assessment

Topic 4: Lesson 6, Text 2 (screens 1 and 2) Topic 4 Review and Assessment

Lesson 4, Text 3: Abolitionism Faces Opposition (all screens) Topic 7 Review and Assessment (items 57, 67, 69, and 75)

Lesson 5, Text 3: Women Gain New Opportunities (screen 4) Topic 7 Review and Assessment (item 80)

Lesson 6, Text 2: The Bill of Rights (screens 1 and 2) Topic 4 Review and Assessment (item 44)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(B)  describe the importance of free speech and press in a constitutional republic

(ii)  describe the importance of free press in a constitutional republic

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(C)  summarize a historical event in which compromise resulted in a peaceful resolution

(i)  summarize a historical event in which compromise resulted in a peaceful resolution

Citation Type

Instruction

Page 112 of 543

(A)  analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln

(i)  analyze the leadership qualities of elected leaders of the United States

Component ISBN

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

Proclamation 2015

Instruction

9780133306804

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 6, Text 2 (screens 1 and 2) Topic 4 Review and Assessment

Topic 8: Lesson 1, Text 5 (screen 4) Topic 4 Review and Assessment

Topic 5: Lesson 1, Text 1 (all screens); Lesson 3, Text 1 (screen 3) Topic 5 Review and Assessment Topic 8: Lesson 6, Text 5 (screen 5)

Specific Location

Lesson 6, Text 2: The Bill of Rights (screens 1 and 2) Topic 4 Review and Assessment (item 44)

Lesson 1, Text 5: Congress Reaches a Compromise (screen 4) Topic 4 Review and Assessment (items 10 and 11)

Lesson 1, Text 1: The First American Presidency (all screens); Lesson 3, Text 1: Escalating Conflict With France (screen 3) Topic 5 Review and Assessment (items 2, 19, 20, and 24)

Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screen 5)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(A)  analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln

(ii)  analyze the leadership qualities of appointed leaders of the United States

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(B)  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

Citation Type

Page 113 of 543

(B)  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

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 5: Lesson 1, Text 2 (screen 2); Lesson 4, Text 2 (screen 2) Topic 5 Review and Assessment

Specific Location

Lesson 1, Text 2: Alexander Hamilton and the National Debt (screen 2); Lesson 4, Text 2: Landmark Supreme Court Cases (screen 2) Topic 5 Review and Assessment (items 3, 6, and 27)

(i)  describe the contributions of significant political leaders of the United States

Assessment

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

Proclamation 2015

9780133306804

(ii)  describe the contributions of significant social leaders of the United States Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 5: Lesson 1, Text 2 (all screens); Lesson 6, Text 6 (screens 2 and 3) Topic 5 Review and Assessment

Topic 7: Lesson 4, Text 2 (all screens); Lesson 5, Text 1 (all screens); Lesson 5, Text 2 (screens 2 and 3)

Lesson 1, Text 2: Alexander Hamilton and the National Debt (all screens); Lesson 6, Text 6: The Monroe Doctrine (screens 2 and 3) Topic 5 Review and Assessment (items 12 and 30)

Lesson 4, Text 2: Abolitionism Gains Momentum (all screens); Lesson 5, Text 1: Early Calls for Women's Rights (all screens); Lesson 5, Text 2: A Women's Movement Organizes (screens 2 and 3) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

(A)  identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 7 Review and Topic 7 Review and Assessment Assessment (items 60, 61, 74, and 76)

(iii)  describe the contributions of significant military leaders of the United States

(i)  identify selected racial groups that settled in the United States

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Instruction

Assessment

Page 114 of 543

Proclamation 2015

9780133306804

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Text 7 (screen 1) Topic 3 Review and Assessment Topic 5: Lesson 1, Text 4 (screen 2) Topic 8: Lesson 4, Text 2 (screens 1 and 2)

Topic 2: Lesson 5, Text 4 (all screens) Topic 2 Review and Assessment

Lesson 5, Text 7: Fighting for Independence in the Southern Colonies and at Sea (screen 1) Topic 3 Review and Assessment (item 19)

Lesson 1, Text 4: Taxation Sparks The Whiskey Rebellion (screen 2)

Lesson 4, Text 2: The Beginnings of a Long War (screens 1 and 2)

Lesson 5, Text 4: The Slave Trade Expands (all screens) Topic 2 Review and Assessment (items 15 and 51)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(23)  Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

(A)  identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

(ii)  identify selected ethnic groups that settled in the United States

(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:

(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:

Page 115 of 543

(A)  identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

(A)  identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

(iii)  identify selected religious groups that settled in the United States

Citation Type

Proclamation 2015

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

(iv)  explain their reasons for immigration Instruction

9780133306804

Assessment

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 2, Text 6 (screen 2); Lesson 4, Text 3 (all screens) Topic 2 Review and Assessment Topic 7: Lesson 1, Text 8 (screens 2 and 4)

Topic 2: Lesson 3, Text 4 (screen 1); Lesson 4, Text 3 (screen 2) Topic 2 Review and Assessment

Topic 2: Lesson 3, Text 4 (all screens); Lesson 4, Text 3 (screen 4); Lesson 5, Text 4 (all screens) Topic 2 Review and Assessment

Specific Location

Lesson 2, Text 6: The Jamestown Colony Grows (screen 2); Lesson 4, Text 3: Pennsylvania Becomes a Colony (all screens) Topic 2 Review and Assessment (items 37 and 50)

Lesson 1, Text 8: Ethnic Minorities in the North (screens 2 and 4)

Lesson 3, Text 4: Forming Massachusetts Bay Colony (screen 1); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 2) Topic 2 Review and Assessment (items 17, 35, and 37)

Lesson 3, Text 4: Forming Massachusetts Bay Colony (all screens); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 4); Lesson 5, Text 4: The Slave Trade Expands (all screens) Topic 2 Review and Assessment (items 15, 17, 35, 37, and 57)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(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:

(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:

(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:

(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs

(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs

(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs

(i) explain the relationship between urbanization and conflicts resulting from differences in religion

(ii) explain the relationship between urbanization and conflicts resulting from differences in social class

(iii) explain the relationship between urbanization and conflicts resulting from differences in political beliefs

Instruction

Component ISBN

9780133306804

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

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Proclamation 2015

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Page (s) Topic 7: Lesson 1, Text 8 (screens 2 and 3)

Topic 7: Lesson 1, Text 8 (screen 5) Topic 7 Review and Assessment

Topic 7: Lesson 1, Text 7 (screens 4 and 5) Topic 7 Review and Assessment

Topic 8: Lesson 5, Text 4 (screens 2 and 3) Topic 7 Review and Assessment

Specific Location

Lesson 1, Text 8: Ethnic Minorities in the North (screens 2 and 3)

Lesson 1, Text 8: Ethnic Minorities in the North (screen 5) Topic 7 Review and Assessment (item 28)

Lesson 1, Text 7: Workers Respond to Challenges (screens 4 and 5) Topic 7 Review and Assessment (item 28)

Lesson 5, Text 4: Political Challenges in the North and South (screens 2 and 3) Topic 7 Review and Assessment (item 31)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(C)  identify ways conflicts between people from various racial, ethnic, and religious groups were resolved

(i)  identify ways conflicts between people from various racial groups were resolved

(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:

(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:

(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:

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(C)  identify ways conflicts between people from various racial, ethnic, and religious groups were resolved

(C)  identify ways conflicts between people from various racial, ethnic, and religious groups were resolved

(D)  analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

(ii)  identify ways conflicts between people from various ethnic groups were resolved

(iii)  identify ways conflicts between people from various religious groups were resolved

(i)  analyze the contributions of people of various racial groups to our national identity

Citation Type

Proclamation 2015

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 3, Text 1 (screen 1); Lesson 3, Text 2 (all screens) Topic 5 Review and Assessment

Topic 7: Lesson 1, Text 8 (all screens) Topic 7 Review and Assessment

Topic 2: Lesson 3, Text 5 (screen 4) Topic 2 Review and Assessment

Topic 3: Lesson 5, Text 9 (screen 2)

Specific Location

Lesson 3, Text 1: Native Americans and the Frontier (screen 1); Lesson 3, Text 2: Indian Removal (all screens) Topic 5 Review and Assessment (item 38)

Lesson 1, Text 8: Ethnic Minorities in the North (all screens) Topic 7 Review and Assessment (item 31)

Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 4) Topic 2 Review and Assessment (item 28)

Lesson 5, Text 9: Explaining the American Victory (screen 2) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D)  analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

(D)  analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

(E)  identify the political, social, and economic contributions of women to American society

Breakout

(ii)  analyze the contributions of people of various ethnic groups to our national identity

(iii)  analyze the contributions of people of various religious groups to our national identity

(i)  identify the political contributions of women to American society

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

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Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 2 Review and Topic 2 Review and Assessment Assessment (item 60)

Topic 2: Lesson 4, Text 3 (screen 4) Topic 2 Review and Assessment

Topic 2: Lesson 3, Text 7 (screen 4) Topic 2 Review and Assessment Topic 7: Lesson 3, Text 1 (screen 4)

Topic 7: Lesson 5, Text 2 (all screens) Topic 3 Review and Assessment

Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 4) Topic 2 Review and Assessment (item 38)

Lesson 3, Text 7: The Towns of New England (screen 4) Topic 2 Review and Assessment (item 65)

Lesson 3, Text 1: An Era of Reform (screen 4)

Lesson 5, Text 2: A Women's Movement Organizes (all screens) Topic 3 Review and Assessment (item 34)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(E)  identify the political, social, and economic contributions of women to American society

(ii)  identify the social contributions of women to American society

(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:

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

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(E)  identify the political, social, and economic contributions of women to American society

(A)  describe the historical development of the abolitionist movement

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(iii)  identify the economic contributions of women to American society

(i)  describe the historical development of the abolitionist movement

(i)  evaluate the impact of reform movements, including educational reform

Proclamation 2015

Citation Type

Component ISBN

Page (s)

Instruction

9780133306804

Topic 7: Lesson 3, Text 2 (all screens) Topic 2 Review and Assessment

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 7: Lesson 1, Text 3 (screen 2) Topic 2 Review and Assessment

Topic 7: Lesson 4, Text 2 (all screens) Topic 7 Review and Assessment

Topic 7: Lesson 3, Text 3 (all screens)

Specific Location

Lesson 3, Text 2: Social Reform Movements (all screens) Topic 2 Review and Assessment (item 59)

Lesson 1, Text 3: Daily Life in Factory Towns (screen 2) Topic 2 Review and Assessment (item 58)

Lesson 4, Text 2: Abolitionism Gains Momentum (all screens) Topic 7 Review and Assessment (items 58, 59, 63, and 68)

Lesson 3, Text 3: The Impact of Educational Reform (all screens) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 7 Review and Topic 7 Review and Assessment Assessment (items 53 and 54)

(ii)  evaluate the impact of reform movements, including temperance

(iii)  evaluate the impact of reform movements, including the women's rights movement

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 120 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 7: Lesson 3, Text 2 (screen 4) Topic 7 Review and Assessment

Topic 7: Lesson 5, Text 3 (screens 2 and 3) Topic 7 Review and Assessment

Lesson 3, Text 2: Social Reform Movements (screen 4) Topic 7 Review and Assessment (item 51)

Lesson 5, Text 3: Women Gain New Opportunities (screens 2 and 3) Topic 7 Review and Assessment (items 78 and 79)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(iv)  evaluate the impact of reform movements, including prison reform

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 7: Lesson 3, Text 2 (screens 2 and 3) Topic 7 Review and Assessment

Specific Location

Lesson 3, Text 2: Social Reform Movements (screens 2 and 3) Topic 7 Review and Assessment (item 50)

(v)  evaluate the impact of reform movements, including abolition

(vi)  evaluate the impact of reform movements, including the labor reform movement

Assessment

9780133306804

Instruction

9780133306804

Assessment Page 121 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 7: Lesson 4, Text 2 (screen 7) Topic 7 Review and Assessment

Topic 7: Lesson 1, Text 7 (screens 4 and 5) Topic 7 Review and Assessment

Lesson 4, Text 2: Abolitionism Gains Momentum (screen 7) Topic 7 Review and Assessment (item 71)

Lesson 1, Text 7: Workers Respond to Challenges (screens 4 and 5) Topic 7 Review and Assessment (items 25 and 26) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(vii)  evaluate the impact of reform movements, including the care of the disabled

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(A)  trace the development of religious freedom in the United States

(B)  describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings

(i)  trace the development of religious freedom in the United States

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Page (s)

Topic 7: Lesson 3, Text 2 (screens 1 and 2) Topic 7 Review and Assessment

Topic 2: Lesson 3, Text 2 (screen 4) Topic 2 Review and Assessment Topic 4: Lesson 6, Text 2 (screen 2)

Specific Location

Lesson 3, Text 2: Social Reform Movements (screens 1 and 2) Topic 7 Review and Assessment (item 49)

Lesson 3, Text 2: Plymouth Colony (screen 4) Topic 2 Review and Assessment (items 27 and 48)

Lesson 6, Text 2: The Bill of Rights (screen 2)

(i)  describe religious motivation for immigration

Assessment

Page 122 of 543

Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 2: Lesson 3, Text 2 (screen 4) Topic 2 Review and Assessment

Lesson 3, Text 2: Plymouth Colony (screen 4) Topic 2 Review and Assessment (item 21)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(B)  describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings

(ii)  describe religious influence on social movements, including the impact of the first Great Awakening

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(B)  describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings

(C)  analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

(iii)  describe religious influence on social movements, including the impact of the second Great Awakening

(i)  analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

Instruction

9780133306804

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

Page 123 of 543

Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 6, Text 3 (screen 3) Topic 2 Review and Assessment

Topic 7: Lesson 3, Text 1 (screen 4); Lesson 3, Text 2 (screen 1) Topic 7 Review and Assessment

Topic 4: Lesson 6, Text 2 (screens 1 and 2) Topic 4 Review and Assessment

Specific Location

Lesson 6, Text 3: A New Religious Movement (screen 3) Topic 2 Review and Assessment (item 64)

Lesson 3, Text 1: An Era of Reform (screen 4); Lesson 3, Text 2: Social Reform Movements (screen 1) Topic 7 Review and Assessment (item 48)

Lesson 6, Text 2: The Bill of Rights (screens 1 and 2) Topic 4 Review and Assessment (item 43)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A)  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

(i)  describe developments in art that are unique to American culture

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

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(A)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Topic 7: Lesson 6, Text 1 (all screens) Topic 2 Review and Assessment

Specific Location

Lesson 6, Text 1: A New American Art Style (all screens) Topic 2 Review and Assessment (item 61)

(ii)  describe developments in music that are unique to American culture

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 7: Lesson 6, Text 2 (screens 6 and 7) Topic 2 Review and Assessment Topic 8: Lesson 2, Text 7 (screen 3)

Lesson 6, Text 2: A New Nation Finds a Voice (screens 6 and 7) Topic 2 Review and Assessment (item 63)

Lesson 2, Text 7: John Brown's Antislavery Campaign (screen 3)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A)  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

(iii)  describe developments in literature that are unique to American culture

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(B)  identify examples of American art, music, and literature that reflect society in different eras

(i)  identify examples of American art that reflect society in different eras

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(B)  identify examples of American art, music, and literature that reflect society in different eras

(ii)  identify examples of American music that reflect society in different eras

Instruction

Assessment

Page 125 of 543

Proclamation 2015

9780133306804

9780133306804

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 6, Text 2 (all screens); Lesson 6, Text 3 (all screens) Topic 2 Review and Assessment

Topic 2: Lesson 6, Text 2 (screen 2) Topic 2 Review and Assessment Topic 7: Lesson 6, Text 1 (all screens)

Topic 2: Lesson 6, Text 2 (screen 3) Topic 2 Review and Assessment

Specific Location

Lesson 6, Text 2: A New Nation Finds a Voice (all screens); Lesson 6, Text 3: The Development of Transcendentalism (all screens) Topic 2 Review and Assessment (item 62)

Lesson 6, Text 2: Colonial Art, Literature, and Music (screen 2) Topic 2 Review and Assessment (item 61)

Lesson 6, Text 1: A New American Art Style (all screens)

Lesson 6, Text 2: Colonial Art, Literature, and Music (screen 3) Topic 2 Review and Assessment (item 63)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(B)  identify examples of American art, music, and literature that reflect society in different eras

(C)  analyze the relationship between fine arts and continuity and change in the American way of life

(C)  analyze the relationship between fine arts and continuity and change in the American way of life

(iii)  identify examples of American literature that reflect society in different eras

(i)  analyze the relationship between fine arts and continuity in the American way of life

(ii)  analyze the relationship between fine arts and change in the American way of life

Component ISBN

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

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Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7: Lesson 6, Text 2 (screens 6 and 7)

Topic 2: Lesson 6, Text 2 (screens 2 and 3) Topic 2 Review and Assessment Topic 7: Lesson 6, Text 2 (all screens)

Topic 7: Lesson 6, Text 1 (screen 2) Topic 7 Review and Assessment

Topic 7: Lesson 6, Text 1 (screen 2) Topic 7 Review and Assessment

Specific Location

Lesson 6, Text 2: A New Nation Finds a Voice (screens 6 and 7)

Lesson 6, Text 2: Colonial Art, Literature, and Music (screens 2 and 3) Topic 2 Review and Assessment (item 62)

Lesson 6, Text 2: A New Nation Finds a Voice (all screens)

Lesson 6, Text 1: A New American Art Style (screen 2) Topic 7 Review and Assessment (item 83)

Lesson 6, Text 1: A New American Art Style (screen 2) Topic 7 Review and Assessment (item 83)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(A)  explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts

(i)  explain the effects of technological and scientific innovations

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

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(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(i)  analyze the impact of transportation systems on the growth of the United States

(ii)  analyze the impact of transportation systems on the development of the United States

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 4, Text 3 (screens 1 and 2) Topic 6 Review and Assessment Topic 7: Lesson 1, Text 2 (screens 3 and 4); Lesson 1, Text 6 (all screens); Lesson 2, Text 1 (screens 2 and 3)

Topic 6: Lesson 4, Text 4 (screen 3) Topic 6 Review and Assessment

Topic 6: Lesson 4, Text 4 (screen 3)

Specific Location

Lesson 4, Text 3: The Age of Steam (screens 1 and 2) Topic 6 Review and Assessment (item 25)

Lesson 1, Text 2: Factories Come to America (screens 3 and 4); Lesson 1, Text 6: The Age of Steam Power (all screens); Lesson 2, Text 1: The Cotton Kingdom (screens 2 and 3)

Lesson 4, Text 4: Canals Connect the Country (screen 3) Topic 6 Review and Assessment (item 27)

Lesson 4, Text 4: Canals Connect the Country (screen 3) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

Breakout

(iii)  analyze the impact of transportation systems on the urbanization of the United States

(iv)  analyze the impact of communication systems on the growth of the United States

(v)  analyze the impact of communication systems on the development of the United States

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment

9780133306804

Instruction

9780133306804

Assessment Page 128 of 543

Proclamation 2015

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 6 Review and Topic 6 Review and Assessment Assessment (item 27)

Topic 7: Lesson 1, Text 6 (screen 3) Topic 7 Review and Assessment

Topic 7: Lesson 1, Text 5 (screen 5) Topic 7 Review and Assessment

Topic 7: Lesson 1, Text 5 (screen 5) Topic 7 Review and Assessment

Lesson 1, Text 6: The Age of Steam Power (screen 3) Topic 7 Review and Assessment (item 20)

Lesson 1, Text 5: New Technological Innovations (screen 5) Topic 7 Review and Assessment (item 19)

Lesson 1, Text 5: New Technological Innovations (screen 5) Topic 7 Review and Assessment (item 19) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(vi)  analyze the impact of communication systems on the urbanization of the United States

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(C)  analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally

(C)  analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally

(i)  analyze how technological innovations changed the way goods were manufactured, nationally and internationally

(ii)  analyze how technological innovations changed the way goods were marketed, nationally and internationally

Citation Type

Component ISBN

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9780133306804

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Page (s)

Topic 7: Lesson 1, Text 5 (screen 6) Topic 7 Review and Assessment

Topic 7: Lesson 1, Text 1 (screen 2) Topic 7 Review and Assessment

Topic 7: Lesson 1, Text 5 (screens 5 and 6) Topic 7 Review and Assessment

Specific Location

Lesson 1, Text 5: New Technological Innovations (screen 6) Topic 7 Review and Assessment (item 19)

Lesson 1, Text 1: The Industrial Revolution Begins (screen 2) Topic 7 Review and Assessment (items 2 and 5)

Lesson 1, Text 5: New Technological Innovations (screens 5 and 6) Topic 7 Review and Assessment (item 18)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(D)  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

(i)  explain how technological innovations brought about economic growth

(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:

(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:

(A)  compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history

(A)  compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history

(i)  compare the effects of scientific discoveries that have influenced daily life in different periods in U.S. history

(ii)  compare the effects of technological innovations that have influenced daily life in different periods in U.S. history

Citation Type

Instruction

Component ISBN

9780133306804

Assessment

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Topic 7: Lesson 1, Text 1 (all screens); Lesson 1, Text 2 (screens 3 and 4) Topic 7 Review and Assessment Topic 9: Lesson 7, Text 3 (all screens)

Topic 2: Lesson 6, Text 5 (screen 3) Topic 2 Review and Assessment Topic 7: Lesson 1, Text 5 (all screens)

Topic 1: Lesson 2, Text 2 (screen 2) Topic 1 Review and Assessment

Specific Location

Lesson 1, Text 1: The Industrial Revolution Begins (all screens); Lesson 1, Text 2: Factories Come to America (screens 3 and 4) Topic 7 Review and Assessment (items 4, 21, and 35) Lesson 7, Text 3: The Railroad Encourages Economic Growth (all screens)

Lesson 6, Text 5: A New World of Ideas (screen 3) Topic 2 Review and Assessment (item 67) Lesson 1, Text 5: New Technological Innovations (all screens)

Lesson 2, Text 2: The Middle East (screen 2) Topic 1 Review and Assessment (items 6, 7, and 8) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  identify examples of how industrialization changed life in the United States

(A)  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

Breakout

(i)  identify examples of how industrialization changed life in the United States

Citation Type

Component ISBN

Instruction

9780133306804

Instruction

9780133306804

Assessment

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(i)  differentiate between valid primary and secondary sources Instruction

Assessment

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Page (s) Topic 7: Lesson 1, Text 5 (all screens)

Topic 7: Lesson 1, Text 3 (screens 2 and 3); Lesson 1, Text 7 (screens 1 and 2) Topic 7 Review and Assessment

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens) Topic 1 Review and Assessment

Specific Location

Lesson 1, Text 5: New Technological Innovations (all screens)

Lesson 1, Text 3: Daily Life in Factory Towns (screens 2 and 3); Lesson 1, Text 7: Workers Respond to Challenges (screens 1 and 2) Topic 7 Review and Assessment (items 12 and 24)

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens) Topic 1 Review and Assessment (item 14)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  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

(ii)  locate valid primary sources to acquire information about the United States

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  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

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(A)  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

Component ISBN

9780133306804

9780133306804

(iii)  locate valid secondary sources to acquire information about the United States Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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Page (s)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens) Topic 1 Review and Assessment

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens) Topic 1 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens) Topic 1 Review and Assessment (item 15)

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens) Topic 1 Review and Assessment (item 15)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Lesson 3, 21st Century Skills: Sources (all Analyze Primary and Secondary screens) Sources (all screens) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

(v)  use valid secondary sources to acquire information about the United States Instruction

9780133306804

Assessment

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Instruction

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Page (s)

Specific Location

Topic 1 Review and Topic 1 Review and Assessment Assessment (item 15)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens) Topic 1 Review and Assessment

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources (all screens) Topic 1 Review and Assessment (item 15)

(i)  analyze information by sequencing

Assessment

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Topic 8: Lesson 4, 21st Century Skills: Sequence (all screens) Topic 8 Review and Assessment

Lesson 4, 21st Century Skills: Sequence (all screens) Topic 8 Review and Assessment (items 21 and 33)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

(ii)  analyze information by categorizing

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

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(iii)  analyze information by identifying cause-and-effect relationships

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Topic 8: Lesson 4, 21st Century Skills: Categorize (all screens) Topic 8 Review and Assessment

Topic 8: Lesson 3, 21st Century Skills: Analyze Cause and Effect (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 4, 21st Century Skills: Categorize (all screens) Topic 8 Review and Assessment (item 42)

Lesson 3, 21st Century Skills: Analyze Cause and Effect (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens) Topic 8 Review and Assessment (item 13)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

(iv)  analyze information by comparing

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

Citation Type

Component ISBN

Page (s)

Instruction

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Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast (all screens) Topic 8 Review and Assessment

Assessment

9780133306804

Instruction

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Specific Location

Lesson 5, 21st Century Skills: Compare and Contrast (all screens) Topic 8 Review and Assessment (item 6)

(v)  analyze information by contrasting

Assessment

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Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast (all screens) Topic 3 Review and Assessment

Lesson 5, 21st Century Skills: Compare and Contrast (all screens) Topic 3 Review and Assessment (item 2)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

(vi)  analyze information by finding the main idea

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

9780133306804

Instruction

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Page (s)

Topic 8: Lesson 2, 21st Century Skills: Identify Main Ideas and Details (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 2, 21st Century Skills: Identify Main Ideas and Details (all screens) Topic 8 Review and Assessment (item 52)

(vii)  analyze information by summarizing

Assessment

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Topic 8: Lesson 6, 21st Century Skills: Summarize (all screens) Topic 8 Review and Assessment

Lesson 6, 21st Century Skills: Summarize (all screens) Topic 8 Review and Assessment (item 1)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

(viii)  analyze information by making generalizations and predictions

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

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(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Component ISBN

9780133306804

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(ix)  analyze information by drawing inferences and conclusions

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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(i) organize information from outlines Instruction

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Page (s)

Topic 8: Lesson 3, 21st Century Skills: Generalize (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens) Topic 8 Review and Assessment

Topic 8: Lesson 1, 21st Century Skills: Draw Conclusions (all screens); Lesson 2, 21st Century Skills: Draw Inferences (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Generalize (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens) Topic 8 Review and Assessment (items 28 and 48)

Lesson 1, 21st Century Skills: Draw Conclusions (all screens); Lesson 2, 21st Century Skills: Draw Inferences (all screens) Topic 8 Review and Assessment (items 27 and 35)

Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all Lesson 1, 21st Century Skills: screens) Interpret Sources (all screens) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

(ii) organize information from reports Instruction

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

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Instruction

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(iii) organize information from databases

(iv) organize information from visuals, including graphs

Instruction

Assessment

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Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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Page (s)

Specific Location

Topic 3 Review and Topic 3 Review and Assessment Assessment (item 14)

Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all screens) Topic 3 Review and Assessment

Topic 7: Lesson 1, 21st Century Skills: Create Databases (all screens) Topic 7 Review and Assessment

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment

Lesson 1, 21st Century Skills: Interpret Sources (all screens) Topic 3 Review and Assessment (item 13)

Lesson 1, 21st Century Skills: Create Databases (all screens) Topic 7 Review and Assessment (item 71)

Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment (item 50)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(v) organize information from visuals, including charts

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(vi) organize information from visuals, including timelines

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(vii) organize information from visuals, including maps

Instruction

Assessment

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Page (s)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment

Topic 8: Lesson 4, 21st Century Skills: Sequence (all screens) Topic 8 Review and Assessment

Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map (all screens) Topic 3 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment (items 3 and 40)

Lesson 4, 21st Century Skills: Sequence (all screens) Topic 8 Review and Assessment (item 54)

Lesson 1, 21st Century Skills: Use Parts of a Map (all screens) Topic 3 Review and Assessment (item 30)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(viii) interpret information from outlines

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Instruction

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(ix) interpret information from reports

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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Page (s)

Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all screens) Topic 3 Review and Assessment

Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all screens) Topic 3 Review and Assessment

Topic 7: Lesson 1, 21st Century Skills: Create Databases (all screens) Topic 7 Review and Assessment

Specific Location

Lesson 1, 21st Century Skills: Interpret Sources (all screens) Topic 3 Review and Assessment (item 14)

Lesson 1, 21st Century Skills: Interpret Sources (all screens) Topic 3 Review and Assessment (item 13)

Lesson 1, 21st Century Skills: Create Databases (all screens) Topic 7 Review and Assessment (item 71)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(xi) interpret information from visuals, including graphs

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(xii) interpret information from visuals, including charts

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(xiii) interpret information from visuals, including timelines

Instruction

Assessment

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Page (s)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment

Topic 8: Lesson 4, 21st Century Skills: Sequence (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment (item 21)

Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment (item 40)

Lesson 4, 21st Century Skills: Sequence (all screens) Topic 8 Review and Assessment (item 54)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(xiv) interpret information from visuals, including maps

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(D)  identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

(D)  identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

(i)  identify points of view from the historical context surrounding an event

(ii)  identify the frame of reference which influenced the participants

Citation Type

Instruction

Component ISBN

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Assessment

9780133306804

Instruction

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Assessment

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Instruction

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Page (s)

Topic 6: Lesson 4, 21st Century Skills: Read SpecialPurpose Maps (all screens) Topic 3 Review and Assessment

Specific Location

Lesson 4, 21st Century Skills: Read Special-Purpose Maps (all screens) Topic 3 Review and Assessment (items 1 and 17)

Topic 7: Inquiry (all screens) Topic 7 Review and Assessment

Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Topic 7: Inquiry (all screens) Topic 7 Review and Assessment

Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Topic 7 Review and Assessment (item 68)

Topic 7 Review and Assessment (item 68)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(E)  support a point of view on a social studies issue or event

(i)  support a point of view on a social studies issue or event

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(F)  identify bias in written, oral, and visual material

(F)  identify bias in written, oral, and visual material

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

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Page (s)

Topic 4: Civic Discussion (all screens) Topic 4 Review and Assessment

Specific Location

Civic Discussion: Student Instructions (all screens) Topic 4 Review and Assessment (items 26 and 40)

(i)  identify bias in written material

Assessment

9780133306804

Instruction

9780133306804

Topic 7: Inquiry (all screens) Topic 7 Review and Assessment

Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Topic 7: Inquiry (all screens) Topic 7 Review and Assessment

Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Topic 7 Review and Assessment (item 70)

(ii)  identify bias in oral material

Assessment

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Topic 7 Review and Assessment (item 63)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(F)  identify bias in written, oral, and visual material

(iii)  identify bias in visual material

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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(G)  evaluate the validity of a source based on language, corroboration with other sources, and information about the author

(G)  evaluate the validity of a source based on language, corroboration with other sources, and information about the author

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(i)  evaluate the validity of a source based on language

(ii)  evaluate the validity of a source based on corroboration with other sources

Instruction

9780133306804

Assessment

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Instruction

9780133306804

Assessment

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Page (s)

Topic 7: Inquiry (all screens) Topic 7 Review and Assessment

Specific Location

Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens) Topic 7 Review and Assessment (item 43)

Topic 1: Inquiry (all screens); Pigafetta’s account of the Easter Mutiny (all screens) Topic 1 Review and Assessment

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Pigafetta’s account of the Easter Mutiny (all screens)

Topic 1: Inquiry (all screens); Excerpt from the log of the pilot of the Trinidad (all screens) Topic 1 Review and Assessment

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Excerpt from the log of the pilot of the Trinidad (all screens)

Topic 1 Review and Assessment (item 16)

Topic 1 Review and Assessment (item 16)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(G)  evaluate the validity of a source based on language, corroboration with other sources, and information about the author

(iii)  evaluate the validity of a source based information about the author

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs

(i) use appropriate mathematical skills to interpret social studies information

Citation Type

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(i)  create thematic maps representing various aspects of the United States

9780133306804

Assessment

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Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 1: Inquiry (all screens); Interpretation of a modern historian (all screens) Topic 1 Review and Assessment

Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map (all screens) Topic 3 Review and Assessment

Specific Location

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Interpretation of a modern historian (all screens) Topic 1 Review and Assessment (item 16)

Lesson 1, 21st Century Skills: Use Parts of a Map (all screens) Topic 3 Review and Assessment (item 35)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Topic 2: Inquiry (all screens) Topic 2 Review and Assessment

Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens) Topic 2 Review and Assessment (item 70)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(ii)  create graphs representing various aspects of the United States

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(iii)  create charts representing various aspects of the United States

(iv)  create models representing various aspects of the United States

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

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Instruction

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Assessment

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Specific Location

Topic 2: Inquiry (all screens) Topic 2 Review and Assessment

Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Topic 2: Inquiry (all screens) Topic 2 Review and Assessment

Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Topic 2: Inquiry (all screens) Topic 2 Review and Assessment

Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Topic 2 Review and Assessment (item 69)

Topic 2 Review and Assessment (item 53)

Topic 2 Review and Assessment (item 20)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(v)  create databases representing various aspects of the United States

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(i)  pose questions about geographic distributions and patterns shown on maps

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(ii)  pose questions about geographic distributions and patterns shown on graphs

Instruction

Assessment

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Topic 2: Inquiry (all screens) Topic 2 Review and Assessment

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps (all screens) Topic 2 Review and Assessment

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment

Specific Location

Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens) Topic 2 Review and Assessment (item 74)

Lesson 2, 21st Century Skills: Read Physical Maps (all screens) Topic 2 Review and Assessment (item 32)

Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment (items 28 and 50)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(iii)  pose questions about geographic distributions and patterns shown on charts

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(iv)  pose questions about geographic distributions and patterns shown on models

(v)  pose questions about geographic distributions and patterns shown on databases

Instruction

Component ISBN

9780133306804

9780133306804

9780133306804

Assessment

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Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Models (all screens) Topic 9 Review and Assessment

Topic 7: Lesson 1, 21st Century Skills: Create Databases (all screens) Topic 7 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment (item 28)

Lesson 6, 21st Century Skills: Analyze Data and Models (all screens) Topic 9 Review and Assessment (item 45)

Lesson 1, 21st Century Skills: Create Databases (all screens) Topic 7 Review and Assessment (item 71)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(vi)  answer questions about geographic distributions and patterns shown on maps

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(vii)  answer questions about geographic distributions and patterns shown on graphs

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(viii)  answer questions about geographic distributions and patterns shown on charts

Instruction

Assessment

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Page (s)

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps (all screens) Topic 2 Review and Assessment

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment

Topic 9: Lesson 6, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment

Specific Location

Lesson 2, 21st Century Skills: Read Physical Maps (all screens) Topic 2 Review and Assessment (item 32)

Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment (items 28 and 50)

Lesson 6, 21st Century Skills: Read Charts and Graphs (all screens) Topic 6 Review and Assessment (item 28)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(ix)  answer questions about geographic distributions and patterns shown on models

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

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(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(A)  use social studies terminology correctly

(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

(x)  answer questions about geographic distributions and patterns shown on databases

(i)  use social studies terminology correctly

Instruction

Proclamation 2015

Component ISBN

9780133306804

9780133306804

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Assessment

9780133306804

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Page (s)

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Models (all screens) Topic 9 Review and Assessment

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Models (all screens) Topic 9 Review and Assessment

Specific Location

Lesson 6, 21st Century Skills: Analyze Data and Models (all screens) Topic 9 Review and Assessment (item 45)

Lesson 6, 21st Century Skills: Analyze Data and Models (all screens) Topic 9 Review and Assessment (item 25)

Topic 3: Inquiry (all screens) Topic 3 Review and Assessment

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3: Inquiry (all screens)

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3 Review and Assessment (item 25)

(i) use standard grammar

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

Page (s)

Specific Location

Topic 3 Review and Topic 3 Review and Assessment Assessment (item 9)

(ii) use standard spelling

(iii) use standard sentence structure

(iv) use standard punctuation

Assessment

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Instruction

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Topic 3: Inquiry (all screens) Topic 3 Review and Assessment

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3: Inquiry (all screens) Topic 3 Review and Assessment

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3: Inquiry (all screens) Topic 3 Review and Assessment

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3 Review and Assessment (item 9)

Topic 3 Review and Assessment (item 9)

Topic 3 Review and Assessment (item 9)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

(v) use proper citation of sources

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Page 152 of 543

(C)  transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate

(C)  transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate

(D)  create written, oral, and visual presentations of social studies information

(i)  transfer information from one medium to another, including written to visual, using computer software as appropriate

(ii)  transfer information from one medium to another, including statistical to written or visual, using computer software as appropriate

(i)  create written presentations of social studies information

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306804

Assessment

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Instruction

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Assessment

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Page (s)

Specific Location

Topic 3: Inquiry (all screens) Topic 3 Review and Assessment

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 8: Inquiry (all screens) Topic 8 Review and Assessment

Inquiry: Build a Website on the Impact of the Civil War Project Student Instructions (all screens)

Topic 8: Inquiry (all screens) Topic 8 Review and Assessment

Topic 3: Inquiry (all screens)

Topic 3 Review and Assessment (item 9)

Topic 8 Review and Assessment (item 33)

Inquiry: Build a Website on the Impact of the Civil War ProjectStudent Instructions (all screens) Topic 8 Review and Assessment (item 56)

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens) Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D)  create written, oral, and visual presentations of social studies information

Breakout

Citation Type

Component ISBN

Assessment

9780133306804

(ii)  create oral presentations of social studies information (Drop-down menu)

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(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:

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(D)  create written, oral, and visual presentations of social studies information

(A)  use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

Proclamation 2015

(iii)  create visual presentations of social studies information

(i)  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

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Page (s)

Specific Location

Topic 3 Review and Topic 3 Review and Assessment Assessment (item 9)

Topic 6: Civic Discussion (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation (all screens) Topic 6 Review and Assessment

Civic Discussion: Student Instructions (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation (all screens) Topic 6 Review and Assessment (items 9 and 22)

Topic 2: Inquiry (all screens) Topic 2 Review and Assessment

Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Topic 5: Inquiry (all screens)

Inquiry: Hold a Mock Cabinet Meeting Project Student Instructions (all screens)

Topic 2 Review and Assessment (item 65)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Breakout

(i)  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

Citation Type

Component ISBN

Assessment

9780133306804

Instruction

9780133306804

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Page (s)

Specific Location

Topic 5 Review and Topic 5 Review and Assessment Assessment (item 33)

Topic 3: Inquiry (all screens) Topic 3 Review and Assessment

Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens) Topic 3 Review and Assessment (item 20)

Student Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Proclamation 2015

Correlations to the Texas Essential Knowledge and Skills (TEKS): Teacher Material Subject

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Subchapter

Subchapter A. Elementary

Course

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Publisher

Pearson Education, Inc., publishing as Prentice Hall

Program Title

Texas United States History: Colonization through Reconstruction, Digital Courseware

Program ISBN

9780133306804

(a) Introduction.

(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 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.

(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.

(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.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Proclamation 2015

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "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.

(b) Knowledge and Skills.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(i)  identify the major eras in U.S. history through 1877, including colonization

Page 156 of 543

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Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain") Topic 2 Review and Assessment Topic 2: Lesson 1, Text 3 (screen 3)

Specific Location

Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain") Topic 2 Review and Assessment (item 74)

Lesson 1, Text 3: The Colonization of New Spain (screen 3) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(ii) describe [the] causes [of colonization]

Page 157 of 543

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Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain"); Lesson 2, Teacher Support ("Digital Text 2: New France Is Colonized"); Lesson 3, Teacher Support ("Digital Text 1: Seeking Religious Freedom") Topic 2 Review and Assessment Topic 2: Lesson 1, Text 3 (screen 1); Lesson 2, Text 2 (screen 1); Lesson 2, Text 4 (screen 4); Lesson 3, Text 1 (screen 1)

Specific Location

Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain"); Lesson 2, Teacher Support ("Digital Text 2: New France Is Colonized"); Lesson 3, Teacher Support ("Digital Text 1: Seeking Religious Freedom") Topic 2 Review and Assessment (item 2)

Lesson 1, Text 3: The Colonization of New Spain (screen 1); Lesson 2, Text 2: New France Is Colonized (screen 1); Lesson 2, Text 4: Roanoke and Jamestown (screen 4); Lesson 3, Text 1: Seeking Religious Freedom (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(iii) describe [the] effects [of colonization]

Page 158 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain"); Lesson 2, Teacher Support ("Digital Text 3: The Dutch Establish New Netherland"); Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England") Topic 2 Review and Assessment Topic 2: Lesson 1, Text 3 (screen 5); Lesson 2, Text 3 (screen 4); Lesson 3, Text 7 (screen 4)

Specific Location

Lesson 1, Teacher Support ("Digital Text 3: The Colonization of New Spain"); Lesson 2, Teacher Support ("Digital Text 3: The Dutch Establish New Netherland"); Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England") Topic 2 Review and Assessment (items 3, 4, and 9)

Lesson 1, Text 3: The Colonization of New Spain (screen 5); Lesson 2, Text 3: The Dutch Establish New Netherland (screen 4); Lesson 3, Text 7: The Towns of New England (screen 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(iv)  identify the major eras in U.S. history through 1877, including revolution

Page 159 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 3 (screen 5)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord") Topic 3 Review and Assessment (item 41)

Lesson 3, Text 3: The Battles of Lexington and Concord (screen 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(v) describe [the] causes [of revolution]

Page 160 of 543

Proclamation 2015

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Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 3, Teacher Support ("Digital Text 6: The War Comes to Boston") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 2 (screen 1)

Specific Location

Lesson 3, Teacher Support ("Digital Text 6: The War Comes to Boston") Topic 3 Review and Assessment (items 4 and 9)

Lesson 3, Text 2: King George III Strikes Back at Boston (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(vi) describe [the] effects [of revolution]

Page 161 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 3, Teacher Support ("Digital Text 6: The War Comes to Boston") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 6 (screen 2)

Specific Location

Lesson 3, Teacher Support ("Digital Text 6: The War Comes to Boston") Topic 3 Review and Assessment (items 20 and 40)

Lesson 3, Text 6: The War Comes to Boston (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(vii)  identify the major eras in U.S. history through 1877, including early republic

Page 162 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency") Topic 5 Review and Assessment Topic 5: Lesson 1, Text 1 (screen 1)

Specific Location

Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency") Topic 5 Review and Assessment (item 1)

Lesson 1, Text 1: The First American Presidency (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(viii) describe [the] causes [of early republic]

Page 163 of 543

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Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency") Topic 4 Review and Assessment Topic 5: Lesson 1, Text 1 (screen 1)

Specific Location

Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency") Topic 4 Review and Assessment (item 13)

Lesson 1, Text 1: The First American Presidency (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(ix) describe [the] effects [of early republic]

Page 164 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency") Topic 5 Review and Assessment Topic 5: Lesson 1, Text 1 (all screens)

Specific Location

Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency") Topic 5 Review and Assessment (items 5 and 23)

Lesson 1, Text 1: The First American Presidency (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(x)  identify the major eras in U.S. history through 1877, including the Age of Jackson

Page 165 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 1, Teacher Support ("Digital Text 4: Jacksonian Democracy") Topic 6 Review and Assessment Topic 6: Lesson 1, Text 1 (screen 1)

Specific Location

Lesson 1, Teacher Support ("Digital Text 4: Jacksonian Democracy") Topic 6 Review and Assessment (items 1 and 22)

Lesson 1, Text 1: Democracy Expands (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xi) describe [the] causes [of the Age of Jackson]

Page 166 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 1, Teacher Support ("Digital Text 1: Democracy Expands") Topic 6 Review and Assessment Topic 6: Lesson 1, Text 1 (screen 1); Lesson 1, Text 4 (screen 4)

Specific Location

Lesson 1, Teacher Support ("Digital Text 1: Democracy Expands") Topic 6 Review and Assessment (item 6)

Lesson 1, Text 1: Democracy Expands (screen 1); Lesson 1, Text 4: Jacksonian Democracy (screen 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xii) describe [the] effects [of the Age of Jackson]

Page 167 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 1, Teacher Support ("Digital Text 4: Jacksonian Democracy") Topic 6 Review and Assessment Topic 6: Lesson 1, Text 1 (screens 2, 3, and 4); Lesson 1, Text 4 (screens 4 and 5)

Specific Location

Lesson 1, Teacher Support ("Digital Text 4: Jacksonian Democracy") Topic 6 Review and Assessment (items 6 and 7)

Lesson 1, Text 1: Democracy Expands (screens 2, 3, and 4); Lesson 1, Text 4: Jacksonian Democracy (screens 4 and 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xiii)  identify the major eras in U.S. history through 1877, including westward expansion

Page 168 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 4 (screen 1)

Specific Location

Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California") Topic 6 Review and Assessment (item 44)

Lesson 7, Text 4: Settling the Mexican Cession (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xiv) describe [the] causes [of westward expansion]

Page 169 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 2 (screen 1)

Specific Location

Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment (items 33, 34, 48, and 49)

Lesson 7, Text 2: Manifest Destiny (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xv) describe [the] effects [of westward expansion]

Page 170 of 543

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Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 5 (all screens)

Specific Location

Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California") Topic 6 Review and Assessment (items 28, 32, 33, 34, 38, 40, 48, and 49)

Lesson 7, Text 5: The Effects of Migration to California (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xvi)  identify the major eras in U.S. history through 1877, including [the era of] reform movements

Page 171 of 543

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Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment Topic 7: Lesson 3, Text 1 (screen 1)

Specific Location

Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment (item 45)

Lesson 3, Text 1: An Era of Reform (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xvii) describe [the] causes [of reform movements]

Page 172 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment Topic 7: Lesson 3, Text 1 (all screens); Lesson 4, Text 2 (screen 7)

Specific Location

Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment (items 46 and 72)

Lesson 3, Text 1: An Era of Reform (all screens); Lesson 4, Text 2: Abolitionism Gains Momentum (screen 7)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xviii) describe [the] effects [of reform movements]

Page 173 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment Topic 7: Lesson 3, Text 2 (all screens)

Specific Location

Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment (items 49, 50, and 75)

Lesson 3, Text 2: Social Reform Movements (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xix)  identify the major eras in U.S. history through 1877, including sectionalism

Page 174 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 1, Teacher Support ("Digital Text 2: Western Expansion Heightens Tension Over Slavery") Topic 5 Review and Assessment Topic 8: Lesson 1, Text 1 (screen 1)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: Western Expansion Heightens Tension Over Slavery") Topic 5 Review and Assessment (item 46)

Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xx) describe [the] causes [of sectionalism]

Page 175 of 543

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Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 1, Teacher Support ("Digital Text 2: Western Expansion Heightens Tension Over Slavery") Topic 5 Review and Assessment Topic 8: Lesson 1, Text 1 (screen 1)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: Western Expansion Heightens Tension Over Slavery") Topic 5 Review and Assessment (item 50)

Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxi) describe [the] effects [of sectionalism]

Page 176 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 1, Teacher Support ("Digital Text 2: Western Expansion Heightens Tension Over Slavery") Topic 5 Review and Assessment Topic 8: Lesson 1, Text 1 (screen 1); Lesson 1, Text 2 (screen 2)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: Western Expansion Heightens Tension Over Slavery") Topic 5 Review and Assessment (item 50)

Lesson 1, Text 1: Henry Clay's Missouri Compromise (screen 1); Lesson 1, Text 2: Western Expansion Heightens Tension Over Slavery (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxii)  identify the major eras in U.S. history through 1877, including the Civil War

Page 177 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 3 (screen 6)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out") Topic 8 Review and Assessment (item 59)

Lesson 3, Text 3: War Breaks Out (screen 6)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxiii) describe [the] causes [of the Civil War]

Page 178 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 2 (screens 3, 4, and 5)

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War") Topic 8 Review and Assessment (item 23)

Lesson 3, Text 2: The Nation Moves Toward Civil War (screens 3, 4, and 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxiv) describe [the] effects [of the Civil War]

Page 179 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 6, Teacher Support ("Digital Text 7: The Nation Begins a New Chapter") Topic 8 Review and Assessment Topic 8: Lesson 6, Text 7 (all screens)

Specific Location

Lesson 6, Teacher Support ("Digital Text 7: The Nation Begins a New Chapter") Topic 8 Review and Assessment (items 32, 45, 46, 48, and 59)

Lesson 6, Text 7: The Nation Begins a New Chapter (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxv)  identify the major eras in U.S. history through 1877, including Reconstruction

Page 180 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 9: Lesson 1, Teacher Support ("Digital Text 2: The Causes and Effects of Reconstructi on") Topic 9 Review and Assessment Topic 9: Lesson 1, Text 2 (screen 1)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: The Causes and Effects of Reconstruction") Topic 9 Review and Assessment (items 4, 18, 25, and 26)

Lesson 1, Text 2: The Causes and Effects of Reconstruction (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxvi) describe [the] causes [of Reconstruction]

Page 181 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 9: Lesson 1, Teacher Support ("Digital Text 2: The Causes and Effects of Reconstructi on") Topic 9 Review and Assessment Topic 9: Lesson 1, Text 2 (screen 1)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: The Causes and Effects of Reconstruction") Topic 9 Review and Assessment (item 5)

Lesson 1, Text 2: The Causes and Effects of Reconstruction (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxvii) describe [the] effects [of Reconstruction]

Page 182 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 9: Lesson 1, Teacher Support ("Digital Text 2: The Causes and Effects of Reconstructi on") Topic 9 Review and Assessment Topic 9: Lesson 1, Text 2 (screens 2 and 3)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: The Causes and Effects of Reconstruction") Topic 9 Review and Assessment (items 5, 10, 11, 13, 15, 16, 18, 20, and 25)

Lesson 1, Text 2: The Causes and Effects of Reconstruction (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxviii)  identify the major events in U.S. history through 1877, including drafting of the Declaration of Independence

Page 183 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 2 (screens 2 and 3)

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence") Topic 3 Review and Assessment (item 24)

Lesson 4, Text 2: Choosing Independence (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxix) describe [the] causes [of drafting the Declaration of Independence]

Page 184 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 2 (screen 1)

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence") Topic 3 Review and Assessment (items 24 and 26)

Lesson 4, Text 2: Choosing Independence (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxx) describe [the] effects [of drafting the Declaration of Independence]

Page 185 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 2 (screens 3 and 4)

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence") Topic 3 Review and Assessment (item 24)

Lesson 4, Text 2: Choosing Independence (screens 3 and 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxi)  identify the major events in U.S. history through 1877, including creation and ratification of the Constitution

Page 186 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 2, Teacher Support ("Digital Text 2: Disagreeme nts Over a New Government" ); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 3 (all screens); Lesson 2, Text 1 (screen 1)

Specific Location

Lesson 2, Teacher Support ("Digital Text 2: Disagreements Over a New Government"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process") Topic 4 Review and Assessment (items 9 and 12)

Lesson 4, Text 3: The Ratification Process (all screens); Lesson 2, Text 1: A Historic Convention (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxii) describe [the] causes [of creation and ratification of the Constitution]

Page 187 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 1, Teacher Support ("Digital Text 5: Economic Problems Lead to Change"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process") Topic 4 Review and Assessment Topic 4: Lesson 1, Text 5 (screens 2 and 3); Lesson 4, Text 3 (all screens)

Specific Location

Lesson 1, Teacher Support ("Digital Text 5: Economic Problems Lead to Change"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process") Topic 4 Review and Assessment (items 7 and 29)

Lesson 1, Text 5: Economic Problems Lead to Change (screens 2 and 3); Lesson 4, Text 3: The Ratification Process (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxiii) describe [the] effects [of creation and ratification of the Constitution]

Page 188 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 2, Teacher Support ("Digital Text 5: The Convention Comes to a Conclusion") ; Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process") Topic 4 Review and Assessment Topic 4: Lesson 2, Text 5 (screen 3); Lesson 4, Text 3 (all screens)

Specific Location

Lesson 2, Teacher Support ("Digital Text 5: The Convention Comes to a Conclusion"); Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process") Topic 4 Review and Assessment (items 29 and 32)

Lesson 2, Text 5: The Convention Comes to a Conclusion (screen 3); Lesson 4, Text 3: The Ratification Process (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxiv)  identify the major events in U.S. history through 1877, including religious revivals

Page 189 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment Topic 2: Lesson 6, Text 3 (all screens)

Specific Location

Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment (item 47)

Lesson 6, Text 3: A New Religious Movement (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxv) describe [the] causes [of religious revivals}

Page 190 of 543

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment Topic 2: Lesson 6, Text 3 (screens 1 and 2)

Specific Location

Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment (item 47)

Lesson 6, Text 3: A New Religious Movement (screens 1 and 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(A)  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

(xxxvi) describe [the] effects [of religious revivals]

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 191 of 543

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(i)  apply absolute chronology through the sequencing of significant individuals

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment Topic 2: Lesson 6, Text 3 (all screens)

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment (item 48)

Lesson 6, Text 3: A New Religious Movement (all screens)

Lesson 4, History Tools: Measuring Time Teacher Support (all screens) Topic 8 Review and Assessment (item 33)

Topic 8: Lesson 4, History Tools Lesson 4, History Tools: Measuring (all screens) Time (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(ii)  apply absolute chronology through the sequencing of significant events

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(iii)  apply absolute chronology through the sequencing of significant time periods

(iv)  apply relative chronology through the sequencing of significant individuals

Citation Type

Component ISBN

Page (s)

Instruction

9780133306811

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

Page 192 of 543

Proclamation 2015

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Specific Location

Lesson 4, History Tools: Measuring Time Teacher Support (all screens) Topic 8 Review and Assessment (item 33)

Topic 8: Lesson 4, History Tools Lesson 4, History Tools: Measuring (all screens) Time (all screens)

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Lesson 4, History Tools: Measuring Time Teacher Support (all screens) Topic 8 Review and Assessment (item 33)

Topic 8: Lesson 4, History Tools Lesson 4, History Tools: Measuring (all screens) Time (all screens)

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Lesson 4, History Tools: Measuring Time Teacher Support (all screens) Topic 8 Review and Assessment (item 40)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 193 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

Breakout

(v)  apply relative chronology through the sequencing of significant events

(vi)  apply relative chronology through the sequencing of significant time periods

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 8: Lesson 4, History Tools Lesson 4, History Tools: Measuring (all screens) Time (all screens)

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Lesson 4, History Tools: Measuring Time Teacher Support (all screens) Topic 8 Review and Assessment (item 36)

Topic 8: Lesson 4, History Tools Lesson 4, History Tools: Measuring (all screens) Time (all screens)

Topic 8: Lesson 4, History Tools (all screens) Topic 8 Review and Assessment

Lesson 4, History Tools: Measuring Time Teacher Support (all screens) Topic 8 Review and Assessment (item 40)

Topic 8: Lesson 4, History Tools Lesson 4, History Tools: Measuring (all screens) Time (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

(i)  explain the significance of 1607, founding of Jamestown

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

Page 194 of 543

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

Proclamation 2015

Citation Type

Component ISBN

Page (s)

Instruction

9780133306811

Topic 2: Lesson 2, Teacher Support ("Digital Text 4: Roanoke and Jamestown") Topic 2 Review and Assessment Topic 2: Lesson 2, Text 4 (screen 3)

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Specific Location

Lesson 2, Teacher Support ("Digital Text 4: Roanoke and Jamestown") Topic 2 Review and Assessment (item 10)

Lesson 2, Text 4: Roanoke and Jamestown (screen 3)

(ii)  explain the significance of 1620, arrival of the Pilgrims and signing of the Mayflower Compact

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 2: Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 2 (all screens)

Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment (item 18)

Lesson 3, Text 2: Plymouth Colony (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

(iii)  explain the significance of 1776, adoption of the Declaration of Independence

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

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(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

Proclamation 2015

Citation Type

Component ISBN

Page (s)

Instruction

9780133306811

Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 2 (screen 3)

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence") Topic 3 Review and Assessment (item 24)

Lesson 4, Text 2: Choosing Independence (screen 3)

(iv)  explain the significance of 1787, writing of the U.S. Constitution

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 4: Lesson 2, Teacher Support ("Digital Text 1: A Historic Convention") Topic 4 Review and Assessment Topic 4: Lesson 2, Text 1 (screen 1)

Lesson 2, Teacher Support ("Digital Text 1: A Historic Convention") Topic 4 Review and Assessment (item 8)

Lesson 2, Text 1: A Historic Convention (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

(v)  explain the significance of 1803, Louisiana Purchase

(1)  History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

(C)  explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War

Citation Type

Component ISBN

Page (s)

Instruction

9780133306811

Topic 5: Lesson 4, Teacher Support ("Digital Text 3: The Louisiana Purchase") Topic 5 Review and Assessment Topic 5: Lesson 4, Text 3 (screen 4)

Assessment

9780133306811

Instruction

9780133306811

(vi)  explain the significance of 1861-1865, Civil War

Instruction

Assessment

Page 196 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 7: The Nation Begins a New Chapter") Topic 8 Review and Assessment

Specific Location

Lesson 4, Teacher Support ("Digital Text 3: The Louisiana Purchase") Topic 5 Review and Assessment (item 30)

Lesson 4, Text 3: The Louisiana Purchase (screen 4)

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 7: The Nation Begins a New Chapter") Topic 8 Review and Assessment (item 60)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(2)  History. The student understands the causes of exploration and colonization eras. The student is expected to:

(A)  identify reasons for European exploration and colonization of North America

(i)  identify reasons for European exploration of North America

Instruction

Component ISBN

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Page 197 of 543

Proclamation 2015

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 3, Text 3 (screen 6); Lesson 6, Text 7 (screen 1)

Topic 1: Lesson 3, Teacher Support ("Digital Text 2: The Voyages of Columbus") Topic 1 Review and Assessment Topic 1: Lesson 3, Text 2 (screen 3)

Specific Location

Lesson 3, Text 3: War Breaks Out (screen 6); Lesson 6, Text 7: The Nation Begins a New Chapter (screen 1)

Lesson 3, Teacher Support ("Digital Text 2: The Voyages of Columbus") Topic 1 Review and Assessment (items 9 and 14)

Lesson 3, Text 2: The Voyages of Columbus (screen 3)

Topic 2: Lesson 2, Teacher Support ("Digital Text 1: European Lesson 2, Teacher Support ("Digital Text 1: European Rivalries") Rivalries")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(2)  History. The student understands the causes of exploration and colonization eras. The student is expected to:

(A)  identify reasons for European exploration and colonization of North America

(ii)  identify reasons for European colonization of North America

Citation Type

Instruction

(2)  History. The student understands the causes of exploration and colonization eras. The student is expected to:

(B)  compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

Instruction

Page 198 of 543

Proclamation 2015

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 2, Teacher Support ("Digital Text 2: New France Is Colonized"); Lesson 3, Teacher Support ("Digital Text 1: Seeking Religious Freedom") Topic 2 Review and Assessment Topic 2: Lesson 2, Text 2 (screen 1); Lesson 3, Text 1 (all screens)

Topic 2: Lesson 4, Teacher Support ("Digital Text 3: Pennsylvani a Becomes a Colony"); Lesson 5, Teacher Support ("Digital Text 2: Settlement in the Carolinas and Georgia")

Specific Location

Lesson 2, Teacher Support ("Digital Text 2: New France Is Colonized"); Lesson 3, Teacher Support ("Digital Text 1: Seeking Religious Freedom") Topic 2 Review and Assessment (items 7, 8, and 68)

Lesson 2, Text 2: New France Is Colonized (screen 1); Lesson 3, Text 1: Seeking Religious Freedom (all screens)

Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 5, Teacher Support ("Digital Text 2: Settlement in the Carolinas and Georgia") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  explain the reasons for the growth of representative government and institutions during the colonial period

Breakout

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(i)  explain the reasons for the growth of representative government and institutions during the colonial period Instruction

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(B)  analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

(i)  analyze the importance of the Mayflower Compact to the growth of representative government

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Assessment

Page 199 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2 Review and Assessment Topic 2: Lesson 4, Text 3 (screen 5); Lesson 5, Text 2 (screen 3)

Topic 2: Lesson 7, Teacher Support ("Digital Text 3: Foundations of Representati ve Government" ) Topic 2 Review and Assessment Topic 2: Lesson 7, Text 3 (screens 2 and 4)

Topic 2: Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment

Specific Location

Topic 2 Review and Assessment (items 21, 26, 33, 34, 46, and 47)

Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 5); Lesson 5, Text 2: Settlement in the Carolinas and Georgia (screen 3)

Lesson 7, Teacher Support ("Digital Text 3: Foundations of Representative Government") Topic 2 Review and Assessment (items 13, 22, 30, 66, and 71)

Lesson 7, Text 3: Foundations of Representative Government (screens 2 and 4)

Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment (item 18) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

Page 200 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

(B)  analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

Breakout

(ii)  analyze the importance of the Fundamental Orders of Connecticut to the growth of representative government

(iii)  analyze the importance of the Virginia House of Burgesses to the growth of representative government

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2: Lesson 3, Text 2 (screen 3)

Topic 2: Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 5 (screen 2)

Topic 4: Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions") Topic 2 Review and Assessment Topic 4: Lesson 3, Text 3 (screen 1)

Specific Location

Lesson 3, Text 2: Plymouth Colony (screen 3)

Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") Topic 2 Review and Assessment (item 24) Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 2)

Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions") Topic 2 Review and Assessment (item 13)

Lesson 3, Text 3: America Draws on Its Own Traditions (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(C)  describe how religion and virtue contributed to the growth of representative government in the American colonies

(i)  describe how religion contributed to the growth of representative government in the American colonies

(3)  History. The student understands the foundations of representative government in the United States. The student is expected to:

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 201 of 543

(C)  describe how religion and virtue contributed to the growth of representative government in the American colonies

(A)  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

(ii)  describe how virtue contributed to the growth of representative government in the American colonies

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  analyze causes of the American Revolution, including the Proclamation of 1763 Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 2 (screen 3)

Topic 2: Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 2 (screen 3)

Topic 3: Lesson 2, Teacher Support ("Digital Text 2: Causes of the American Revolution: The Proclamation of 1763")

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment (item 25)

Lesson 3, Text 2: Plymouth Colony (screen 3)

Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment (item 25)

Lesson 3, Text 2: Plymouth Colony (screen 3)

Lesson 2, Teacher Support ("Digital Text 2: Causes of the American Revolution: The Proclamation of 1763") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

(A)  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

Breakout

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(ii)  analyze causes of the American Revolution, including the Intolerable Acts Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iii)  analyze causes of the American Revolution, including the Stamp Act Instruction

Assessment

Page 202 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 3 Review and Assessment Topic 3: Lesson 2, Text 2 (all screens)

Topic 3: Lesson 3, Teacher Support ("Digital Text 2: King George III Strikes Back at Boston") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 2 (all screens)

Topic 3: Lesson 2, Teacher Support ("Digital Text 4: Causes of the American Revolution: The Stamp Act") Topic 3 Review and Assessment

Specific Location

Topic 3 Review and Assessment (item 4) Lesson 2, Text 2: Causes of the American Revolution—The Proclamation of 1763 (all screens)

Lesson 3, Teacher Support ("Digital Text 2: King George III Strikes Back at Boston") Topic 3 Review and Assessment (item 15)

Lesson 3, Text 2: King George III Strikes Back at Boston (all screens)

Lesson 2, Teacher Support ("Digital Text 4: Causes of the American Revolution: The Stamp Act") Topic 3 Review and Assessment (items 6 and 8) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 203 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

(A)  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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

(iv)  analyze causes of the American Revolution, including mercantilism Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(v)  analyze causes of the American Revolution, including lack of representation in Parliament Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 3: Lesson 2, Text 4 (all screens)

Specific Location

Lesson 2, Text 4: Causes of the American Revolution—The Stamp Act (all screens)

Topic 3: Lesson 2, Teacher Support ("Digital Text 3: Causes of the American Revolution: Mercantilism and Taxation") Topic 3 Review and Assessment Topic 3: Lesson 2, Text 3 (screen 1)

Lesson 2, Teacher Support ("Digital Text 3: Causes of the American Revolution: Mercantilism and Taxation")

Topic 3: Lesson 2, Teacher Support ("Digital Text 4: Causes of the American Revolution: The Stamp Act") Topic 3 Review and Assessment Topic 3: Lesson 2, Text 4 (screen 3)

Lesson 2, Teacher Support ("Digital Text 4: Causes of the American Revolution: The Stamp Act")

Topic 3 Review and Assessment (items 5 and 14) Lesson 2, Text 3: Causes of the American Revolution—Mercantilism and Taxation (screen 1)

Topic 3 Review and Assessment (item 7) Lesson 2, Text 4: Causes of the American Revolution—The Stamp Act (screen 3) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(A)  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

(vi)  analyze causes of the American Revolution, including British economic policies following the French and Indian War

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s)

Topic 3: Lesson 2, Teacher Support ("Digital Text 3: Causes of the American Revolution: Mercantilism and Taxation") Topic 3 Review and Assessment Topic 3: Lesson 2, Text 3 (screen 1)

Specific Location

Lesson 2, Teacher Support ("Digital Text 3: Causes of the American Revolution: Mercantilism and Taxation") Topic 3 Review and Assessment (item 5) Lesson 2, Text 3: Causes of the American Revolution—Mercantilism and Taxation (screen 1)

(i)  explain the roles played by significant individuals during the American Revolution, including Abigail Adams

Assessment

Page 204 of 543

Proclamation 2015

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Colonial Leadership") Topic 3 Review and Assessment

Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Colonial Leadership") Topic 3 Review and Assessment (item 10)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 205 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 3: Lesson 2, Text 6 (screen 2)

Specific Location

Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 2)

(ii)  explain the roles played by significant individuals during the American Revolution, including John Adams

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 2 (screen 2)

Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence") Topic 3 Review and Assessment (item 12)

Lesson 4, Text 2: Choosing Independence (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(iii)  explain the roles played by significant individuals during the American Revolution, including Wentworth Cheswell

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 206 of 543

(B)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s)

Topic 3: Lesson 5, Teacher Support ("Digital Text 5: African Americans in the War") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 5 (screens 2 and 3)

Specific Location

Lesson 5, Teacher Support ("Digital Text 5: African Americans in the War") Topic 3 Review and Assessment (item 36)

Lesson 5, Text 5: African Americans in the War (screens 2 and 3)

(iv)  explain the roles played by significant individuals during the American Revolution, including Samuel Adams

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Lesson 2, Teacher Support ("Digital Colonial Text 6: Significant Individuals Leadership") Provide Colonial Leadership") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 207 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 3 Review and Assessment Topic 3: Lesson 2, Text 6 (screen 1)

Specific Location

Topic 3 Review and Assessment (item 12) Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 1)

(v)  explain the roles played by significant individuals during the American Revolution, including Mercy Otis Warren

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Colonial Leadership") Topic 3 Review and Assessment Topic 3: Lesson 2, Text 6 (screen 2)

Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Colonial Leadership") Topic 3 Review and Assessment (item 10) Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(vi)  explain the roles played by significant individuals during the American Revolution, including James Armistead

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 208 of 543

(B)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s)

Topic 3: Lesson 5, Teacher Support ("Digital Text 5: African Americans in the War") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 5 (screen 2)

Specific Location

Lesson 5, Teacher Support ("Digital Text 5: African Americans in the War") Topic 3 Review and Assessment (item 36)

Lesson 5, Text 5: African Americans in the War (screen 2)

(vii)  explain the roles played by significant individuals during the American Revolution, including Benjamin Franklin

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independenc Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence") e") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 209 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 3 Review and Assessment Topic 3: Lesson 4, Text 2 (screen 2)

Specific Location

Topic 3 Review and Assessment (item 40)

Lesson 4, Text 2: Choosing Independence (screen 2)

(viii)  explain the roles played by significant individuals during the American Revolution, including Bernardo de Gálvez

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Teacher Support ("Digital Text 6: Native Americans and the Spanish Choose Sides") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 6 (screen 3)

Lesson 5, Teacher Support ("Digital Text 6: Native Americans and the Spanish Choose Sides") Topic 3 Review and Assessment (item 37) Lesson 5, Text 6: Native Americans and the Spanish Choose Sides (screen 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(ix)  explain the roles played by significant individuals during the American Revolution, including Crispus Attucks

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 210 of 543

(B)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s)

Topic 3: Lesson 2, Teacher Support ("Digital Text 7: The Boston Massacre") Topic 3 Review and Assessment Topic 3: Lesson 2, Text 7 (screen 2)

Specific Location

Lesson 2, Teacher Support ("Digital Text 7: The Boston Massacre") Topic 3 Review and Assessment (item 12)

Lesson 2, Text 7: The Boston Massacre (screen 2)

(x)  explain the roles played by significant individuals during the American Revolution, including King George III

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 3, Teacher Support ("Digital Text 4: The Fighting Lesson 3, Teacher Support ("Digital Continues") Text 4: The Fighting Continues") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 211 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 3 Review and Assessment Topic 3: Lesson 3, Text 2 (screen 1)

Specific Location

Topic 3 Review and Assessment (item 18)

Lesson 3, Text 2: King George III Strikes Back at Boston (screen 1)

(xi)  explain the roles played by significant individuals during the American Revolution, including Haym Salomon

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Teacher Support ("Digital Text 1: Early Challenges for the Continental Army") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 1 (screen 3)

Lesson 5, Teacher Support ("Digital Text 1: Early Challenges for the Continental Army") Topic 3 Review and Assessment (item 28)

Lesson 5, Text 1: Early Challenges for the Continental Army (screen 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(xii)  explain the roles played by significant individuals during the American Revolution, including Patrick Henry

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 212 of 543

(B)  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

Proclamation 2015

Citation Type

Component ISBN

Page (s)

Instruction

9780133306811

Topic 3: Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Colonial Leadership") Topic 3 Review and Assessment Topic 3: Lesson 2, Text 6 (screen 3)

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Specific Location

Lesson 2, Teacher Support ("Digital Text 6: Significant Individuals Provide Colonial Leadership") Topic 3 Review and Assessment (item 11) Lesson 2, Text 6: Significant Individuals Provide Colonial Leadership (screen 3)

(xiii)  explain the roles played by significant individuals during the American Revolution, including Thomas Jefferson

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independenc Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence") e") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 213 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Page (s) Topic 3 Review and Assessment Topic 3: Lesson 4, Text 2 (screens 2 and 3)

Specific Location

Topic 3 Review and Assessment (item 24)

Lesson 4, Text 2: Choosing Independence (screens 2 and 3)

(xiv)  explain the roles played by significant individuals during the American Revolution, including the Marquis de Lafayette Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 5, Teacher Support ("Digital Text 8: A Decisive Win Brings the War to a Close") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 2 (screen 5); Lesson 5, Text 8 (screen 2)

Lesson 5, Teacher Support ("Digital Text 8: A Decisive Win Brings the War to a Close") Topic 3 Review and Assessment (item 32)

Lesson 5, Text 2: The Tide Turns for the Americans (screen 5); Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B)  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

(xv)  explain the roles played by significant individuals during the American Revolution, including Thomas Paine

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 214 of 543

(B)  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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(xvi)  explain the roles played by significant individuals during the American Revolution, including George Washington Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 4, Teacher Support ("Digital Text 1: Thomas Paine’s Common Sense") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 1 (all screens)

Topic 3: Lesson 5, Teacher Support ("Digital Text 1 Early Challenges for the Continental Army and Digital Text 9: Explaining the American Victory")

Specific Location

Lesson 4, Teacher Support ("Digital Text 1: Thomas Paine’s Common Sense") Topic 3 Review and Assessment (item 22)

Lesson 4, Text 1: Thomas Paine's Common Sense (all screens)

Lesson 5, Teacher Support ("Digital Text 1 Early Challenges for the Continental Army and Digital Text 9: Explaining the American Victory") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 215 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C)  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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 3 Review and Assessment Topic 3: Lesson 5, Text 1 (all screens); Lesson 5, Text 9 (screens 3 and 4)

Specific Location

Topic 3 Review and Assessment (items 21 and 29)

Lesson 5, Text 1: Early Challenges for the Continental Army (all screens); Lesson 5, Text 9: Explaining the American Victory (screens 3 and 4)

(i)  explain the issues surrounding important events of the American Revolution, including declaring independence

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 4, Teacher Support ("Digital Text 2: Choosing Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 2 (all screens)

Lesson 4, Teacher Support ("Digital Text 2: Choosing Independence") Topic 3 Review and Assessment (item 23)

Lesson 4, Text 2: Choosing Independence (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(ii)  explain the issues surrounding important events of the American Revolution, including writing the Articles of Confederation

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 216 of 543

(C)  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

(iii)  explain the issues surrounding important events of the American Revolution, including fighting the battle of Lexington

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederatio n") Topic 4 Review and Assessment Topic 4: Lesson 1, Text 2 (screens 1, 2, and 3)

Topic 3: Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 3 (all screens)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederation") Topic 4 Review and Assessment (item 2)

Lesson 1, Text 2: The Articles of Confederation (screens 1, 2, and 3)

Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord") Topic 3 Review and Assessment (item 17) Lesson 3, Text 3: The Battles of Lexington and Concord (all screens) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(iv)  explain the issues surrounding important events of the American Revolution, including fighting the battle of Concord

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 217 of 543

(C)  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

(v)  explain the issues surrounding important events of the American Revolution, including fighting the battle of Saratoga

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 3 (all screens)

Topic 3: Lesson 5, Teacher Support ("Digital Text 2: The Tide Turns for the Americans") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 2 (screens 2, 3, and 4)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord") Topic 3 Review and Assessment (item 17) Lesson 3, Text 3: The Battles of Lexington and Concord (all screens)

Lesson 5, Teacher Support ("Digital Text 2: The Tide Turns for the Americans") Topic 3 Review and Assessment (item 31)

Lesson 5, Text 2: The Tide Turns for the Americans (screens 2, 3, and 4) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(vi)  explain the issues surrounding important events of the American Revolution, including fighting the battle of Yorktown

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(C)  explain the issues surrounding important events of the American Revolution, including 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

(vii)  explain the issues surrounding important events of the American Revolution, including enduring the winter at Valley Forge

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

Page 218 of 543

Proclamation 2015

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 5, Teacher Support ("Digital Text 8: A Decisive Win Brings the War to a Close") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 8 (screens 2, 3, and 4)

Topic 3: Lesson 5, Teacher Support ("Digital Text 3: Winter at Valley Forge") Topic 3 Review and Assessment

Specific Location

Lesson 5, Teacher Support ("Digital Text 8: A Decisive Win Brings the War to a Close") Topic 3 Review and Assessment (item 39)

Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screens 2, 3, and 4)

Lesson 5, Teacher Support ("Digital Text 3: Winter at Valley Forge") Topic 3 Review and Assessment (item 33)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

Page 219 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C)  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

(D)  analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the ThreeFifths Compromise

Breakout

(viii)  explain the issues surrounding important events of the American Revolution, including signing the Treaty of Paris of 1783

(i)  analyze the issues of the Constitutional Convention of 1787, including the Great Compromise

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 3: Lesson 5, Text 3 (all screens)

Topic 3: Lesson 5, Teacher Support ("Digital Text 8: A Decisive Win Brings the War to a Close") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 8 (screen 5)

Topic 4: Lesson 2, Teacher Support ("Digital Text 3: The Great Compromise ") Topic 4 Review and Assessment Topic 4: Lesson 2, Text 3 (all screens)

Specific Location

Lesson 5, Text 3: Winter at Valley Forge (all screens)

Lesson 5, Teacher Support ("Digital Text 8: A Decisive Win Brings the War to a Close") Topic 3 Review and Assessment (item 40) Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screen 5)

Lesson 2, Teacher Support ("Digital Text 3: The Great Compromise") Topic 4 Review and Assessment (item 10)

Lesson 2, Text 3: The Great Compromise (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(D)  analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the ThreeFifths Compromise

(ii)  analyze the issues of the Constitutional Convention of 1787, including the Three-Fifths Compromise

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(E)  analyze the arguments for and against ratification

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  analyze the arguments for ratification Instruction

Page 220 of 543

Proclamation 2015

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 4: Lesson 2, Teacher Support ("Digital Text 4: The ThreeFifths Lesson 2, Teacher Support ("Digital Compromise Text 4: The Three-Fifths ") Compromise") Topic 4 Review and Topic 4 Review and Assessment Assessment (item 11) Topic 4: Lesson 2, Text 4 (screens 1 Lesson 2, Text 4: The Three-Fifths and 2) Compromise (screens 1 and 2)

Topic 4: Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalist s") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 1 (screens 1, 2, and 3)

Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalists") Topic 4 Review and Assessment (item 23)

Lesson 4, Text 1: The Federalists and the Antifederalists (screens 1, 2, and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(4)  History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(E)  analyze the arguments for and against ratification

(ii)  analyze the arguments against ratification

Citation Type

Instruction

Page 221 of 543

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4: Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalist s") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 1 (screens 3 and 4)

Specific Location

Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalists") Topic 4 Review and Assessment (item 24)

Lesson 4, Text 1: The Federalists and the Antifederalists (screens 3 and 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  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

(i)  describe major domestic problems faced by the leaders of the new republic

Citation Type

Instruction

Assessment

Page 222 of 543

Proclamation 2015

Component ISBN

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5: Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency", "Digital Text 2: Alexander Hamilton and the National Debt", "Digital Text 3: Creating a Stable Economy", and "Digital Text 4: Taxation Sparks The Whiskey Rebellion"); Lesson 5, Teacher Support ("Digital Text 3: Early Events in the War of 1812") Topic 5 Review and Assessment

Specific Location

Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency", "Digital Text 2: Alexander Hamilton and the National Debt", "Digital Text 3: Creating a Stable Economy", and "Digital Text 4: Taxation Sparks The Whiskey Rebellion"); Lesson 5, Teacher Support ("Digital Text 3: Early Events in the War of 1812") Topic 5 Review and Assessment (items 4, 8, 10, 12, 19, 26, 35, 36, 40, 41, and 47)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(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:

(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:

Page 223 of 543

(B)  summarize arguments regarding protective tariffs, taxation, and the banking system

(B)  summarize arguments regarding protective tariffs, taxation, and the banking system

Proclamation 2015

Component ISBN

9780133306811

(i)  summarize arguments regarding protective tariffs Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii)  summarize arguments regarding taxation Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5: Lesson 1, Text 1 (screen 3); Lesson 1, Text 2 (screen 1); Lesson 1, Text 3 (screen 1); Lesson 1, Text 4 (screen 3); Lesson 5, Text 3 (all screens)

Topic 6: Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 5 Review and Assessment Topic 6: Lesson 2, Text 1 (screens 2 and 3)

Specific Location

Lesson 1, Text 1: The First American Presidency (screen 3); Lesson 1, Text 2: Alexander Hamilton and the National Debt (screen 1); Lesson 1, Text 3: Creating a Stable Economy (screen 1); Lesson 1, Text 4: Taxation Sparks The Whiskey Rebellion (screen 3); Lesson 5, Text 3: Early Events in the War of 1812 (all screens)

Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 5 Review and Assessment (item 8)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 2 and 3)

Topic 5: Lesson 1, Teacher Support ("Digital Text 3: Creating a Lesson 1, Teacher Support ("Digital Stable Text 3: Creating a Stable Economy") Economy")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

Page 224 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  summarize arguments regarding protective tariffs, taxation, and the banking system

(C)  explain the origin and development of American political parties

Breakout

(iii)  summarize arguments regarding the banking system

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  explain the origin of American political parties Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5 Review and Assessment Topic 5: Lesson 1, Text 3 (screen 2)

Topic 6: Lesson 2, Teacher Support ("Digital Text 2: The Bank War") Topic 5 Review and Assessment Topic 6: Lesson 2, Text 2 (screens 1 and 2)

Topic 5: Lesson 2, Teacher Support ("Digital Text 3: The Origin of American Political Parties") Topic 5 Review and Assessment Topic 5: Lesson 2, Text 3 (all screens)

Specific Location

Topic 5 Review and Assessment (item 9)

Lesson 1, Text 3: Creating a Stable Economy (screen 2)

Lesson 2, Teacher Support ("Digital Text 2: The Bank War") Topic 5 Review and Assessment (items 8, 15, and 51)

Lesson 2, Text 2: The Bank War (screens 1 and 2)

Lesson 2, Teacher Support ("Digital Text 3: The Origin of American Political Parties") Topic 5 Review and Assessment (items 14 and 16) Lesson 2, Text 3: The Origin of American Political Parties (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(C)  explain the origin and development of American political parties

(ii)  explain the development of American political parties

(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:

(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:

Page 225 of 543

Citation Type

Instruction

(D) explain the causes, important events, and effects of the War of 1812

(D) explain the causes, important events, and effects of the War of 1812

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i) explain the causes of the War of 1812 Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii) explain the important events of the War of 1812 Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 6: Lesson 1, Teacher Support ("Digital Text 3: The Presidency of John Quincy Adams") Topic 5 Review and Assessment Topic 6: Lesson 1, Text 3 (screens 2, 3, and 4)

Topic 5: Lesson 5, Teacher Support ("Digital Text 2: The Causes of the War of 1812") Topic 5 Review and Assessment Topic 5: Lesson 5, Text 2 (all screens)

Specific Location

Lesson 1, Teacher Support ("Digital Text 3: The Presidency of John Quincy Adams") Topic 5 Review and Assessment (item 18)

Lesson 1, Text 3: The Presidency of John Quincy Adams (screens 2, 3, and 4)

Lesson 5, Teacher Support ("Digital Text 2: The Causes of the War of 1812") Topic 5 Review and Assessment (item 39)

Lesson 5, Text 2: The Causes of the War of 1812 (all screens)

Topic 5: Lesson 5, Teacher Support ("Digital Text 5: The War's Lesson 5, Teacher Support ("Digital Conclusion") Text 5: The War's Conclusion")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

Page 226 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) explain the causes, important events, and effects of the War of 1812

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(iii) explain the effects of the War of 1812 Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5 Review and Assessment Topic 5: Lesson 5, Text 5 (all screens)

Topic 5: Lesson 5, Teacher Support ("Digital Text 6: The Effects of the War of 1812") Topic 5 Review and Assessment Topic 5: Lesson 5, Text 6 (screens 2 and 3)

Specific Location

Topic 5 Review and Assessment (items 42, 43, and 44)

Lesson 5, Text 5: The War's Conclusion (all screens)

Lesson 5, Teacher Support ("Digital Text 6: The Effects of the War of 1812") Topic 5 Review and Assessment (items 45 and 48)

Lesson 5, Text 6: The Effects of the War of 1812 (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

Breakout

Citation Type

Component ISBN

(i)  identify the foreign policies of presidents Washington through Monroe

Instruction

Assessment

Page 227 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) p Lesson 1, Teacher Support ("Digital Text 5: Americans React to the French Revolution"); Lesson 3, Teacher Support ("Digital Text 1: Escalating Conflict With France"); Lesson 4, Teacher Support ("Digital Text 6: A Painful Embargo"); Lesson 5, Teacher Support ("Digital Text 2: The Causes of the War of 1812"); Lesson 6, Teacher Support Topic 5 Review and Assessment

Specific Location

Lesson 1, Teacher Support ("Digital Text 5: Americans React to the French Revolution"); Lesson 3, Teacher Support ("Digital Text 1: Escalating Conflict With France"); Lesson 4, Teacher Support ("Digital Text 6: A Painful Embargo"); Lesson 5, Teacher Support ("Digital Text 2: The Causes of the War of 1812"); Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine") Topic 5 Review and Assessment (items 11, 20, 34, 39, and 54)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(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:

Page 228 of 543

(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

(ii)  explain the impact of Washington's Farewell Address

Instruction

Proclamation 2015

Component ISBN

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5: Lesson 1, Text 5 (screens 4 and 5); Lesson 3, Text 1 (all screens); Lesson 4, Text 6 (screens 1 and 2); Lesson 1, Text 5 (screens 4 and 5); Lesson 5, Text 2 (screens 2 and 3); Lesson 6, Text 6 (screen 2)

Topic 5: Lesson 1, Teacher Support ("Digital Text 6: Washington Defends Neutrality") Topic 5 Review and Assessment Topic 5: Lesson 1, Text 6 (screen 2)

Specific Location

Lesson 1, Text 5: Americans React to the French Revolution (screens 4 and 5); Lesson 3, Text 1: Escalating Conflict With France (all screens); Lesson 4, Text 6: A Painful Embargo (screens 1 and 2); Lesson 1, Text 5: Americans React to the French Revolution (screens 4 and 5); Lesson 5, Text 2: The Causes of the War of 1812 (screens 2 and 3); Lesson 6, Text 6: The Monroe Doctrine (screen 2)

Lesson 1, Teacher Support ("Digital Text 6: Washington Defends Neutrality") Topic 5 Review and Assessment (item 13)

Lesson 1, Text 6: Washington Defends Neutrality (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(E)  identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

(iii)  explain the impact of the Monroe Doctrine

(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:

Page 229 of 543

(F)  explain the impact of the election of Andrew Jackson, including expanded suffrage

Citation Type

Instruction

(i)  explain the impact of the election of Andrew Jackson, including expanded suffrage

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine") Topic 5 Review and Assessment Topic 5: Lesson 6, Text 6 (screens 2 and 3)

Topic 6: Lesson 1, Teacher Support ("Digital Text 4: Jacksonian Democracy") Topic 6 Review and Assessment Topic 6: Lesson 1, Text 1 (screens 2 and 3); Lesson 1, Text 4 (screens 4 and 5)

Specific Location

Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine") Topic 5 Review and Assessment (item 54)

Lesson 6, Text 6: The Monroe Doctrine (screens 2 and 3)

Lesson 1, Teacher Support ("Digital Text 4: Jacksonian Democracy") Topic 6 Review and Assessment (item 6)

Lesson 1, Text 1: Democracy Expands (screens 2 and 3); Lesson 1, Text 4: Jacksonian Democracy (screens 4 and 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(G)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

(i)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act

(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:

Page 230 of 543

(G)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

(ii)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including Worcester v. Georgia

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 3, Teacher Support ("Digital Text 2: Indian Removal") Topic 6 Review and Assessment Topic 6: Lesson 3, Text 2 (screens 4 and 5)

Topic 6: Lesson 3, Teacher Support ("Digital Text 2: Indian Removal") Topic 6 Review and Assessment Topic 6: Lesson 3, Text 2 (screens 2 and 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: Indian Removal") Topic 6 Review and Assessment (item 20)

Lesson 3, Text 2: Indian Removal (screens 4 and 5)

Lesson 3, Teacher Support ("Digital Text 2: Indian Removal") Topic 6 Review and Assessment (item 18)

Lesson 3, Text 2: Indian Removal (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(G)  analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears

(iii)  analyze . . . the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Trail of Tears

(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:

(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:

Page 231 of 543

(A)  explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

(A)  explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

(i)  explain how the Northwest Ordinance established principles for orderly expansion of the United States

(ii)  explain how the Northwest Ordinance established procedures for orderly expansion of the United States

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 3, Teacher Support ("Digital Text 3: Southern Native Americans On the Trail of Tears") Topic 6 Review and Assessment Topic 6: Lesson 3, Text 3 (screens 3 and 4)

Topic 4: Lesson 1, Teacher Support ("Digital Text 4: An Orderly Expansion") Topic 4 Review and Assessment Topic 4: Lesson 1, Text 4 (screens 2 and 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: Southern Native Americans On the Trail of Tears") Topic 6 Review and Assessment (item 21)

Lesson 3, Text 3: Southern Native Americans On the Trail of Tears (screens 3 and 4)

Lesson 1, Teacher Support ("Digital Text 4: An Orderly Expansion") Topic 4 Review and Assessment (item 6)

Lesson 1, Text 4: An Orderly Expansion (screens 2 and 3)

Topic 4: Lesson 1, Teacher Support ("Digital Text 4: An Orderly Lesson 1, Teacher Support ("Digital Expansion") Text 4: An Orderly Expansion") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

Page 232 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  explain the political, economic, and social roots of Manifest Destiny

(B)  explain the political, economic, and social roots of Manifest Destiny

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(i)  explain the political roots of Manifest Destiny Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii)  explain the economic roots of Manifest Destiny Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4 Review and Assessment Topic 4: Lesson 1, Text 4 (screens 2 and 3)

Topic 6: Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 2 (screens 1 and 2)

Topic 6: Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 2 (screens 1 and 2)

Specific Location

Topic 4 Review and Assessment (item 6)

Lesson 1, Text 4: An Orderly Expansion (screens 2 and 3)

Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment (item 43)

Lesson 7, Text 2: Manifest Destiny (screens 1 and 2)

Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment (item 43)

Lesson 7, Text 2: Manifest Destiny (screens 1 and 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  explain the political, economic, and social roots of Manifest Destiny

(iii)  explain the social roots of Manifest Destiny

(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:

(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:

(C)  analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

(D)  explain the causes and effects of the U.S.-Mexican War and their impact on the United States

Citation Type

Instruction

(i)  analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  explain the causes of the U.S.-Mexican War Instruction

Assessment

Page 233 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 2 (screens 1 and 2)

Topic 6: Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 2 (screen 1)

Topic 6: Lesson 7, Teacher Support ("Digital Text 3: The U.S.Mexican War") Topic 6 Review and Assessment

Specific Location

Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment (item 43)

Lesson 7, Text 2: Manifest Destiny (screens 1 and 2)

Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny") Topic 6 Review and Assessment (item 44)

Lesson 7, Text 2: Manifest Destiny (screen 1)

Lesson 7, Teacher Support ("Digital Text 3: The U.S.-Mexican War") Topic 6 Review and Assessment (item 45) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

Page 234 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D)  explain the causes and effects of the U.S.-Mexican War and their impact on the United States

(D)  explain the causes and effects of the U.S.-Mexican War and their impact on the United States

Breakout

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

(ii)  explain the effects of the U.S.-Mexican War Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iii)  explain their impact on the United States Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 6: Lesson 7, Text 3 (screen 1)

Topic 6: Lesson 7, Teacher Support ("Digital Text 3: The U.S.Mexican War") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 3 (screens 4 and 5)

Topic 6: Lesson 7, Teacher Support ("Digital Text 3: The U.S.Mexican War") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 3 (screens 4 and 5)

Specific Location

Lesson 7, Text 3: The U.S.-Mexican War (screen 1)

Lesson 7, Teacher Support ("Digital Text 3: The U.S.-Mexican War") Topic 6 Review and Assessment (item 46)

Lesson 7, Text 3: The U.S.-Mexican War (screens 4 and 5)

Lesson 7, Teacher Support ("Digital Text 3: The U.S.-Mexican War") Topic 6 Review and Assessment (item 47)

Lesson 7, Text 3: The U.S.-Mexican War (screens 4 and 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(E)  identify areas that were acquired to form the United States, including the Louisiana Purchase

(i)  identify areas that were acquired to form the United States, including the Louisiana Purchase

Citation Type

Instruction

(A)  analyze the impact of tariff policies on sections of the United States before the Civil War

(i)  analyze the impact of tariff policies on sections of the United States before the Civil War

9780133306811

9780133306811

Instruction

9780133306811

Instruction

Assessment

Page 235 of 543

Component ISBN

Assessment

Instruction

(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:

Proclamation 2015

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5: Lesson 4, Teacher Support ("Digital Text 3: The Louisiana Purchase") Topic 5 Review and Assessment Topic 5: Lesson 4, Text 3 (screens 3 and 4)

Topic 6: Lesson 5, Teacher Support ("Digital Text 1: In Search of New Territory"); Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny")

Topic 5: Lesson 6, Teacher Support ("Digital Text 2: Creating a Stable Economy After the War") Topic 5 Review and Assessment

Specific Location

Lesson 4, Teacher Support ("Digital Text 3: The Louisiana Purchase") Topic 5 Review and Assessment (item 31)

Lesson 4, Text 3: The Louisiana Purchase (screens 3 and 4)

Lesson 5, Teacher Support ("Digital Text 1: In Search of New Territory"); Lesson 7, Teacher Support ("Digital Text 2: Manifest Destiny")

Lesson 6, Teacher Support ("Digital Text 2: Creating a Stable Economy After the War") Topic 5 Review and Assessment (item 49) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

Instruction

(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:

(7)  History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(B) compare the effects of political, economic, and social factors on slaves and free blacks

(B) compare the effects of political, economic, and social factors on slaves and free blacks

(i) compare the effects of political factors on slaves and free blacks

(ii) compare the effects of economic factors on slaves and free blacks

Instruction

Component ISBN

9780133306811

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Assessment

Page 236 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5: Lesson 6, Text 2 (screens 3 and 4)

Specific Location

Lesson 6, Text 2: Creating a Stable Economy After the War (screens 3 and 4)

Topic 6: Lesson 2, Teacher Support ("Digital Text 1: A Conflict Lesson 2, Teacher Support ("Digital Over States' Text 1: A Conflict Over States' Rights") Rights") Topic 6: Lesson 1, Teacher Support ("Digital Text 1: Democracy Expands") Topic 6 Review and Assessment Topic 6: Lesson 1, Text 1 (screens 2 and 4)

Topic 7: Lesson 2, Teacher Support ("Digital Text 4: Southern African Americans") Topic 7 Review and Assessment

Lesson 1, Teacher Support ("Digital Text 1: Democracy Expands") Topic 6 Review and Assessment (item 2)

Lesson 1, Text 1: Democracy Expands (screens 2 and 4)

Lesson 2, Teacher Support ("Digital Text 4: Southern African Americans") Topic 7 Review and Assessment (items 33 and 42)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

Page 237 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) compare the effects of political, economic, and social factors on slaves and free blacks

(C) analyze the impact of slavery on different sections of the United States

Breakout

(iii) compare the effects of social factors on slaves and free blacks

(i) analyze the impact of slavery on different sections of the United States

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7: Lesson 2, Text 4 (screen 4)

Topic 7: Lesson 2, Teacher Support ("Digital Text 4: Southern African Americans") Topic 7 Review and Assessment Topic 7: Lesson 2, Text 4 (screen 4)

Topic 7: Lesson 4, Teacher Support ("Digital Text 1: Early Opposition to Slavery") Topic 7 Review and Assessment Topic 7: Lesson 4, Text 1 (screens 2 and 3)

Specific Location

Lesson 2, Text 4: Southern African Americans (screen 4)

Lesson 2, Teacher Support ("Digital Text 4: Southern African Americans") Topic 7 Review and Assessment (items 33 and 42)

Lesson 2, Text 4: Southern African Americans (screen 4)

Lesson 4, Teacher Support ("Digital Text 1: Early Opposition to Slavery") Topic 7 Review and Assessment (items 37, 43, 44, 56, and 70)

Lesson 4, Text 1: Early Opposition to Slavery (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D) 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

(i) identify the provisions of congressional conflicts and compromises prior to the Civil War

Page 238 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 1, Teacher Support ("Digital Text 2: The Election of 1824 Leads to a Bargain"); Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 6 Review and Assessment Topic 6: Lesson 1, Text 2 (screen 3); Lesson 2, Text 1 (screens 3 and 4) Topic 8: Lesson 1, Teacher Support ("Digital Text 1: Henry Clay's Missouri Compromise " and "Digital Text 5: Congress Reaches a Compromise ")

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: The Election of 1824 Leads to a Bargain"); Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 6 Review and Assessment (items 3 and 10)

Lesson 1, Text 2: The Election of 1824 Leads to a Bargain (screen 3); Lesson 2, Text 1: A Conflict Over States' Rights (screens 3 and 4)

Lesson 1, Teacher Support ("Digital Text 1: Henry Clay's Missouri Compromise" and "Digital Text 5: Congress Reaches a Compromise")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D) 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

(ii) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams

(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:

Page 239 of 543

(D) 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

(iii) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John C. Calhoun

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 1, Teacher Support ("Digital Text 2: The Election of 1824 Leads to a Bargain") Topic 6 Review and Assessment Topic 6: Lesson 1, Text 2 (screen 3)

Topic 6: Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 8 Review and Assessment Topic 6: Lesson 2, Text 1 (screens 3 and 4)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: The Election of 1824 Leads to a Bargain") Topic 6 Review and Assessment (item 3) Lesson 1, Text 2: The Election of 1824 Leads to a "Bargain" (screen 3)

Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 8 Review and Assessment (item 6)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 3 and 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(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:

(D) 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

(iv) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of Henry Clay

Instruction

Component ISBN

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Page 240 of 543

Proclamation 2015

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 8: Lesson 1, Teacher Support ("Digital Text 4: California Reignites the Lesson 1, Teacher Support ("Digital Slavery Text 4: California Reignites the Debate") Slavery Debate")

Topic 6: Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 5 Review and Assessment Topic 6: Lesson 2, Text 2 (screens 2, 3, and 4)

Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 5 Review and Assessment (item 50)

Lesson 2, Text 2: The Bank War (screens 2, 3, and 4)

Topic 8: Lesson 1, Teacher Support ("Digital Text 4: California Reignites the Lesson 1, Teacher Support ("Digital Slavery Text 4: California Reignites the Debate") Slavery Debate")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D) 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

(v) compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of Daniel Webster

Citation Type

Instruction

(A)  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

9780133306811

9780133306811

Instruction

9780133306811

9780133306811

(i)  explain the roles played by significant individuals during the Civil War, including Jefferson Davis Instruction

Assessment

Page 241 of 543

Component ISBN

Assessment

Instruction

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 8 Review and Assessment Topic 6: Lesson 2, Text 2 (screens 2 and 3)

Specific Location

Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 8 Review and Assessment (item 7)

Lesson 2, Text 2: The Bank War (screens 2 and 3)

Topic 8: Lesson 1, Teacher Support ("Digital Text 4: California Reignites the Lesson 1, Teacher Support ("Digital Slavery Text 4: California Reignites the Debate") Slavery Debate")

Topic 8: Lesson 3, Teacher Support ("Digital Text 6: The Leadership Roles of Lincoln and Davis") Topic 8 Review and Assessment

Lesson 3, Teacher Support ("Digital Text 6: The Leadership Roles of Lincoln and Davis") Topic 8 Review and Assessment (item 29)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

(A)  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

Breakout

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 8: Lesson 3, Text 6 (screens 1 and 2)

Specific Location

Lesson 3, Text 6: The Leadership Roles of Lincoln and Davis (screens 1 and 2)

(ii)  explain the roles played by significant individuals during the Civil War, including Ulysses S. Grant

Assessment

9780133306811

Instruction

9780133306811

(iii)  explain the roles played by significant individuals during the Civil War, including Robert E. Lee Instruction

Assessment

Page 242 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 6, Teacher Support ("Digital Text 4: Union Forces Move Southward") Topic 8 Review and Assessment Topic 8: Lesson 6, Text 4 (screens 1 and 2)

Topic 8: Lesson 4, Teacher Support ("Digital Text 3: Confederate Forces Win in the East") Topic 8 Review and Assessment

Lesson 6, Teacher Support ("Digital Text 4: Union Forces Move Southward") Topic 8 Review and Assessment (items 39, 50, and 53)

Lesson 6, Text 4: Union Forces Move Southward (screens 1 and 2)

Lesson 4, Teacher Support ("Digital Text 3: Confederate Forces Win in the East") Topic 8 Review and Assessment (items 31, 38, and 51)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 243 of 543

(A)  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

Proclamation 2015

Component ISBN

9780133306811

(iv)  explain the roles played by significant individuals during the Civil War, including Abraham Lincoln Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 4, Text 3 (screens 4, 6, and 7)

Topic 8: Lesson 3, Teacher Support ("Digital Text 6: The Leadership Roles of Lincoln and Davis") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 6 (screen 2)

Specific Location

Lesson 4, Text 3: Confederate Forces Win in the East (screens 4, 6, and 7)

Lesson 3, Teacher Support ("Digital Text 6: The Leadership Roles of Lincoln and Davis") Topic 8 Review and Assessment (items 30, 41, and 54) Lesson 3, Text 6: The Leadership Roles of Lincoln and Davis (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A)  explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar

(v)  explain the roles played by significant individuals during the Civil War, including heroes

Page 244 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 5, Teacher Support ("Digital Text 2: African Americans Fight Heroically for the Union"); Lesson 6, Teacher Support ("Digital Text 6: The Confederacy Surrenders at Appomattox" ) Topic 8 Review and Assessment Topic 8: Lesson 5, Text 2 (screen 3); Lesson 6, Text 6 (screens 3 and 4)

Specific Location

Lesson 5, Teacher Support ("Digital Text 2: African Americans Fight Heroically for the Union"); Lesson 6, Teacher Support ("Digital Text 6: The Confederacy Surrenders at Appomattox") Topic 8 Review and Assessment (items 43, 44, and 58)

Lesson 5, Text 2: African Americans Fight Heroically for the Union (screen 3); Lesson 6, Text 6: The Confederacy Surrenders at Appomattox (screens 3 and 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

(i)  explain the causes of the Civil War, including sectionalism

Page 245 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 2, Teacher Support ("Digital Text 1: The Question of Slavery in Kansas and Nebraska"); Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War") Topic 8 Review and Assessment Topic 8: Lesson 2, Text 1 (screen 2); Lesson 3, Text 2 (screen 5)

Specific Location

Lesson 2, Teacher Support ("Digital Text 1: The Question of Slavery in Kansas and Nebraska"); Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War") Topic 8 Review and Assessment (items 5, 13, and 23)

Lesson 2, Text 1: The Question of Slavery in Kansas and Nebraska (screen 2); Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

(ii)  explain the causes of the Civil War, including states' rights

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 246 of 543

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Proclamation 2015

Citation Type

Component ISBN

Page (s)

Instruction

9780133306811

Topic 8: Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War") Topic 6 Review and Assessment Topic 8: Lesson 3, Text 2 (screen 5)

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War") Topic 6 Review and Assessment (item 11)

Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5)

(iii)  explain the causes of the Civil War, including slavery

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Lesson 3, Teacher Support ("Digital Toward Civil Text 2: The Nation Moves Toward War") Civil War") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 247 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 8 Review and Assessment Topic 8: Lesson 3, Text 2 (screen 5)

Specific Location

Topic 8 Review and Assessment (items 5 and 13)

Lesson 3, Text 2: The Nation Moves Toward Civil War (screen 5)

(iv)  explain significant events of the Civil War, including the firing on Fort Sumter

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 3 (screen 6)

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out") Topic 8 Review and Assessment (item 26)

Lesson 3, Text 3: War Breaks Out (screen 6)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

(v)  explain significant events of the Civil War, including the battle of Antietam

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 248 of 543

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Page (s)

Topic 8: Lesson 4, Teacher Support ("Digital Text 2: The Beginnings of a Long War") Topic 8 Review and Assessment Topic 8: Lesson 4, Text 2 (screens 6 and 7)

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: The Beginnings of a Long War") Topic 8 Review and Assessment (item 37)

Lesson 4, Text 2: The Beginnings of a Long War (screens 6 and 7)

(vi)  explain significant events of the Civil War, including the battle of Gettysburg

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 6, Teacher Support ("Digital Text 2: The Battle of Lesson 6, Teacher Support ("Digital Gettysburg") Text 2: The Battle of Gettysburg") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 249 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 8 Review and Assessment Topic 8: Lesson 6, Text 2 (all screens)

Specific Location

Topic 8 Review and Assessment (item 51)

Lesson 6, Text 2: The Battle of Gettysburg (all screens)

(vii)  explain significant events of the Civil War, including the battle of Vicksburg

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 6, Teacher Support ("Digital Text 1: The Siege of Vicksburg") Topic 8 Review and Assessment Topic 8: Lesson 6, Text 1 (all screens)

Lesson 6, Teacher Support ("Digital Text 1: The Siege of Vicksburg") Topic 8 Review and Assessment (item 50)

Lesson 6, Text 1: The Siege of Vicksburg (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

(viii)  explain significant events of the Civil War, including the announcement of the Emancipation Proclamation

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 250 of 543

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Proclamation 2015

Citation Type

Component ISBN

Page (s)

Instruction

9780133306811

Topic 8: Lesson 5, Teacher Support ("Digital Text 1: The Emancipatio n Proclamation ") Topic 8 Review and Assessment Topic 8: Lesson 5, Text 1 (all screens)

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Specific Location

Lesson 5, Teacher Support ("Digital Text 1: The Emancipation Proclamation") Topic 8 Review and Assessment (item 42) Lesson 5, Text 1: The Emancipation Proclamation (all screens)

(ix)  explain significant events of the Civil War, including Lee's surrender at Appomattox Court House

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 8: Lesson 6, Teacher Support ("Digital Text 6: The Confederacy Surrenders at Lesson 6, Teacher Support ("Digital Appomattox" Text 6: The Confederacy ) Surrenders at Appomattox") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 251 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and 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

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 8 Review and Assessment Topic 8: Lesson 6, Text 6 (screens 1 and 2)

Specific Location

Topic 8 Review and Assessment (item 57)

Lesson 6, Text 6: The Confederacy Surrenders at Appomattox (screens 1 and 2)

(x)  explain significant events of the Civil War, including the assassination of Abraham Lincoln

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 9: Lesson 1, Teacher Support ("Digital Text 3: The Assassinatio n of Abraham Lincoln") Topic 9 Review and Assessment Topic 9: Lesson 1, Text 3 (all screens)

Lesson 1, Teacher Support ("Digital Text 3: The Assassination of Abraham Lincoln") Topic 9 Review and Assessment (item 7) Lesson 1, Text 3: The Assassination of Abraham Lincoln (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(C)  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

(i)  analyze Abraham Lincoln's ideas about liberty as contained in his first and second inaugural addresses and the Gettysburg Address

Page 252 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 3: The Gettysburg Address" and "Digital Text 5: Contrasting Ideas of Liberty and Union") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 3 (screens 2 and 4); Lesson 6, Text 3 (screens 3, 4, and 5); Lesson 6, Text 5 (all screens)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 3: The Gettysburg Address" and "Digital Text 5: Contrasting Ideas of Liberty and Union") Topic 8 Review and Assessment (items 25, 52, and 55)

Lesson 3, Text 3: War Breaks Out (screens 2 and 4); Lesson 6, Text 3: The Gettysburg Address (screens 3, 4, and 5); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(C)  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

(ii)  analyze Abraham Lincoln's ideas about equality as contained in his first and second inaugural addresses and the Gettysburg Address

Page 253 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 3: The Gettysburg Address" and "Digital Text 5: Contrasting Ideas of Liberty and Union") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 3 (screens 2 and 4); Lesson 6, Text 3 (screens 3, 4, and 5); Lesson 6, Text 5 (all screens)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 3: The Gettysburg Address" and "Digital Text 5: Contrasting Ideas of Liberty and Union") Topic 8 Review and Assessment (items 25, 52, and 55)

Lesson 3, Text 3: War Breaks Out (screens 2 and 4); Lesson 6, Text 3: The Gettysburg Address (screens 3, 4, and 5); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(C)  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

(iii)  analyze Abraham Lincoln's ideas about union as contained in his first and second inaugural addresses and the Gettysburg Address

Page 254 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 3: The Gettysburg Address" and "Digital Text 5: Contrasting Ideas of Liberty and Union") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 3 (screens 2, 3, and 4); Lesson 6, Text 3 (screen 1); Lesson 6, Text 5 (screens 3 and 5)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 3: The Gettysburg Address" and "Digital Text 5: Contrasting Ideas of Liberty and Union") Topic 8 Review and Assessment (items 25, 52, and 55)

Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4); Lesson 6, Text 3: The Gettysburg Address (screen 1); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 3 and 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(C)  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

(iv)  analyze Abraham Lincoln's ideas about government as contained in his first and second inaugural addresses and the Gettysburg Address

(8)  History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

Page 255 of 543

(C)  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

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(v)  contrast them with the ideas contained in Jefferson Davis's inaugural address

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 3 (screens 2, 3, and 4); Lesson 6, Text 5 (screens 1 and 2)

Topic 8: Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union"); Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out")

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out"); Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union") Topic 8 Review and Assessment (items 25, 52, and 55)

Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4); Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 1 and 2)

Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Liberty and Union"); Lesson 3, Teacher Support ("Digital Text 3: War Breaks Out") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

Page 256 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments

(A)  evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments

Breakout

(i)  evaluate legislative reform programs of the Radical Reconstruction Congress

(ii)  evaluate legislative reform programs of the reconstructed state governments

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8 Review and Assessment Topic 8: Lesson 6, Text 5 (screens 1 and 2); Lesson 3, Text 3 (screens 2, 3, and 4)

Topic 9: Lesson 2, Teacher Support ("Digital Text 2: Reforms of the Radical Reconstructi on Congress") Topic 9 Review and Assessment Topic 9: Lesson 2, Text 2 (screens 1 and 2)

Specific Location

Topic 8 Review and Assessment (items 25, 52, and 55)

Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screens 1 and 2); Lesson 3, Text 3: War Breaks Out (screens 2, 3, and 4)

Lesson 2, Teacher Support ("Digital Text 2: Reforms of the Radical Reconstruction Congress") Topic 9 Review and Assessment (items 11 and 14)

Lesson 2, Text 2: Reforms of the Radical Reconstruction Congress (screens 1 and 2)

Topic 9: Lesson 3, Teacher Support ("Digital Text 3: Political Problems and Lesson 3, Teacher Support ("Digital Legislative Text 3: Political Problems and Reform") Legislative Reform")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

Page 257 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  evaluate the impact of the election of Hiram Rhodes Revels

(C)  explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

Breakout

(i)  evaluate the impact of the election of Hiram Rhodes Revels

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  explain the economic problems during Reconstruction Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 9 Review and Assessment Topic 9: Lesson 3, Text 3 (all screens)

Topic 9: Lesson 3, Teacher Support ("Digital Text 1: New Political Groups in the South") Topic 9 Review and Assessment Topic 9: Lesson 3, Text 1 (screens 4 and 5)

Topic 9: Lesson 3, Teacher Support ("Digital Text 4: Economic Problems During Reconstructi on") Topic 9 Review and Assessment Topic 9: Lesson 3, Text 4 (screens 2 and 3)

Specific Location

Topic 9 Review and Assessment (items 22 and 26) Lesson 3, Text 3: Political Problems and Legislative Reform (all screens)

Lesson 3, Teacher Support ("Digital Text 1: New Political Groups in the South") Topic 9 Review and Assessment (item 19)

Lesson 3, Text 1: New Political Groups in the South (screens 4 and 5)

Lesson 3, Teacher Support ("Digital Text 4: Economic Problems During Reconstruction") Topic 9 Review and Assessment (items 1, 2, 10, and 23)

Lesson 3, Text 4: Economic Problems During Reconstruction (screens 2 and 3) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(C)  explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

(ii)  explain the political problems during Reconstruction

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

Page 258 of 543

(C)  explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

Citation Type

Instruction

(iii)  explain the social problems during Reconstruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 9: Lesson 3, Teacher Support ("Digital Text 3: Political Problems and Legislative Reform") Topic 9 Review and Assessment Topic 9: Lesson 3, Text 3 (all screens)

Topic 9: Lesson 3, Teacher Support ("Digital Text 2: Conservative s Resist Reform") Topic 9 Review and Assessment Topic 9: Lesson 3, Text 2 (screens 1, 2, and 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: Political Problems and Legislative Reform") Topic 9 Review and Assessment (items 1, 2, 10, 14, 15, 16, 21, 25, 26, and 28) Lesson 3, Text 3: Political Problems and Legislative Reform (all screens)

Lesson 3, Teacher Support ("Digital Text 2: Conservatives Resist Reform") Topic 9 Review and Assessment (items 1, 2, 10, 13, 23, and 29)

Lesson 3, Text 2: Conservatives Resist Reform (screens 1, 2, and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(C)  explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups

(iv)  evaluate their impact on different groups

Citation Type

Instruction

Page 259 of 543

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 9: Lesson 3, Teacher Support ("Digital Text 2: Conservative s Resist Reform," "Digital Text 3: Political Problems and Legislative Reform," and "Digital Text 4: Economic Problems During Reconstructi on") Topic 9 Review and Assessment Topic 9: Lesson 3, Text 2 (screens 1, 2, and 3); Lesson 3, Text 3 (screens 2 and 3); Lesson 3, Text 4 (screens 2 and 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: Conservatives Resist Reform," "Digital Text 3: Political Problems and Legislative Reform," and "Digital Text 4: Economic Problems During Reconstruction") Topic 9 Review and Assessment (items 6, 9, 10, 13, 14, 15, 16, 20, 24, 27, 28, and 29)

Lesson 3, Text 2: Conservatives Resist Reform (screens 1, 2, and 3); Lesson 3, Text 3: Political Problems and Legislative Reform (screens 2 and 3); Lesson 3, Text 4: Economic Problems During Reconstruction (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(9)  History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

(D)  identify the effects of legislative acts such as the Homestead Act, the Dawes Act, and the Morrill Act

(i)  identify the effects of legislative acts

Citation Type

Instruction

Page 260 of 543

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 9: Lesson 5, Teacher Support ("Digital Text 4: Effects of the Homestead Act" and "Digital Text 5: Effects of the Morrill Acts"); Lesson 6, Teacher Support ("Digital Text 7: Calls to Reform Native American Policies") Topic 9 Review and Assessment Topic 9: Lesson 5, Text 4 (screens 1 and 2); Lesson 5, Text 5 (all screens); Lesson 6, Text 7 (screens 2 and 3)

Specific Location

Lesson 5, Teacher Support ("Digital Text 4: Effects of the Homestead Act" and "Digital Text 5: Effects of the Morrill Acts"); Lesson 6, Teacher Support ("Digital Text 7: Calls to Reform Native American Policies") Topic 9 Review and Assessment (items 34, 35, and 39)

Lesson 5, Text 4: Effects of the Homestead Act (screens 1 and 2); Lesson 5, Text 5: Effects of the Morrill Acts (all screens); Lesson 6, Text 7: Calls to Reform Native American Policies (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(i)  locate places of importance in the United States during the 17th century

(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:

(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:

Page 261 of 543

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(ii)  locate places of importance in the United States during the 18th century

(iii)  locate places of importance in the United States during the 19th century

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2: Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 5 (all screens)

Topic 3: Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 3 (screens 1 and 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") Topic 2 Review and Assessment (item 11) Lesson 3, Text 5: New Colonies Form Over Religious Differences (all screens)

Lesson 3, Teacher Support ("Digital Text 3: The Battles of Lexington and Concord") Topic 3 Review and Assessment (items 1 and 30)

Lesson 3, Text 3: The Battles of Lexington and Concord (screens 1 and 3)

Topic 6: Lesson 4, Teacher Support ("Digital Text 1: Heading into the Lesson 4, Teacher Support ("Digital Text 1: Heading into the West") West") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

Breakout

(iv)  locate regions of importance in the United States during the 17th century

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(v)  locate regions of importance in the United States during the 18th century Instruction

Assessment

Page 262 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5 Review and Assessment Topic 6: Lesson 4, Text 1 (all screens)

Topic 2: Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 5 (all screens)

Topic 3: Lesson 5, Teacher Support ("Digital Text 6: Native Americans and the Spanish Choose Sides") Topic 3 Review and Assessment

Specific Location

Topic 5 Review and Assessment (item 31)

Lesson 4, Text 1: Heading into the West (all screens)

Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") Topic 2 Review and Assessment (item 32) Lesson 3, Text 5: New Colonies Form Over Religious Differences (all screens)

Lesson 5, Teacher Support ("Digital Text 6: Native Americans and the Spanish Choose Sides") Topic 3 Review and Assessment (item 38)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(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:

(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:

Page 263 of 543

(A)  locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries

(B)  compare places and regions of the United States in terms of physical and human characteristics

(vi)  locate regions of importance in the United States during the 19th century

(i)  compare places and regions of the United States in terms of physical characteristics

Instruction

Proclamation 2015

Component ISBN

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 3: Lesson 5, Text 8 (screens 2, 3, and 4); Lesson 5, Text 6 (screen 3)

Topic 6: Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 5 Review and Assessment Topic 6: Lesson 2, Text 1 (screens 1 and 2)

Topic 6: Lesson 7, Teacher Support ("Digital Text 1: New Mexico Territory and California") Topic 2 Review and Assessment Topic 6: Lesson 7, Text 1 (screen 1)

Specific Location

Lesson 5, Text 8: A Decisive Win Brings the War to a Close (screens 2, 3, and 4); Lesson 5, Text 6: Native Americans and the Spanish Choose Sides (screen 3)

Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 5 Review and Assessment (item 53)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 1 and 2)

Lesson 7, Teacher Support ("Digital Text 1: New Mexico Territory and California") Topic 2 Review and Assessment (items 42 and 49)

Lesson 7, Text 1: New Mexico Territory and California (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  compare places and regions of the United States in terms of physical and human characteristics

(ii)  compare places and regions of the United States in terms of human characteristics

Citation Type

Instruction

Page 264 of 543

(C)  analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(i)  analyze the effects of physical geographic factors on major historical events in the United States

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

(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:

Proclamation 2015

Instruction

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 7, Teacher Support ("Digital Text 4: Settling the Mexican Cession") Topic 1 Review and Assessment Topic 6: Lesson 7, Text 4 (all screens)

Specific Location

Lesson 7, Teacher Support ("Digital Text 4: Settling the Mexican Cession") Topic 1 Review and Assessment (items 1, 4, and 15)

Lesson 7, Text 4: Settling the Mexican Cession (all screens)

Topic 7: Lesson 2, Teacher Support ("Digital Text 3: Southern Lesson 2, Teacher Support ("Digital Text 3: Southern Whites") Whites") Topic 8: Lesson 6, Teacher Support ("Digital Text 1: The Siege of Vicksburg") Topic 2 Review and Assessment Topic 8: Lesson 6, Text 1 (all screens)

Lesson 6, Teacher Support ("Digital Text 1: The Siege of Vicksburg") Topic 2 Review and Assessment (items 11 and 55)

Lesson 6, Text 1: The Siege of Vicksburg (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(C)  analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(ii)  analyze the effects of physical geographic factors on major contemporary events in the United States

(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:

(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:

Page 265 of 543

(C)  analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(C)  analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

(iii)  analyze the effects of human geographic factors on major historical events in the United States

(iv)  analyze the effects of human geographic factors on major contemporary events in the United States

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 6, Teacher Support ("Digital Text 1: Americans Colonize Mexican Texas") Topic 6 Review and Assessment Topic 6: Lesson 6, Text 1 (screen 2)

Topic 6: Lesson 7, Teacher Support ("Digital Text 4: Settling the Mexican Cession") Topic 2 Review and Assessment Topic 6: Lesson 7, Text 4 (screens 2 and 3)

Specific Location

Lesson 6, Teacher Support ("Digital Text 1: Americans Colonize Mexican Texas") Topic 6 Review and Assessment (item 36)

Lesson 6, Text 1: Americans Colonize Mexican Texas (screen 2)

Lesson 7, Teacher Support ("Digital Text 4: Settling the Mexican Cession") Topic 2 Review and Assessment (items 55 and 57)

Lesson 7, Text 4: Settling the Mexican Cession (screens 2 and 3)

Topic 6: Lesson 3, Teacher Support ("Digital Text 2: Indian Lesson 3, Teacher Support ("Digital Text 2: Indian Removal") Removal")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

Page 266 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

Breakout

(i)  analyze how physical characteristics of the environment influenced population distribution during the 17th century

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 6 Review and Assessment Topic 6: Lesson 3, Text 2 (screens 4 and 5)

Topic 1: Lesson 1, The Early Americas Teacher Support ("Digital Text 7: Culture and the Physical Characteristi cs of North America") Topic 1 Review and Assessment Topic 1: Lesson 1, Text 7 (screen 1) Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently")

Specific Location

Topic 6 Review and Assessment (item 19)

Lesson 3, Text 2: Indian Removal (screens 4 and 5)

Lesson 1, The Early Americas Teacher Support ("Digital Text 7: Culture and the Physical Characteristics of North America") Topic 1 Review and Assessment (item 2) Lesson 1, Text 7: Culture and the Physical Characteristics of North America (screen 1)

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(ii)  analyze how physical characteristics of the environment influenced settlement patterns during the 17th century

(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:

Page 267 of 543

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(iii)  analyze how physical characteristics of the environment influenced economic activities during the 17th century

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 1: Lesson 1, The Early Americas Teacher Support ("Digital Text 7: Culture and the Physical Characteristi cs of North America") Topic 1 Review and Assessment Topic 1: Lesson 1, Text 7 (screen 1) Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently")

Topic 2: Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 7 (screen 3)

Specific Location

Lesson 1, The Early Americas Teacher Support ("Digital Text 7: Culture and the Physical Characteristics of North America") Topic 1 Review and Assessment (items 3 and 5) Lesson 1, Text 7: Culture and the Physical Characteristics of North America (screen 1)

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently")

Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England") Topic 2 Review and Assessment (items 16 and 31)

Lesson 3, Text 7: The Towns of New England (screen 3) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(iv)  analyze how physical characteristics of the environment influenced population distribution during the 18th century

(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:

Page 268 of 543

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(v)  analyze how physical characteristics of the environment influenced settlement patterns during the 18th century

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment Topic 2: Lesson 5, Text 3 (all screens)

Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment Topic 2: Lesson 5, Text 3 (all screens)

Specific Location

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment (item 52)

Lesson 5, Text 3: Two Regions Develop Differently (all screens)

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment (item 52)

Lesson 5, Text 3: Two Regions Develop Differently (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(vi)  analyze how physical characteristics of the environment influenced economic activities during the 18th century

(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:

Page 269 of 543

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(vii)  analyze how physical characteristics of the environment influenced population distribution during the 19th century

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 7 (screen 4)

Topic 6: Lesson 7, Teacher Support ("Digital Text 1: New Mexico Territory and California") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 1 (screen 2)

Specific Location

Lesson 3, Teacher Support ("Digital Text 7: The Towns of New England") Topic 2 Review and Assessment (item 43)

Lesson 3, Text 7: The Towns of New England (screen 4)

Lesson 7, Teacher Support ("Digital Text 1: New Mexico Territory and California") Topic 6 Review and Assessment (item 41)

Lesson 7, Text 1: New Mexico Territory and California (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(viii)  analyze how physical characteristics of the environment influenced settlement patterns during the 19th century

(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:

Page 270 of 543

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries

(ix)  analyze how physical characteristics of the environment influenced economic activities during the 19th century

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 5 (screen 1)

Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 6 Review and Assessment Topic 7: Lesson 1, Text 2 (screen 5)

Specific Location

Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California") Topic 6 Review and Assessment (items 24, 37, and 41)

Lesson 7, Text 5: The Effects of Migration to California (screen 1)

Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 6 Review and Assessment (items 29 and 31)

Lesson 1, Text 2: Factories Come to America (screen 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  describe the positive and negative consequences of human modification of the physical environment of the United States

(i)  describe the positive consequences of human modification of the physical environment of the United States

(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:

(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:

Page 271 of 543

(B)  describe the positive and negative consequences of human modification of the physical environment of the United States

(C)  describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries

(ii)  describe the negative consequences of human modification of the physical environment of the United States

(i)  describe how different immigrant groups interacted with the environment in the United States during the 17th century

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 4, Teacher Support ("Digital Text 4: Canals Connect the Country") Topic 1 Review and Assessment Topic 6: Lesson 4, Text 4 (screen 1)

Topic 7: Lesson 1, Teacher Support ("Digital Text 4: Cities Expand") Topic 1 Review and Assessment Topic 7: Lesson 1, Text 4 (screens 2 and 3)

Specific Location

Lesson 4, Teacher Support ("Digital Text 4: Canals Connect the Country") Topic 1 Review and Assessment (items 10, 12, and 13)

Lesson 4, Text 4: Canals Connect the Country (screen 1)

Lesson 1, Teacher Support ("Digital Text 4: Cities Expand") Topic 1 Review and Assessment (items 11, 12, 13, and 16)

Lesson 1, Text 4: Cities Expand (screens 2 and 3)

Topic 2: Lesson 2, Teacher Support ("Digital Text 4: Roanoke and Lesson 2, Teacher Support ("Digital Jamestown") Text 4: Roanoke and Jamestown")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

Page 272 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C)  describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries

(C)  describe how different immigrant groups interacted with the environment in the United States during the 17th, 18th, and 19th centuries

Breakout

(ii)  describe how different immigrant groups interacted with the environment in the United States during the 18th century

(iii)  describe how different immigrant groups interacted with the environment in the United States during the 19th century

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2 Review and Assessment Topic 2: Lesson 2, Text 4 (screen 5)

Topic 2: Lesson 5, Teacher Support (all screens) Topic 2 Review and Assessment Topic 2: Lesson 5, Text 3 (screen 6)

Topic 6: Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California") Topic 6 Review and Assessment Topic 6: Lesson 7, Text 5 (screen 2)

Specific Location

Topic 2 Review and Assessment (items 12 and 19)

Lesson 2, Text 4: Roanoke and Jamestown (screen 5)

Lesson 5, Teacher Support (all screens) Topic 2 Review and Assessment (items 44 and 54)

Lesson 5, Text 3: Two Regions Develop Differently (screen 6)

Lesson 7, Teacher Support ("Digital Text 5: The Effects of Migration to California") Topic 6 Review and Assessment (item 52)

Lesson 7, Text 5: The Effects of Migration to California (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(A)  identify economic differences among different regions of the United States

(i)  identify economic differences among different regions of the United States

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

Page 273 of 543

(B)  explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

(B)  explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

(i)  explain reasons for the development of the plantation system

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii)  explain reasons for the transatlantic slave trade Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7: Lesson 2, Teacher Support ("Digital Text 2: Reliance on Agriculture") Topic 2 Review and Assessment Topic 7: Lesson 2, Text 2 (screens 3 and 4)

Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment Topic 2: Lesson 5, Text 3 (screens 1 and 2)

Specific Location

Lesson 2, Teacher Support ("Digital Text 2: Reliance on Agriculture") Topic 2 Review and Assessment (items 42, 69, and 70)

Lesson 2, Text 2: Reliance on Agriculture (screens 3 and 4)

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment (item 49)

Lesson 5, Text 3: Two Regions Develop Differently (screens 1 and 2)

Topic 2: Lesson 1, Teacher Support ("Digital Text 5: The Transatlantic Lesson 1, Teacher Support ("Digital Slave Text 5: The Transatlantic Slave Trade") Trade")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

Page 274 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery

(C)  explain the reasons for the increase in factories and urbanization

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(iii)  explain reasons for the spread of slavery Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  explain the reasons for the increase in factories Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2 Review and Assessment Topic 2: Lesson 1, Text 5 (all screens)

Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment Topic 2: Lesson 5, Text 3 (screens 1 and 2)

Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 2 (screens 2 and 4)

Specific Location

Topic 2 Review and Assessment (items 5 and 56)

Lesson 1, Text 5: The Transatlantic Slave Trade (all screens)

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment (item 55)

Lesson 5, Text 3: Two Regions Develop Differently (screens 1 and 2)

Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 7 Review and Assessment (item 7)

Lesson 1, Text 2: Factories Come to America (screens 2 and 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(C)  explain the reasons for the increase in factories and urbanization

(ii)  explain the reasons for the increase in urbanization

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

Page 275 of 543

(D)  analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

Citation Type

Instruction

(i)  analyze the causes of economic differences among different regions of the United States at selected times in U.S. history

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 1, Teacher Support ("Digital Text 4: Cities Expand") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 4 (screen 1)

Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment Topic 2: Lesson 5, Text 3 (all screens) Topic 7: Lesson 2, Teacher Support ("Digital Text 2: Reliance on Agriculture")

Specific Location

Lesson 1, Teacher Support ("Digital Text 4: Cities Expand") Topic 7 Review and Assessment (item 13)

Lesson 1, Text 4: Cities Expand (screen 1)

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment (item 53)

Lesson 5, Text 3: Two Regions Develop Differently (all screens)

Lesson 2, Teacher Support ("Digital Text 2: Reliance on Agriculture")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(12)  Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:

(D)  analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

(ii)  analyze the effects of economic differences among different regions of the United States at selected times in U.S. history

Citation Type

Instruction

(A)  analyze the War of 1812 as a cause of economic changes in the nation

(i)  analyze the War of 1812 as a cause of economic changes in the nation

9780133306811

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Instruction

Assessment Page 276 of 543

Component ISBN

Assessment

Instruction

(13)  Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

Proclamation 2015

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2: Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment Topic 2: Lesson 5, Text 3 (all screens) Topic 7: Lesson 2, Teacher Support ("Digital Text 2: Reliance on Agriculture")

Specific Location

Lesson 5, Teacher Support ("Digital Text 3: Two Regions Develop Differently") Topic 2 Review and Assessment (item 53)

Lesson 5, Text 3: Two Regions Develop Differently (all screens)

Lesson 2, Teacher Support ("Digital Text 2: Reliance on Agriculture")

Topic 8: Lesson 3, Teacher Support ("Digital Text 5: Strengths and Weaknesses Lesson 3, Teacher Support ("Digital of the North Text 5: Strengths and Weaknesses and South") of the North and South") Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 5 Review and Assessment

Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 5 Review and Assessment (item 48) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(13)  Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

(13)  Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

Page 277 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  identify the economic factors that brought about rapid industrialization and urbanization

(B)  identify the economic factors that brought about rapid industrialization and urbanization

Breakout

(i)  identify the economic factors that brought about rapid industrialization

(ii)  identify the economic factors that brought about rapid urbanization

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7: Lesson 1, Text 2 (screen 4)

Topic 7: Lesson 1, Teacher Support ("Digital Text 1: The Industrial Revolution Begins") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 1 (screens 3 and 4)

Topic 7: Lesson 1, Teacher Support ("Digital Text 4: Cities Expand") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 4 (screen 1)

Specific Location

Lesson 1, Text 2: Factories Come to America (screen 4)

Lesson 1, Teacher Support ("Digital Text 1: The Industrial Revolution Begins") Topic 7 Review and Assessment (item 4)

Lesson 1, Text 1: The Industrial Revolution Begins (screens 3 and 4)

Lesson 1, Teacher Support ("Digital Text 4: Cities Expand") Topic 7 Review and Assessment (item 13)

Lesson 1, Text 4: Cities Expand (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(A)  explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights

(i)  explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

Page 278 of 543

(A)  explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights

(ii)  explain why a free enterprise system of economics developed in the new nation, including taxation

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5: Lesson 4, Teacher Support ("Digital Text 1: Jefferson's Leadership Redefines Government" ) Topic 2 Review and Assessment Topic 5: Lesson 4, Text 1 (screens 2 and 3)

Topic 5: Lesson 1, Teacher Support ("Digital Text 3: Creating a Stable Economy") Topic 5 Review and Assessment Topic 5: Lesson 1, Text 3 (screen 1)

Specific Location

Lesson 4, Teacher Support ("Digital Text 1: Jefferson's Leadership Redefines Government") Topic 2 Review and Assessment (item 39)

Lesson 4, Text 1: Jefferson's Leadership Redefines Government (screens 2 and 3)

Lesson 1, Teacher Support ("Digital Text 3: Creating a Stable Economy") Topic 5 Review and Assessment (item 7)

Lesson 1, Text 3: Creating a Stable Economy (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(A)  explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights

(iii)  explain why a free enterprise system of economics developed in the new nation, including property rights

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

Page 279 of 543

(B)  describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

(B)  describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

(i)  describe the characteristics of the U.S. free enterprise system during the 18th century

(ii)  describe the characteristics of the U.S. free enterprise system during the 19th century

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions") Topic 4 Review and Assessment Topic 4: Lesson 3, Text 3 (screens 3 and 4)

Topic 2: Lesson 4, Teacher Support ("Digital Text 2: New Jersey Forms Out of New York") Topic 2 Review and Assessment Topic 2: Lesson 4, Text 2 (screen 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions") Topic 4 Review and Assessment (items 15 and 21)

Lesson 3, Text 3: America Draws on Its Own Traditions (screens 3 and 4)

Lesson 4, Teacher Support ("Digital Text 2: New Jersey Forms Out of New York") Topic 2 Review and Assessment (item 41)

Lesson 4, Text 2: New Jersey Forms Out of New York (screen 3)

Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Lesson 1, Teacher Support ("Digital Come to Text 2: Factories Come to America") America") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

(14)  Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

Page 280 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

(B)  describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries

Breakout

(iii)  describe the benefits of the U.S. free enterprise system during the 18th century

(iv)  describe the benefits of the U.S. free enterprise system during the 19th century

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7 Review and Assessment Topic 7: Lesson 1, Text 2 (screens 6 and 7)

Topic 2: Lesson 4, Teacher Support ("Digital Text 2: New Jersey Forms Out of New York") Topic 2 Review and Assessment Topic 2: Lesson 4, Text 2 (screen 3)

Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 2 (screens 6 and 7)

Specific Location

Topic 7 Review and Assessment (items 3 and 9)

Lesson 1, Text 2: Factories Come to America (screens 6 and 7)

Lesson 4, Teacher Support ("Digital Text 2: New Jersey Forms Out of New York") Topic 2 Review and Assessment (item 40)

Lesson 4, Text 2: New Jersey Forms Out of New York (screen 3)

Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 7 Review and Assessment (item 23)

Lesson 1, Text 2: Factories Come to America (screens 6 and 7)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(i)  identify the influence of ideas from historic documents, including the Magna Carta, on the U.S. system of government

(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:

Page 281 of 543

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(ii)  identify the influence of ideas from historic documents, including the English Bill of Rights, on the U.S. system of government

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 3, Teacher Support ("Digital Text 2: English Influences") Topic 2 Review and Assessment Topic 4: Lesson 3, Text 2 (screens 1 and 2)

Topic 2: Lesson 7, Teacher Support ("Digital Text 3: Foundations of Representati ve Government" ) Topic 2 Review and Assessment Topic 2: Lesson 7, Text 3 (screen 4)

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: English Influences") Topic 2 Review and Assessment (item 14)

Lesson 3, Text 2: English Influences (screens 1 and 2)

Lesson 7, Teacher Support ("Digital Text 3: Foundations of Representative Government") Topic 2 Review and Assessment (item 73) Lesson 7, Text 3: Foundations of Representative Government (screen 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(iii)  identify the influence of ideas from historic documents, including the Mayflower Compact, on the U.S. system of government

(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:

Page 282 of 543

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(iv)  identify the influence of ideas from historic documents, including the Federalist Papers, on the U.S. system of government

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions") Topic 2 Review and Assessment Topic 4: Lesson 3, Text 3 (all screens)

Topic 4: Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalist s") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 1 (screens 2 and 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions") Topic 2 Review and Assessment (item 18)

Lesson 3, Text 3: America Draws on Its Own Traditions (all screens)

Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalists") Topic 4 Review and Assessment (item 25)

Lesson 4, Text 1: The Federalists and the Antifederalists (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected AntiFederalist writings, on the U.S. system of government

(v)  identify the influence of ideas from historic documents, including selected Anti-Federalist writings, on the U.S. system of government

(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:

Page 283 of 543

(B)  summarize the strengths and weaknesses of the Articles of Confederation

(i)  summarize the strengths of the Articles of Confederation

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 4, Teacher Support ("Digital Text 2: A Bill of Rights") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 2 (screen 2)

Topic 4: Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederatio n") Topic 4 Review and Assessment Topic 4: Lesson 1, Text 2 (screens 2 and 3)

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: A Bill of Rights") Topic 4 Review and Assessment (item 26)

Lesson 4, Text 2: A Bill of Rights (screen 2)

Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederation") Topic 4 Review and Assessment (item 3)

Lesson 1, Text 2: The Articles of Confederation (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  summarize the strengths and weaknesses of the Articles of Confederation

(ii)  summarize the weaknesses of the Articles of Confederation

(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:

Page 284 of 543

(C)  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

(i)  identify colonial grievances listed in the Declaration of Independence

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4: Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederatio n") Topic 4 Review and Assessment Topic 4: Lesson 1, Text 2 (screen 3); Lesson 1, Text 3 (all screens)

Topic 3: Lesson 4, Teacher Support ("Digital Text 3: The Declaration of Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 3 (screens 2 and 3)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: The Articles of Confederation") Topic 4 Review and Assessment (items 4 and 5)

Lesson 1, Text 2: The Articles of Confederation (screen 3); Lesson 1, Text 3: Weaknesses of the Confederation (all screens)

Lesson 4, Teacher Support ("Digital Text 3: The Declaration of Independence") Topic 3 Review and Assessment (items 26 and 27)

Lesson 4, Text 3: The Declaration of Independence (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(C)  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

(ii)  explain how those grievances were addressed in the U.S. Constitution

(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:

Page 285 of 543

(C)  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

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iii)  explain how those grievances were addressed in the Bill of Rights Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions") Topic 4 Review and Assessment Topic 4: Lesson 3, Text 3 (screen 2)

Topic 4: Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 2 (screen 1)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Own Traditions") Topic 4 Review and Assessment (item 19)

Lesson 3, Text 3: America Draws on Its Own Traditions (screen 2)

Lesson 4, Teacher Support ("Digital Text 3: The Ratification Process") Topic 4 Review and Assessment (item 31)

Lesson 4, Text 2: A Bill of Rights (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D)  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

(i)  analyze how the U.S. Constitution reflects the principle of limited government

(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:

Page 286 of 543

(D)  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

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii)  analyze how the U.S. Constitution reflects the principle of republicanism Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 2 (screens 1 and 2)

Topic 4: Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 2 (screen 3)

Specific Location

Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment (item 34)

Lesson 5, Text 2: Seven Basic Principles (screens 1 and 2)

Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment (item 38)

Lesson 5, Text 2: Seven Basic Principles (screen 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D)  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

(iii)  analyze how the U.S. Constitution reflects the principle of checks and balances

(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:

Page 287 of 543

(D)  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

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iv)  analyze how the U.S. Constitution reflects the principles of federalism Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 2 (screen 2)

Topic 4: Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 2 (screen 3)

Specific Location

Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment (item 36)

Lesson 5, Text 2: Seven Basic Principles (screen 2)

Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment (item 37)

Lesson 5, Text 2: Seven Basic Principles (screen 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D)  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

(v)  analyze how the U.S. Constitution reflects the principle of separation of powers

(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:

Page 288 of 543

(D)  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

(vi)  analyze how the U.S. Constitution reflects the principle of popular sovereignty

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 2 (screen 2)

Topic 4: Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 2 (screen 1)

Specific Location

Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment (item 35)

Lesson 5, Text 2: Seven Basic Principles (screen 2)

Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment (item 33)

Lesson 5, Text 2: Seven Basic Principles (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D)  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

(vii)  analyze how the U.S. Constitution reflects the principle of individual rights

(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:

Page 289 of 543

(A)  summarize the purposes for and process of amending the U.S. Constitution

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  summarize the purposes for amending the U.S. Constitution Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 2 (screens 4 and 5)

Topic 4: Lesson 6, Teacher Support ("Digital Text 1: Constitutiona l Amendment" ) Topic 4 Review and Assessment Topic 4: Lesson 6, Text 1 (screen 1)

Specific Location

Lesson 5, Teacher Support ("Digital Text 2: Seven Basic Principles") Topic 4 Review and Assessment (item 42)

Lesson 5, Text 2: Seven Basic Principles (screens 4 and 5)

Lesson 6, Teacher Support ("Digital Text 1: Constitutional Amendment") Topic 4 Review and Assessment (item 41)

Lesson 6, Text 1: Constitutional Amendment (screen 1)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  summarize the purposes for and process of amending the U.S. Constitution

(ii)  summarize the process of amending the U.S. Constitution

(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:

Page 290 of 543

(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

Citation Type

Instruction

(i) describe the impact of 19th-century amendments, including the 13th amendment, on life in the United States

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4: Lesson 6, Teacher Support ("Digital Text 1: Constitutiona l Amendment" ) Topic 4 Review and Assessment Topic 4: Lesson 6, Text 1 (all screens)

Topic 9: Lesson 1, Teacher Support ("Digital Text 4: President Johnson's Reconstructi on Plan") Topic 9 Review and Assessment Topic 9: Lesson 1, Text 4 (screens 1 and 2)

Specific Location

Lesson 6, Teacher Support ("Digital Text 1: Constitutional Amendment") Topic 4 Review and Assessment (item 41)

Lesson 6, Text 1: Constitutional Amendment (all screens)

Lesson 1, Teacher Support ("Digital Text 4: President Johnson's Reconstruction Plan") Topic 9 Review and Assessment (item 8)

Lesson 1, Text 4: President Johnson's Reconstruction Plan (screens 1 and 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

(ii) describe the impact of 19th-century amendments, including the 14th amendment, on life in the United States

(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:

Page 291 of 543

(B) describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States

(iii) describe the impact of 19th-century amendments, including the 15th amendment, on life in the United States

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 9: Lesson 2, Teacher Support ("Digital Text 2: Reforms of the Radical Reconstructi on Congress") Topic 9 Review and Assessment Topic 9: Lesson 2, Text 2 (screens 2 and 3)

Topic 9: Lesson 2, Teacher Support ("Digital Text 4: Political Problems and a New President") Topic 9 Review and Assessment Topic 9: Lesson 2, Text 4 (screens 3 and 4)

Specific Location

Lesson 2, Teacher Support ("Digital Text 2: Reforms of the Radical Reconstruction Congress") Topic 9 Review and Assessment (item 12)

Lesson 2, Text 2: Reforms of the Radical Reconstruction Congress (screens 2 and 3)

Lesson 2, Teacher Support ("Digital Text 4: Political Problems and a New President") Topic 9 Review and Assessment (item 17)

Lesson 2, Text 4: Political Problems and a New President (screens 3 and 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(A)  analyze the arguments of the Federalists and AntiFederalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

(i)  analyze the arguments of the Federalists, including those of Alexander Hamilton

(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:

(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:

Page 292 of 543

(A)  analyze the arguments of the Federalists and AntiFederalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

(A)  analyze the arguments of the Federalists and AntiFederalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii)  analyze the arguments of the Federalists, including those of James Madison Instruction

(iii)  analyze the arguments of the Anti-Federalists, including those of Patrick Henry

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 4: Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalist s") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 1 (screen 2)

Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalists")

Topic 4: Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalist s") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 1 (screen 2)

Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Antifederalists")

Topic 4 Review and Assessment (item 28)

Lesson 4, Text 1: The Federalists and the Antifederalists (screen 2)

Topic 4 Review and Assessment (item 30)

Lesson 4, Text 1: The Federalists and the Antifederalists (screen 2)

Topic 4: Lesson 4, Teacher Support ("Digital Text 1: The Federalists and the Lesson 4, Teacher Support ("Digital Antifederalist Text 1: The Federalists and the s") Antifederalists") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

Page 293 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  analyze the arguments of the Federalists and AntiFederalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

(B)  explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War

Breakout

(iv)  analyze the arguments of the Anti-Federalists, including those of George Mason

(i)  explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4 Review and Assessment Topic 4: Lesson 4, Text 1 (screen 3)

Topic 4: Lesson 4, Teacher Support ("Digital Text 2: A Bill of Rights") Topic 4 Review and Assessment Topic 4: Lesson 4, Text 2 (screen 2)

Topic 6: Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 6 Review and Assessment Topic 6: Lesson 2, Text 1 (screens 3, 4, 5, and 6)

Specific Location

Topic 4 Review and Assessment (item 24)

Lesson 4, Text 1: The Federalists and the Antifederalists (screen 3)

Lesson 4, Teacher Support ("Digital Text 2: A Bill of Rights") Topic 4 Review and Assessment (item 27)

Lesson 4, Text 2: A Bill of Rights (screen 2)

Lesson 2, Teacher Support ("Digital Text 1: A Conflict Over States' Rights") Topic 6 Review and Assessment (item 12)

Lesson 2, Text 1: A Conflict Over States' Rights (screens 3, 4, 5, and 6)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War

(ii)  explain constitutional issues arising over the issue of states' rights, including the Civil War

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 294 of 543

(A)  identify the origin of judicial review and analyze examples of congressional and presidential responses

(A)  identify the origin of judicial review and analyze examples of congressional and presidential responses

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  identify the origin of judicial review Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii) analyze examples of congressional responses  Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 8: Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War") Topic 8 Review and Assessment Topic 8: Lesson 3, Text 2 (screens 3, 4, and 5)

Topic 4: Lesson 5, Teacher Support ("Digital Text 5: The Judicial Branch: The Courts") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 5 (screen 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: The Nation Moves Toward Civil War") Topic 8 Review and Assessment (item 24)

Lesson 3, Text 2: The Nation Moves Toward Civil War (screens 3, 4, and 5)

Lesson 5, Teacher Support ("Digital Text 5: The Judicial Branch: The Courts") Topic 4 Review and Assessment (item 39) Lesson 5, Text 5: The Judicial Branch—The Supreme Court (screen 3)

Topic 5: Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Lesson 4, Teacher Support ("Digital Court Text 2: Landmark Supreme Court Cases") Cases") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  identify the origin of judicial review and analyze examples of congressional and presidential responses

Breakout

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(iii) analyze examples of presidential responses  Instruction

Page 295 of 543

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(i)  summarize the issues of landmark Supreme Court cases, including Marbury v. Madison

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Proclamation 2015

Instruction

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5 Review and Assessment Topic 5: Lesson 4, Text 2 (screen 4)

Topic 5: Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases") Topic 5 Review and Assessment Topic 5: Lesson 4, Text 2 (screens 3 and 4)

Specific Location

Topic 5 Review and Assessment (item 29)

Lesson 4, Text 2: Landmark Supreme Court Cases (screen 4)

Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases") Topic 5 Review and Assessment (item 29)

Lesson 4, Text 2: Landmark Supreme Court Cases (screens 3 and 4)

Topic 6: Lesson 3, Teacher Support ("Digital Text 2: Indian Lesson 3, Teacher Support ("Digital Text 2: Indian Removal") Removal")

Topic 5: Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Lesson 4, Teacher Support ("Digital Court Text 2: Landmark Supreme Court Cases") Cases")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 296 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Breakout

(ii)  summarize the decisions of landmark Supreme Court cases, including Marbury v. Madison

(iii)  summarize the significance of landmark Supreme Court cases, including Marbury v. Madison

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5 Review and Assessment Topic 5: Lesson 4, Text 2 (all screens)

Topic 5: Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases") Topic 5 Review and Assessment Topic 5: Lesson 4, Text 2 (all screens)

Topic 5: Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases") Topic 5 Review and Assessment Topic 5: Lesson 4, Text 2 (all screens)

Specific Location

Topic 5 Review and Assessment (item 28)

Lesson 4, Text 2: Landmark Supreme Court Cases (all screens)

Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases") Topic 5 Review and Assessment (item 28)

Lesson 4, Text 2: Landmark Supreme Court Cases (all screens)

Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases") Topic 5 Review and Assessment (item 28)

Lesson 4, Text 2: Landmark Supreme Court Cases (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(iv)  summarize the issues of landmark Supreme Court cases, including McCulloch v. Maryland

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

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(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Citation Type

Instruction

(v)  summarize the decisions of landmark Supreme Court cases, including McCulloch v. Maryland

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment Topic 5: Lesson 6, Text 3 (screen 1)

Topic 5: Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment Topic 5: Lesson 6, Text 3 (screens 1 and 2)

Specific Location

Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment (item 51) Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screen 1)

Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment (item 51)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screens 1 and 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(vi)  summarize the significance of landmark Supreme Court cases, including McCulloch v. Maryland

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 298 of 543

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(vii)  summarize the issues of landmark Supreme Court cases, including Gibbons v. Ogden Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment Topic 5: Lesson 6, Text 3 (screens 1 and 2)

Topic 5: Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment Topic 5: Lesson 6, Text 3 (screen 3)

Specific Location

Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment (item 51)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screens 1 and 2)

Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment (item 52) Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screen 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

(viii)  summarize the decisions of landmark Supreme Court cases, including Gibbons v. Ogden

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

Page 299 of 543

(B)  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ix)  summarize the significance of landmark Supreme Court cases, including Gibbons v. Ogden Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment Topic 5: Lesson 6, Text 3 (screen 3)

Topic 5: Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment Topic 5: Lesson 6, Text 3 (screens 3 and 4)

Specific Location

Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment (item 52) Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screen 3)

Lesson 6, Teacher Support ("Digital Text 3: Supreme Court Decisions Expand Federal Power") Topic 5 Review and Assessment (item 52)

Lesson 6, Text 3: Supreme Court Decisions Expand Federal Power (screens 3 and 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(18)  Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

(C)  evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States

(i)  evaluate the impact of selected landmark Supreme Court decisions, including Dred Scott v. Sandford, on life in the United States

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(A)  define and give examples of unalienable rights

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  define unalienable rights

Instruction

Page 300 of 543

Proclamation 2015

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 2, Teacher Support ("Digital Text 4: The Impact of the Dred Scott Case") Topic 8 Review and Assessment Topic 8: Lesson 2, Text 4 (screens 2 and 3)

Topic 3: Lesson 4, Teacher Support ("Digital Text 3: The Declaration of Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 3 (screen 2)

Specific Location

Lesson 2, Teacher Support ("Digital Text 4: The Impact of the Dred Scott Case") Topic 8 Review and Assessment (item 16)

Lesson 2, Text 4: The Impact of the Dred Scott Case (screens 2 and 3)

Lesson 4, Teacher Support ("Digital Text 3: The Declaration of Independence") Topic 3 Review and Assessment (item 25)

Lesson 4, Text 3: The Declaration of Independence (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(A)  define and give examples of unalienable rights

(ii)  give examples of unalienable rights

Citation Type

Instruction

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(B)  summarize rights guaranteed in the Bill of Rights

(C)  explain the importance of personal responsibilities, including accepting responsibility for one's behavior and supporting one's family

(i)  summarize rights guaranteed in the Bill of Rights

(i)  explain the importance of personal responsibilities, including accepting responsibility for one's behavior

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Assessment Page 301 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 3: Lesson 4, Teacher Support ("Digital Text 3: The Declaration of Independenc e") Topic 3 Review and Assessment Topic 3: Lesson 4, Text 3 (screen 2)

Topic 4: Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Topic 4 Review and Assessment Topic 4: Lesson 6, Text 2 (all screens)

Topic 4: Lesson 7, Teacher Support ("Digital Text 2: The Importance of Civic Virtue") Topic 4 Review and Assessment

Specific Location

Lesson 4, Teacher Support ("Digital Text 3: The Declaration of Independence") Topic 3 Review and Assessment (item 25)

Lesson 4, Text 3: The Declaration of Independence (screen 2)

Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Topic 4 Review and Assessment (item 42)

Lesson 6, Text 2: The Bill of Rights (all screens)

Lesson 7, Teacher Support ("Digital Text 2: The Importance of Civic Virtue") Topic 4 Review and Assessment (item 47) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

Page 302 of 543

(C)  explain the importance of personal responsibilities, including accepting responsibility for one's behavior and supporting one's family

(D)  identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

(ii)  explain the importance of personal responsibilities, including supporting one's family

(i)  identify examples of responsible citizenship, including obeying rules and laws

Instruction

Proclamation 2015

Component ISBN

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4: Lesson 7, Text 2 (screens 2 and 3)

Topic 4: Lesson 7, Teacher Support ("Digital Text 2: The Importance of Civic Virtue") Topic 4 Review and Assessment Topic 4: Lesson 7, Text 2 (screens 2 and 3)

Topic 4: Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship") Topic 4 Review and Assessment Topic 4: Lesson 7, Text 3 (screens 1 and 2)

Specific Location

Lesson 7, Text 2: The Importance of Civic Virtue (screens 2 and 3)

Lesson 7, Teacher Support ("Digital Text 2: The Importance of Civic Virtue") Topic 4 Review and Assessment (item 47)

Lesson 7, Text 2: The Importance of Civic Virtue (screens 2 and 3)

Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship") Topic 4 Review and Assessment (item 49)

Lesson 7, Text 3: Responsible Citizenship (screens 1 and 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(D)  identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

(ii)  identify examples of responsible citizenship, including staying informed on public issues

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(D)  identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

(D)  identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries

(iii)  identify examples of responsible citizenship, including voting

(iv)  identify examples of responsible citizenship, including serving on juries

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Assessment

Page 303 of 543

Proclamation 2015

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4: Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship") Topic 4 Review and Assessment Topic 4: Lesson 7, Text 3 (screens 3 and 4)

Topic 4: Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship") Topic 4 Review and Assessment Topic 4: Lesson 7, Text 3 (screen 1)

Topic 4: Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship") Topic 4 Review and Assessment

Specific Location

Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship") Topic 4 Review and Assessment (item 51)

Lesson 7, Text 3: Responsible Citizenship (screens 3 and 4)

Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship") Topic 4 Review and Assessment (item 48)

Lesson 7, Text 3: Responsible Citizenship (screen 1)

Lesson 7, Teacher Support ("Digital Text 3: Responsible Citizenship") Topic 4 Review and Assessment (item 50)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

Page 304 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E)  summarize the criteria and explain the process for becoming a naturalized citizen of the United States

(E)  summarize the criteria and explain the process for becoming a naturalized citizen of the United States

Breakout

(i)  summarize the criteria for becoming a naturalized citizen of the United States

(ii)  explain the process for becoming a naturalized citizen of the United States

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4: Lesson 7, Text 3 (screen 3)

Topic 4: Lesson 7, Government Core Concepts Teacher Support (all screens) Topic 4 Review and Assessment Topic 4: Lesson 7, Government Core Concepts (all screens)

Topic 4: Lesson 7, Government Core Concepts Teacher Support (all screens) Topic 4 Review and Assessment Topic 4: Lesson 7, Government Core Concepts (all screens)

Specific Location

Lesson 7, Text 3: Responsible Citizenship (screen 3)

Lesson 7, Government Core Concepts Teacher Support (all screens) Topic 4 Review and Assessment (item 45)

Lesson 7, Government Core Concepts: Citizenship (all screens)

Lesson 7, Government Core Concepts Teacher Support (all screens) Topic 4 Review and Assessment (item 45)

Lesson 7, Government Core Concepts: Citizenship (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

(F)  explain how the rights and responsibilities of U.S. citizens reflect our national identity

(i)  explain how the rights of U.S. citizens reflect our national identity

(19)  Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

Page 305 of 543

(F)  explain how the rights and responsibilities of U.S. citizens reflect our national identity

(ii)  explain how the responsibilities of U.S. citizens reflect our national identity

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 4: Lesson 7, Teacher Support ("Digital Text 1: American Citizenship") Topic 4 Review and Assessment Topic 4: Lesson 7, Text 1 (screens 3 and 4)

Topic 4: Lesson 7, Teacher Support ("Digital Text 1: American Citizenship") Topic 4 Review and Assessment Topic 4: Lesson 7, Text 1 (screens 3 and 4)

Specific Location

Lesson 7, Teacher Support ("Digital Text 1: American Citizenship") Topic 4 Review and Assessment (item 52)

Lesson 7, Text 1: American Citizenship (screens 3 and 4)

Lesson 7, Teacher Support ("Digital Text 1: American Citizenship") Topic 4 Review and Assessment (item 52)

Lesson 7, Text 1: American Citizenship (screens 3 and 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(20)  Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

(A)  explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of selfgovernment in colonial America

(i)  explain the role of significant individuals in the development of selfgovernment in colonial America

Citation Type

Instruction

Assessment

Instruction

Instruction

Page 306 of 543

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2: Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") ; Lesson 4, Teacher Support ("Digital Text 3: Pennsylvani a Becomes a Colony"); Lesson 7, Teacher Support (all screens) Topic 2 Review and Assessment Topic 2: Lesson 3, Text 5 (screen 1); Lesson 4, Text 3 (screen 2); Lesson 7, Text 3 (screen 3)

Specific Location

Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 7, Teacher Support (all screens) Topic 2 Review and Assessment (items 23, 36, and 72)

Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 1); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 2); Lesson 7, Text 3: Foundations of Representative Government (screen 3)

Topic 4: Lesson 3, Teacher Support ("Digital Text 3: America Draws on Its Lesson 3, Teacher Support ("Digital Own Text 3: America Draws on Its Own Traditions") Traditions")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(20)  Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

(B)  evaluate the contributions of the Founding Fathers as models of civic virtue

(i)  evaluate the contributions of the Founding Fathers as models of civic virtue

(20)  Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

Page 307 of 543

(C)  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

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  analyze reasons for selected examples of civil disobedience in U.S. history Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4: Lesson 7, Teacher Support ("Digital Text 2: The Importance of Civic Virtue") Topic 3 Review and Assessment Topic 4: Lesson 7, Text 2 (screen 1)

Topic 3: Lesson 3, Teacher Support ("Digital Text 1: The Boston Tea Party") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 1 (screens 5 and 6)

Specific Location

Lesson 7, Teacher Support ("Digital Text 2: The Importance of Civic Virtue") Topic 3 Review and Assessment (item 25)

Lesson 7, Text 2: The Importance of Civic Virtue (screen 1)

Lesson 3, Teacher Support ("Digital Text 1: The Boston Tea Party") Topic 3 Review and Assessment (item 16)

Lesson 3, Text 1: The Boston Tea Party (screens 5 and 6)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(20)  Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

Page 308 of 543

(C)  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

Proclamation 2015

Component ISBN

Page (s)

9780133306811

Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum") ; Lesson 6, Teacher Support ("Digital Text 3: The Developmen t of Transcenden talism")

(ii)  analyze the impact of selected examples of civil disobedience in U.S. history Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 3: Lesson 3, Teacher Support ("Digital Text 1: The Boston Tea Party") Topic 3 Review and Assessment Topic 3: Lesson 3, Text 1 (screens 5 and 6)

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 6, Teacher Support ("Digital Text 3: The Development of Transcendentalism")

Lesson 3, Teacher Support ("Digital Text 1: The Boston Tea Party") Topic 3 Review and Assessment (items 13 and 16)

Lesson 3, Text 1: The Boston Tea Party (screens 5 and 6)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

Page 309 of 543

(A)  identify different points of view of political parties and interest groups on important historical and contemporary issues

(i)  identify different points of view of political parties on important historical issues

Instruction

Proclamation 2015

Component ISBN

Page (s)

9780133306811

Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum") ; Lesson 6, Teacher Support ("Digital Text 3: The Developmen t of Transcenden talism")

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Topic 5: Lesson 4, Teacher Support ("Digital Text 6: A Painful Embargo") Topic 5 Review and Assessment Topic 5: Lesson 4, Text 6 (all screens) Topic 6: Lesson 1, Teacher Support ("Digital Text 3: The Presidency of John Quincy Adams")

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 6, Teacher Support ("Digital Text 3: The Development of Transcendentalism")

Lesson 4, Teacher Support ("Digital Text 6: A Painful Embargo") Topic 5 Review and Assessment (items 17, 21, 22, and 37)

Lesson 4, Text 6: A Painful Embargo (all screens)

Lesson 1, Teacher Support ("Digital Text 3: The Presidency of John Quincy Adams")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(A)  identify different points of view of political parties and interest groups on important historical and contemporary issues

(ii)  identify different points of view of political parties on important contemporary issues

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

Page 310 of 543

(A)  identify different points of view of political parties and interest groups on important historical and contemporary issues

(A)  identify different points of view of political parties and interest groups on important historical and contemporary issues

(iii)  identify different points of view of interest groups on important historical issues

(iv)  identify different points of view of interest groups on important contemporary issues

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 4: Lesson 5, Teacher Support ("Digital Text 3: The Legislative Branch: Congress") Topic 4 Review and Assessment Topic 4: Lesson 5, Text 3 (screen 4)

Topic 7: Lesson 4, Teacher Support ("Digital Text 3: Abolitionism Faces Opposition") Topic 7 Review and Assessment Topic 7: Lesson 4, Text 3 (all screens)

Specific Location

Lesson 5, Teacher Support ("Digital Text 3: The Legislative Branch: Congress") Topic 4 Review and Assessment (item 40)

Lesson 5, Text 3: The Legislative Branch—Congress (screen 4)

Lesson 4, Teacher Support ("Digital Text 3: Abolitionism Faces Opposition") Topic 7 Review and Assessment (items 57, 67, 69, and 75)

Lesson 4, Text 3: Abolitionism Faces Opposition (all screens)

Topic 7: Lesson 5, Teacher Support ("Digital Text 3: Women Gain New Lesson 5, Teacher Support ("Digital Opportunitie Text 3: Women Gain New s") Opportunities")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

Page 311 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  describe the importance of free speech and press in a constitutional republic

(B)  describe the importance of free speech and press in a constitutional republic

Breakout

(i)  describe the importance of free speech in a constitutional republic

(ii)  describe the importance of free press in a constitutional republic

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7 Review and Assessment Topic 7: Lesson 5, Text 3 (screen 4)

Topic 4: Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Topic 4 Review and Assessment Topic 4: Lesson 6, Text 2 (screens 1 and 2)

Topic 4: Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Topic 4 Review and Assessment Topic 4: Lesson 6, Text 2 (screens 1 and 2)

Specific Location

Topic 7 Review and Assessment (item 80)

Lesson 5, Text 3: Women Gain New Opportunities (screen 4)

Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Topic 4 Review and Assessment (item 44)

Lesson 6, Text 2: The Bill of Rights (screens 1 and 2)

Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Topic 4 Review and Assessment (item 44)

Lesson 6, Text 2: The Bill of Rights (screens 1 and 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(21)  Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(C)  summarize a historical event in which compromise resulted in a peaceful resolution

(i)  summarize a historical event in which compromise resulted in a peaceful resolution

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(A)  analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  analyze the leadership qualities of elected leaders of the United States

Instruction

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Proclamation 2015

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Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Lesson 1, Teacher Support ("Digital Text 5: Congress Reaches a Compromise ") Topic 4 Review and Assessment Topic 8: Lesson 1, Text 5 (screen 4)

Topic 5: Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency"); Lesson 3, Teacher Support ("Digital Text 1: Escalating Conflict With France") Topic 5 Review and Assessment Topic 5: Lesson 1, Text 1 (all screens); Lesson 3, Text 1 (screen 3)

Specific Location

Lesson 1, Teacher Support ("Digital Text 5: Congress Reaches a Compromise") Topic 4 Review and Assessment (items 10 and 11)

Lesson 1, Text 5: Congress Reaches a Compromise (screen 4)

Lesson 1, Teacher Support ("Digital Text 1: The First American Presidency"); Lesson 3, Teacher Support ("Digital Text 1: Escalating Conflict With France") Topic 5 Review and Assessment (items 2, 19, 20, and 24)

Lesson 1, Text 1: The First American Presidency (all screens); Lesson 3, Text 1: Escalating Conflict With France (screen 3) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(A)  analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln

Component ISBN

9780133306811

(ii)  analyze the leadership qualities of appointed leaders of the United States

Instruction

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Proclamation 2015

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Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 8: Lesson 6, Teacher Support ("Digital Text 5: Contrasting Ideas of Lesson 6, Teacher Support ("Digital Liberty and Text 5: Contrasting Ideas of Liberty Union") and Union")

Topic 5: Lesson 1, Teacher Support ("Digital Text 2: Alexander Hamilton and the National Debt"); Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases") Topic 5 Review and Assessment Topic 5: Lesson 1, Text 2 (screen 2); Lesson 4, Text 2 (screen 2)

Lesson 1, Teacher Support ("Digital Text 2: Alexander Hamilton and the National Debt"); Lesson 4, Teacher Support ("Digital Text 2: Landmark Supreme Court Cases") Topic 5 Review and Assessment (items 3, 6, and 27)

Lesson 1, Text 2: Alexander Hamilton and the National Debt (screen 2); Lesson 4, Text 2: Landmark Supreme Court Cases (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(B)  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

(i)  describe the contributions of significant political leaders of the United States

Page 314 of 543

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 5: Lesson 1, Teacher Support ("Digital Text 2: Alexander Hamilton and the National Debt"); Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine") Topic 5 Review and Assessment Topic 5: Lesson 1, Text 2 (all screens); Lesson 6, Text 6 (screens 2 and 3)

Specific Location

Lesson 1, Teacher Support ("Digital Text 2: Alexander Hamilton and the National Debt"); Lesson 6, Teacher Support ("Digital Text 6: The Monroe Doctrine") Topic 5 Review and Assessment (items 12 and 30)

Lesson 1, Text 2: Alexander Hamilton and the National Debt (all screens); Lesson 6, Text 6: The Monroe Doctrine (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(B)  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

(ii)  describe the contributions of significant social leaders of the United States

Citation Type

Instruction

Page 315 of 543

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum") ; Lesson 5, Teacher Support ("Digital Text 1: Early Calls for Women's Rights" and "Digital Text 2: A Women's Movement Organizes") Topic 7 Review and Assessment Topic 7: Lesson 4, Text 2 (all screens); Lesson 5, Text 1 (all screens); Lesson 5, Text 2 (screens 2 and 3)

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum"); Lesson 5, Teacher Support ("Digital Text 1: Early Calls for Women's Rights" and "Digital Text 2: A Women's Movement Organizes") Topic 7 Review and Assessment (items 60, 61, 74, and 76)

Lesson 4, Text 2: Abolitionism Gains Momentum (all screens); Lesson 5, Text 1: Early Calls for Women's Rights (all screens); Lesson 5, Text 2: A Women's Movement Organizes (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(22)  Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(B)  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

(iii)  describe the contributions of significant military leaders of the United States

Citation Type

Instruction

Page 316 of 543

(i)  identify selected racial groups that settled in the United States

9780133306811

9780133306811

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9780133306811

Instruction

(A)  identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

Component ISBN

Assessment

Instruction

(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:

Proclamation 2015

Instruction

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 5, Teacher Support ("Digital Text 7: Fighting for Independenc e in the Southern Colonies and at Sea") Topic 3 Review and Assessment Topic 3: Lesson 5, Text 7 (screen 1) Topic 5: Lesson 1, Teacher Support ("Digital Text 4: Taxation Sparks The Whiskey Rebellion") Topic 8: Lesson 4, Teacher Support ("Digital Text 2: The Beginnings of a Long War") Topic 2: Lesson 5, Teacher Support ("Digital Text 4: The Slave Trade Expands")

Specific Location

Lesson 5, Teacher Support ("Digital Text 7: Fighting for Independence in the Southern Colonies and at Sea") Topic 3 Review and Assessment (item 19) Lesson 5, Text 7: Fighting for Independence in the Southern Colonies and at Sea (screen 1)

Lesson 1, Teacher Support ("Digital Text 4: Taxation Sparks The Whiskey Rebellion")

Lesson 4, Teacher Support ("Digital Text 2: The Beginnings of a Long War")

Lesson 5, Teacher Support ("Digital Text 4: The Slave Trade Expands") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

Breakout

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(ii)  identify selected ethnic groups that settled in the United States

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

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Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2 Review and Assessment Topic 2: Lesson 5, Text 4 (all screens)

Topic 2: Lesson 2, Teacher Support ("Digital Text 6: The Jamestown Colony Grows"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvani a Becomes a Colony") Topic 2 Review and Assessment Topic 2: Lesson 2, Text 6 (screen 2); Lesson 4, Text 3 (all screens)

Specific Location

Topic 2 Review and Assessment (items 15 and 51)

Lesson 5, Text 4: The Slave Trade Expands (all screens)

Lesson 2, Teacher Support ("Digital Text 6: The Jamestown Colony Grows"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony") Topic 2 Review and Assessment (items 37 and 50)

Lesson 2, Text 6: The Jamestown Colony Grows (screen 2); Lesson 4, Text 3: Pennsylvania Becomes a Colony (all screens)

Topic 7: Lesson 1, Teacher Support ("Digital Text 8: Ethnic Lesson 1, Teacher Support ("Digital Minorities in Text 8: Ethnic Minorities in the the North") North")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(23)  Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

(A)  identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

(iii)  identify selected religious groups that settled in the United States

(23)  Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

(A)  identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iv)  explain their reasons for immigration

Instruction

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Proclamation 2015

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 2: Lesson 3, Teacher Support ("Digital Text 4: Forming Massachuset ts Bay Colony") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 4 (screen 1); Lesson 4, Text 3 (screen 2)

Topic 2: Lesson 3, Teacher Support ("Digital Text 4: Forming Massachuset ts Bay Colony"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvani a Becomes a Colony"); Lesson 5, Teacher Support ("Digital Text 4: The Slave Trade Expands")

Specific Location

Lesson 3, Teacher Support ("Digital Text 4: Forming Massachusetts Bay Colony") Topic 2 Review and Assessment (items 17, 35, and 37)

Lesson 3, Text 4: Forming Massachusetts Bay Colony (screen 1); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 2)

Lesson 3, Teacher Support ("Digital Text 4: Forming Massachusetts Bay Colony"); Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony"); Lesson 5, Teacher Support ("Digital Text 4: The Slave Trade Expands") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

(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:

Page 319 of 543

(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs

(i) explain the relationship between urbanization and conflicts resulting from differences in religion

Proclamation 2015

Instruction

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2 Review and Assessment Topic 2: Lesson 3, Text 4 (all screens); Lesson 4, Text 3 (screen 4); Lesson 5, Text 4 (all screens)

Specific Location

Topic 2 Review and Assessment (items 15, 17, 35, 37, and 57)

Lesson 3, Text 4: Forming Massachusetts Bay Colony (all screens); Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 4); Lesson 5, Text 4: The Slave Trade Expands (all screens)

Topic 7: Lesson 1, Teacher Support ("Digital Text 8: Ethnic Lesson 1, Teacher Support ("Digital Minorities in Text 8: Ethnic Minorities in the the North") North")

Topic 7: Lesson 1, Teacher Support ("Digital Text 8: Ethnic Minorities in the North") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 8 (screen 5)

Lesson 1, Teacher Support ("Digital Text 8: Ethnic Minorities in the North") Topic 7 Review and Assessment (item 28)

Lesson 1, Text 8: Ethnic Minorities in the North (screen 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs

(ii) explain the relationship between urbanization and conflicts resulting from differences in social class

(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:

(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:

Page 320 of 543

(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs

(C)  identify ways conflicts between people from various racial, ethnic, and religious groups were resolved

(iii) explain the relationship between urbanization and conflicts resulting from differences in political beliefs

(i)  identify ways conflicts between people from various racial groups were resolved

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 1, Teacher Support ("Digital Text 7: Workers Respond to Challenges") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 7 (screens 4 and 5)

Topic 8: Lesson 5, Teacher Support ("Digital Text 4: Political Challenges in the North and South") Topic 7 Review and Assessment Topic 8: Lesson 5, Text 4 (screens 2 and 3)

Specific Location

Lesson 1, Teacher Support ("Digital Text 7: Workers Respond to Challenges") Topic 7 Review and Assessment (item 28)

Lesson 1, Text 7: Workers Respond to Challenges (screens 4 and 5)

Lesson 5, Teacher Support ("Digital Text 4: Political Challenges in the North and South") Topic 7 Review and Assessment (item 31)

Lesson 5, Text 4: Political Challenges in the North and South (screens 2 and 3)

Topic 6: Lesson 3, Teacher Support ("Digital Text 2: Indian Lesson 3, Teacher Support ("Digital Text 2: Indian Removal") Removal") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

Page 321 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C)  identify ways conflicts between people from various racial, ethnic, and religious groups were resolved

(C)  identify ways conflicts between people from various racial, ethnic, and religious groups were resolved

Breakout

(ii)  identify ways conflicts between people from various ethnic groups were resolved

(iii)  identify ways conflicts between people from various religious groups were resolved

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 5 Review and Assessment Topic 6: Lesson 3, Text 1 (screen 1); Lesson 3, Text 2 (all screens)

Topic 7: Lesson 1, Teacher Support ("Digital Text 8: Ethnic Minorities in the North") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 8 (all screens)

Topic 2: Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 5 (screen 4)

Specific Location

Topic 5 Review and Assessment (item 38)

Lesson 3, Text 1: Native Americans and the Frontier (screen 1); Lesson 3, Text 2: Indian Removal (all screens)

Lesson 1, Teacher Support ("Digital Text 8: Ethnic Minorities in the North") Topic 7 Review and Assessment (item 31)

Lesson 1, Text 8: Ethnic Minorities in the North (all screens)

Lesson 3, Teacher Support ("Digital Text 5: New Colonies Form Over Religious Differences") Topic 2 Review and Assessment (item 28) Lesson 3, Text 5: New Colonies Form Over Religious Differences (screen 4) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(D)  analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

(i)  analyze the contributions of people of various racial groups to our national identity

(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:

(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:

Page 322 of 543

(D)  analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

(D)  analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

(ii)  analyze the contributions of people of various ethnic groups to our national identity

(iii)  analyze the contributions of people of various religious groups to our national identity

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 3: Lesson 5, Teacher Support ("Digital Text 9: Explaining the American Victory") Topic 2 Review and Assessment Topic 3: Lesson 5, Text 9 (screen 2)

Topic 2: Lesson 4, Teacher Support ("Digital Text 3: Pennsylvani a Becomes a Colony") Topic 2 Review and Assessment Topic 2: Lesson 4, Text 3 (screen 4)

Specific Location

Lesson 5, Teacher Support ("Digital Text 9: Explaining the American Victory") Topic 2 Review and Assessment (item 60)

Lesson 5, Text 9: Explaining the American Victory (screen 2)

Lesson 4, Teacher Support ("Digital Text 3: Pennsylvania Becomes a Colony") Topic 2 Review and Assessment (item 38)

Lesson 4, Text 3: Pennsylvania Becomes a Colony (screen 4)

Topic 2: Lesson 3, Teacher Support ("Digital Text 7: The Towns of Lesson 3, Teacher Support ("Digital New Text 7: The Towns of New England") England") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

(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:

(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:

(E)  identify the political, social, and economic contributions of women to American society

(E)  identify the political, social, and economic contributions of women to American society

(i)  identify the political contributions of women to American society

Instruction

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii)  identify the social contributions of women to American society Instruction

Assessment

Page 323 of 543

Proclamation 2015

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9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2 Review and Assessment Topic 2: Lesson 3, Text 7 (screen 4)

Specific Location

Topic 2 Review and Assessment (item 65)

Lesson 3, Text 7: The Towns of New England (screen 4)

Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Reform") Topic 7: Lesson 5, Teacher Support ("Digital Text 2: A Women's Movement Organizes") Topic 3 Review and Assessment Topic 7: Lesson 5, Text 2 (all screens)

Topic 7: Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements") Topic 2 Review and Assessment

Lesson 5, Teacher Support ("Digital Text 2: A Women's Movement Organizes") Topic 3 Review and Assessment (item 34)

Lesson 5, Text 2: A Women's Movement Organizes (all screens)

Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements") Topic 2 Review and Assessment (item 59) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E)  identify the political, social, and economic contributions of women to American society

(A)  describe the historical development of the abolitionist movement

Breakout

(iii)  identify the economic contributions of women to American society

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  describe the historical development of the abolitionist movement Instruction

Page 324 of 543

Proclamation 2015

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7: Lesson 3, Text 2 (all screens)

Topic 7: Lesson 1, Teacher Support ("Digital Text 3: Daily Life in Factory Towns") Topic 2 Review and Assessment Topic 7: Lesson 1, Text 3 (screen 2)

Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum") Topic 7 Review and Assessment Topic 7: Lesson 4, Text 2 (all screens)

Specific Location

Lesson 3, Text 2: Social Reform Movements (all screens)

Lesson 1, Teacher Support ("Digital Text 3: Daily Life in Factory Towns") Topic 2 Review and Assessment (item 58)

Lesson 1, Text 3: Daily Life in Factory Towns (screen 2)

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum") Topic 7 Review and Assessment (items 58, 59, 63, and 68)

Lesson 4, Text 2: Abolitionism Gains Momentum (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(i)  evaluate the impact of reform movements, including educational reform

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

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(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(ii)  evaluate the impact of reform movements, including temperance Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 3, Teacher Support ("Digital Text 3: The Impact of Educational Reform") Topic 7 Review and Assessment Topic 7: Lesson 3, Text 3 (all screens)

Topic 7: Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements") Topic 7 Review and Assessment Topic 7: Lesson 3, Text 2 (screen 4)

Specific Location

Lesson 3, Teacher Support ("Digital Text 3: The Impact of Educational Reform") Topic 7 Review and Assessment (items 53 and 54)

Lesson 3, Text 3: The Impact of Educational Reform (all screens)

Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements") Topic 7 Review and Assessment (item 51)

Lesson 3, Text 2: Social Reform Movements (screen 4)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(iii)  evaluate the impact of reform movements, including the women's rights movement

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

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(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iv)  evaluate the impact of reform movements, including prison reform Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 5, Teacher Support ("Digital Text 3: Women Gain New Opportunitie s") Topic 7 Review and Assessment Topic 7: Lesson 5, Text 3 (screens 2 and 3)

Topic 7: Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements") Topic 7 Review and Assessment Topic 7: Lesson 3, Text 2 (screens 2 and 3)

Specific Location

Lesson 5, Teacher Support ("Digital Text 3: Women Gain New Opportunities") Topic 7 Review and Assessment (items 78 and 79)

Lesson 5, Text 3: Women Gain New Opportunities (screens 2 and 3)

Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements") Topic 7 Review and Assessment (item 50)

Lesson 3, Text 2: Social Reform Movements (screens 2 and 3)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(v)  evaluate the impact of reform movements, including abolition

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

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(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

Citation Type

Instruction

(vi)  evaluate the impact of reform movements, including the labor reform movement

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum") Topic 7 Review and Assessment Topic 7: Lesson 4, Text 2 (screen 7)

Topic 7: Lesson 1, Teacher Support ("Digital Text 7: Workers Respond to Challenges") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 7 (screens 4 and 5)

Specific Location

Lesson 4, Teacher Support ("Digital Text 2: Abolitionism Gains Momentum") Topic 7 Review and Assessment (item 71)

Lesson 4, Text 2: Abolitionism Gains Momentum (screen 7)

Lesson 1, Teacher Support ("Digital Text 7: Workers Respond to Challenges") Topic 7 Review and Assessment (items 25 and 26)

Lesson 1, Text 7: Workers Respond to Challenges (screens 4 and 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(24)  Culture. The student understands the major reform movements of the 19th century. The student is expected to:

(B)  evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled

(vii)  evaluate the impact of reform movements, including the care of the disabled

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(A)  trace the development of religious freedom in the United States

(i)  trace the development of religious freedom in the United States

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Page 328 of 543

Proclamation 2015

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements") Topic 7 Review and Assessment Topic 7: Lesson 3, Text 2 (screens 1 and 2)

Topic 2: Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 2 (screen 4)

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: Social Reform Movements") Topic 7 Review and Assessment (item 49)

Lesson 3, Text 2: Social Reform Movements (screens 1 and 2)

Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment (items 27 and 48)

Lesson 3, Text 2: Plymouth Colony (screen 4)

Topic 4: Lesson 6, Teacher Support ("Digital Text 2: The Bill of Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Rights")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(B)  describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings

(i)  describe religious motivation for immigration

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(B)  describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings

(B)  describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings

Citation Type

Instruction

(ii)  describe religious influence on social movements, including the impact of the first Great Awakening

(iii)  describe religious influence on social movements, including the impact of the second Great Awakening

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Assessment

Page 329 of 543

Proclamation 2015

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Page (s)

Topic 2: Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment Topic 2: Lesson 3, Text 2 (screen 4)

Topic 2: Lesson 6, Teacher Support ("Digital Text 3: A New Religious Movement") Topic 2 Review and Assessment Topic 2: Lesson 6, Text 3 (screen 3)

Topic 7: Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment

Specific Location

Lesson 3, Teacher Support ("Digital Text 2: Plymouth Colony") Topic 2 Review and Assessment (item 21)

Lesson 3, Text 2: Plymouth Colony (screen 4)

Lesson 6, Teacher Support ("Digital Text 3: A New Religious Movement") Topic 2 Review and Assessment (item 64)

Lesson 6, Text 3: A New Religious Movement (screen 3)

Lesson 3, Teacher Support ("Digital Text 1: An Era of Reform") Topic 7 Review and Assessment (item 48)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(25)  Culture. The student understands the impact of religion on the American way of life. The student is expected to:

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(C)  analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

(A)  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

(i)  analyze the impact of the First Amendment guarantees of religious freedom on the American way of life

Instruction

Component ISBN

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Page (s) Topic 7: Lesson 3, Text 1 (screen 4); Lesson 3, Text 2 (screen 1)

Topic 4: Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Topic 4 Review and Assessment Topic 4: Lesson 6, Text 2 (screens 1 and 2)

Specific Location

Lesson 3, Text 1: An Era of Reform (screen 4); Lesson 3, Text 2: Social Reform Movements (screen 1)

Lesson 6, Teacher Support ("Digital Text 2: The Bill of Rights") Topic 4 Review and Assessment (item 43)

Lesson 6, Text 2: The Bill of Rights (screens 1 and 2)

(i)  describe developments in art that are unique to American culture

Instruction

Assessment

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Proclamation 2015

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9780133306811

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Topic 7: Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style") Topic 2 Review and Assessment

Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style") Topic 2 Review and Assessment (item 61)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  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

Breakout

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Page (s) Topic 7: Lesson 6, Text 1 (all screens)

Specific Location

Lesson 6, Text 1: A New American Art Style (all screens)

(ii)  describe developments in music that are unique to American culture

Assessment

9780133306811

Instruction

9780133306811

Instruction

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Proclamation 2015

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Topic 7: Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice") Topic 2 Review and Assessment Topic 7: Lesson 6, Text 2 (screens 6 and 7) Topic 8: Lesson 2, Teacher Support ("Digital Text 7: John Brown's Antislavery Campaign")

Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice") Topic 2 Review and Assessment (item 63)

Lesson 6, Text 2: A New Nation Finds a Voice (screens 6 and 7)

Lesson 2, Teacher Support ("Digital Text 7: John Brown's Antislavery Campaign")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A)  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

(iii)  describe developments in literature that are unique to American culture

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

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(B)  identify examples of American art, music, and literature that reflect society in different eras

Citation Type

Instruction

(i)  identify examples of American art that reflect society in different eras

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 7: Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice" and "Digital Text 3: The Developmen t of Transcenden talism") Topic 2 Review and Assessment Topic 7: Lesson 6, Text 2 (all screens); Lesson 6, Text 3 (all screens)

Topic 2: Lesson 6, Teacher Support ("Digital Text 2: Colonial Art, Literature, and Music") Topic 2 Review and Assessment Topic 2: Lesson 6, Text 2 (screen 2)

Specific Location

Lesson 6, Teacher Support ("Digital Text 2: A New Nation Finds a Voice" and "Digital Text 3: The Development of Transcendentalism") Topic 2 Review and Assessment (item 62)

Lesson 6, Text 2: A New Nation Finds a Voice (all screens); Lesson 6, Text 3: The Development of Transcendentalism (all screens)

Lesson 6, Teacher Support ("Digital Text 2: Colonial Art, Literature, and Music") Topic 2 Review and Assessment (item 61)

Lesson 6, Text 2: Colonial Art, Literature, and Music (screen 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(B)  identify examples of American art, music, and literature that reflect society in different eras

(ii)  identify examples of American music that reflect society in different eras

Instruction

(B)  identify examples of American art, music, and literature that reflect society in different eras

(iii)  identify examples of American literature that reflect society in different eras

9780133306811

9780133306811

9780133306811

Instruction

9780133306811

Instruction

Assessment Page 333 of 543

Component ISBN

Assessment

Instruction

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

Proclamation 2015

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 7: Lesson 6, Teacher Support ("Digital Text 1: A New American Art Lesson 6, Teacher Support ("Digital Style") Text 1: A New American Art Style") Topic 2: Lesson 6, Teacher Support ("Digital Text 2: Colonial Art, Literature, and Music") Topic 2 Review and Assessment Topic 2: Lesson 6, Text 2 (screen 3)

Lesson 6, Teacher Support ("Digital Text 2: Colonial Art, Literature, and Music") Topic 2 Review and Assessment (item 63)

Lesson 6, Text 2: Colonial Art, Literature, and Music (screen 3)

Topic 7: Lesson 6, Teacher Support ("Digital Text 2: A New Lesson 6, Teacher Support ("Digital Nation Finds Text 2: A New Nation Finds a a Voice") Voice") Topic 2: Lesson 6, Teacher Support ("Digital Text 2: Colonial Art, Literature, and Music") Topic 2 Review and Assessment

Lesson 6, Teacher Support ("Digital Text 2: Colonial Art, Literature, and Music") Topic 2 Review and Assessment (item 62) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

Instruction

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(26)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(C)  analyze the relationship between fine arts and continuity and change in the American way of life

(C)  analyze the relationship between fine arts and continuity and change in the American way of life

(i)  analyze the relationship between fine arts and continuity in the American way of life

(ii)  analyze the relationship between fine arts and change in the American way of life

Instruction

Component ISBN

9780133306811

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Assessment

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Proclamation 2015

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9780133306811

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Page (s) Topic 2: Lesson 6, Text 2 (screens 2 and 3)

Specific Location

Lesson 6, Text 2: Colonial Art, Literature, and Music (screens 2 and 3)

Topic 7: Lesson 6, Teacher Support ("Digital Text 2: A New Lesson 6, Teacher Support ("Digital Nation Finds Text 2: A New Nation Finds a a Voice") Voice")

Topic 7: Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style") Topic 7 Review and Assessment Topic 7: Lesson 6, Text 1 (screen 2)

Topic 7: Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style") Topic 7 Review and Assessment

Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style") Topic 7 Review and Assessment (item 83)

Lesson 6, Text 1: A New American Art Style (screen 2)

Lesson 6, Teacher Support ("Digital Text 1: A New American Art Style") Topic 7 Review and Assessment (item 83)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts

Breakout

(i)  explain the effects of technological and scientific innovations

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

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Proclamation 2015

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Page (s) Topic 7: Lesson 6, Text 1 (screen 2)

Topic 6: Lesson 4, Teacher Support ("Digital Text 3: The Age of Steam") Topic 6 Review and Assessment Topic 6: Lesson 4, Text 3 (screens 1 and 2) Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America" and "Digital Text 6: The Age of Steam Power"); Lesson 2, Teacher Support ("Digital Text 1: The Cotton Kingdom")

Specific Location

Lesson 6, Text 1: A New American Art Style (screen 2)

Lesson 4, Teacher Support ("Digital Text 3: The Age of Steam") Topic 6 Review and Assessment (item 25)

Lesson 4, Text 3: The Age of Steam (screens 1 and 2)

Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America" and "Digital Text 6: The Age of Steam Power"); Lesson 2, Teacher Support ("Digital Text 1: The Cotton Kingdom")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(i)  analyze the impact of transportation systems on the growth of the United States

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(ii)  analyze the impact of transportation systems on the development of the United States

(iii)  analyze the impact of transportation systems on the urbanization of the United States

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

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Page (s)

Topic 6: Lesson 4, Teacher Support ("Digital Text 4: Canals Connect the Country") Topic 6 Review and Assessment Topic 6: Lesson 4, Text 4 (screen 3)

Topic 6: Lesson 4, Teacher Support ("Digital Text 4: Canals Connect the Country") Topic 6 Review and Assessment Topic 6: Lesson 4, Text 4 (screen 3)

Topic 7: Lesson 1, Teacher Support ("Digital Text 6: The Age of Steam Power") Topic 7 Review and Assessment

Specific Location

Lesson 4, Teacher Support ("Digital Text 4: Canals Connect the Country") Topic 6 Review and Assessment (item 27)

Lesson 4, Text 4: Canals Connect the Country (screen 3)

Lesson 4, Teacher Support ("Digital Text 4: Canals Connect the Country") Topic 6 Review and Assessment (item 27)

Lesson 4, Text 4: Canals Connect the Country (screen 3)

Lesson 1, Teacher Support ("Digital Text 6: The Age of Steam Power") Topic 7 Review and Assessment (item 20) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

Page 337 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

Breakout

(iv)  analyze the impact of communication systems on the growth of the United States

(v)  analyze the impact of communication systems on the development of the United States

Proclamation 2015

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7: Lesson 1, Text 6 (screen 3)

Topic 7: Lesson 1, Teacher Support ("Digital Text 5: New Technologic al Innovations") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 5 (screen 5)

Topic 7: Lesson 1, Teacher Support ("Digital Text 5: New Technologic al Innovations") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 5 (screen 5)

Specific Location

Lesson 1, Text 6: The Age of Steam Power (screen 3)

Lesson 1, Teacher Support ("Digital Text 5: New Technological Innovations") Topic 7 Review and Assessment (item 19) Lesson 1, Text 5: New Technological Innovations (screen 5)

Lesson 1, Teacher Support ("Digital Text 5: New Technological Innovations") Topic 7 Review and Assessment (item 19) Lesson 1, Text 5: New Technological Innovations (screen 5)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(B)  analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States

(vi)  analyze the impact of communication systems on the urbanization of the United States

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(C)  analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally

(C)  analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally

(i)  analyze how technological innovations changed the way goods were manufactured, nationally and internationally

(ii)  analyze how technological innovations changed the way goods were marketed, nationally and internationally

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

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Assessment

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Page (s) Topic 7: Lesson 1, Teacher Support ("Digital Text 5: New Technologic al Innovations") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 5 (screen 6)

Topic 7: Lesson 1, Teacher Support ("Digital Text 1: The Industrial Revolution Begins") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 1 (screen 2)

Topic 7: Lesson 1, Teacher Support ("Digital Text 5: New Technologic al Innovations") Topic 7 Review and Assessment

Specific Location

Lesson 1, Teacher Support ("Digital Text 5: New Technological Innovations") Topic 7 Review and Assessment (item 19) Lesson 1, Text 5: New Technological Innovations (screen 6)

Lesson 1, Teacher Support ("Digital Text 1: The Industrial Revolution Begins") Topic 7 Review and Assessment (items 2 and 5)

Lesson 1, Text 1: The Industrial Revolution Begins (screen 2)

Lesson 1, Teacher Support ("Digital Text 5: New Technological Innovations") Topic 7 Review and Assessment (item 18) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(27)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(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:

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(D)  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

(A)  compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history

(i)  explain how technological innovations brought about economic growth

(i)  compare the effects of scientific discoveries that have influenced daily life in different periods in U.S. history

Instruction

Proclamation 2015

Component ISBN

9780133306811

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Assessment

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Instruction

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Instruction

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Page (s) Topic 7: Lesson 1, Text 5 (screens 5 and 6)

Topic 7: Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 1 (all screens); Lesson 1, Text 2 (screens 3 and 4) Topic 9: Lesson 7, Teacher Support ("Digital Text 3: The Railroad Encourages Economic Growth")

Specific Location

Lesson 1, Text 5: New Technological Innovations (screens 5 and 6)

Lesson 1, Teacher Support ("Digital Text 2: Factories Come to America") Topic 7 Review and Assessment (items 4, 21, and 35)

Lesson 1, Text 1: The Industrial Revolution Begins (all screens); Lesson 1, Text 2: Factories Come to America (screens 3 and 4)

Lesson 7, Teacher Support ("Digital Text 3: The Railroad Encourages Economic Growth")

Topic 2: Lesson 6, Teacher Support ("Digital Text 5: A New World of Lesson 6, Teacher Support ("Digital Text 5: A New World of Ideas") Ideas") Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

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§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history

Breakout

(ii)  compare the effects of technological innovations that have influenced daily life in different periods in U.S. history

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

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9780133306811

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Page (s) Topic 2 Review and Assessment Topic 2: Lesson 6, Text 5 (screen 3) Topic 7: Lesson 1, Teacher Support ("Digital Text 5: New Technologic al Innovations")

Topic 1: Lesson 2, Early Europe, Africa, and Asia Teacher Support ("Digital Text 2: The Middle East") Topic 1 Review and Assessment Topic 1: Lesson 2, Text 2 (screen 2) Topic 7: Lesson 1, Teacher Support ("Digital Text 5: New Technologic al Innovations")

Specific Location

Topic 2 Review and Assessment (item 67)

Lesson 6, Text 5: A New World of Ideas (screen 3)

Lesson 1, Teacher Support ("Digital Text 5: New Technological Innovations")

Lesson 2, Early Europe, Africa, and Asia Teacher Support ("Digital Text 2: The Middle East") Topic 1 Review and Assessment (items 6, 7, and 8)

Lesson 2, Text 2: The Middle East (screen 2)

Lesson 1, Teacher Support ("Digital Text 5: New Technological Innovations")

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(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:

(B)  identify examples of how industrialization changed life in the United States

(i)  identify examples of how industrialization changed life in the United States

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  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

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

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Instruction

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(i)  differentiate between valid primary and secondary sources Instruction

Assessment

Instruction

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Page (s)

Topic 7: Lesson 1, Teacher Support ("Digital Text 7: Workers Respond to Challenges") Topic 7 Review and Assessment Topic 7: Lesson 1, Text 3 (screens 2 and 3); Lesson 1, Text 7 (screens 1 and 2)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment

Specific Location

Lesson 1, Teacher Support ("Digital Text 7: Workers Respond to Challenges") Topic 7 Review and Assessment (items 12 and 24)

Lesson 1, Text 3: Daily Life in Factory Towns (screens 2 and 3); Lesson 1, Text 7: Workers Respond to Challenges (screens 1 and 2)

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment (item 14)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Lesson 3, 21st Century Skills: Sources (all Analyze Primary and Secondary screens) Sources (all screens) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  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

(ii)  locate valid primary sources to acquire information about the United States

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  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

Component ISBN

9780133306811

9780133306811

9780133306811

(iii)  locate valid secondary sources to acquire information about the United States Instruction

Assessment

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Page (s)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment (item 15)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Lesson 3, 21st Century Skills: Sources (all Analyze Primary and Secondary screens) Sources (all screens)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment (item 15)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  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

Component ISBN

9780133306811

(iv)  use valid primary sources to acquire information about the United States Instruction

Assessment

Instruction

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Specific Location

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Lesson 3, 21st Century Skills: Sources (all Analyze Primary and Secondary screens) Sources (all screens)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment (item 15)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Lesson 3, 21st Century Skills: Sources (all Analyze Primary and Secondary screens) Sources (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  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

(v)  use valid secondary sources to acquire information about the United States

Citation Type

Instruction

Assessment

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

Component ISBN

9780133306811

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Page (s)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Analyze Primary and Secondary Sources Teacher Support (all screens) Topic 1 Review and Assessment (item 15)

Topic 1: Lesson 3, 21st Century Skills: Analyze Primary and Secondary Lesson 3, 21st Century Skills: Sources (all Analyze Primary and Secondary screens) Sources (all screens)

(i)  analyze information by sequencing

Assessment

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Topic 8: Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens) Topic 8 Review and Assessment

Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens) Topic 8 Review and Assessment (items 21 and 33)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

Breakout

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

9780133306811

Page (s)

Specific Location

Topic 8: Lesson 4, 21st Century Skills: Sequence Lesson 4, 21st Century Skills: (all screens) Sequence (all screens)

(ii)  analyze information by categorizing

Assessment

Instruction

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Topic 8: Lesson 4, 21st Century Skills: Categorize Teacher Support (all screens) Topic 8 Review and Assessment

Lesson 4, 21st Century Skills: Categorize Teacher Support (all screens) Topic 8 Review and Assessment (item 42)

Topic 8: Lesson 4, 21st Century Skills: Categorize Lesson 4, 21st Century Skills: (all screens) Categorize (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

(iii)  analyze information by identifying cause-and-effect relationships

Citation Type

Instruction

Assessment

Instruction

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Proclamation 2015

Component ISBN

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Page (s)

Topic 8: Lesson 3, 21st Century Skills: Analyze Cause and Effect Teacher Support (all screens); Lesson 4, 21st Century Skills: Make Predictions Teacher Support (all screens) Topic 8 Review and Assessment

Topic 8: Lesson 3, 21st Century Skills: Analyze Cause and Effect (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)

Specific Location

Lesson 3, 21st Century Skills: Analyze Cause and Effect Teacher Support (all screens); Lesson 4, 21st Century Skills: Make Predictions Teacher Support (all screens) Topic 8 Review and Assessment (item 13)

Lesson 3, 21st Century Skills: Analyze Cause and Effect (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

(iv)  analyze information by comparing

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

Component ISBN

9780133306811

9780133306811

9780133306811

Page (s)

Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast Teacher Support (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 5, 21st Century Skills: Compare and Contrast Teacher Support (all screens) Topic 8 Review and Assessment (item 6)

Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast Lesson 5, 21st Century Skills: (all screens) Compare and Contrast (all screens)

(v)  analyze information by contrasting

Instruction

Assessment

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Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast Teacher Support (all screens) Topic 3 Review and Assessment

Lesson 5, 21st Century Skills: Compare and Contrast Teacher Support (all screens) Topic 3 Review and Assessment (item 2)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

Component ISBN

9780133306811

Page (s)

Specific Location

Topic 8: Lesson 5, 21st Century Skills: Compare and Contrast Lesson 5, 21st Century Skills: (all screens) Compare and Contrast (all screens)

(vi)  analyze information by finding the main idea

Instruction

Assessment

Instruction

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Topic 8: Lesson 2, 21st Century Skills: Identify Main Ideas and Details Teacher Support (all screens) Topic 8 Review and Assessment

Lesson 2, 21st Century Skills: Identify Main Ideas and Details Teacher Support (all screens) Topic 8 Review and Assessment (item 52)

Topic 8: Lesson 2, 21st Century Skills: Identify Main Ideas and Lesson 2, 21st Century Skills: Details (all Identify Main Ideas and Details (all screens) screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

(vii)  analyze information by summarizing

Citation Type

Component ISBN

Instruction

9780133306811

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

9780133306811

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(viii)  analyze information by making generalizations and predictions

Instruction

Assessment

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Page (s)

Topic 8: Lesson 6, 21st Century Skills: Summarize Teacher Support (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 6, 21st Century Skills: Summarize Teacher Support (all screens) Topic 8 Review and Assessment (item 1)

Topic 8: Lesson 6, 21st Century Skills: Summarize Lesson 6, 21st Century Skills: (all screens) Summarize (all screens)

Topic 8: Lesson 3, 21st Century Skills: Generalize Teacher Support (all screens); Lesson 4, 21st Century Skills: Make Predictions Teacher Support (all screens) Topic 8 Review and Assessment

Lesson 3, 21st Century Skills: Generalize Teacher Support (all screens); Lesson 4, 21st Century Skills: Make Predictions Teacher Support (all screens) Topic 8 Review and Assessment (items 28 and 48)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions

Component ISBN

9780133306811

(ix)  analyze information by drawing inferences and conclusions

Instruction

Assessment

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Page (s)

Topic 8: Lesson 3, 21st Century Skills: Generalize (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)

Topic 8: Lesson 1, 21st Century Skills: Draw Conclusions Teacher Support (all screens); Lesson 2, 21st Century Skills: Draw Inferences Teacher Support (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Generalize (all screens); Lesson 4, 21st Century Skills: Make Predictions (all screens)

Lesson 1, 21st Century Skills: Draw Conclusions Teacher Support (all screens); Lesson 2, 21st Century Skills: Draw Inferences Teacher Support (all screens) Topic 8 Review and Assessment (items 27 and 35)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Component ISBN

9780133306811

(i) organize information from outlines Instruction

Assessment

Instruction

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Page (s)

Topic 8: Lesson 1, 21st Century Skills: Draw Conclusions (all screens); Lesson 2, 21st Century Skills: Draw Inferences (all screens)

Topic 3: Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens) Topic 3 Review and Assessment

Specific Location

Lesson 1, 21st Century Skills: Draw Conclusions (all screens); Lesson 2, 21st Century Skills: Draw Inferences (all screens)

Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens) Topic 3 Review and Assessment (item 14)

Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all Lesson 1, 21st Century Skills: screens) Interpret Sources (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(ii) organize information from reports

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

(iii) organize information from databases Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

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Page (s)

Topic 3: Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens) Topic 3 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens) Topic 3 Review and Assessment (item 13)

Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all Lesson 1, 21st Century Skills: screens) Interpret Sources (all screens)

Topic 7: Lesson 1, 21st Century Skills: Create Databases Teacher Support (all screens) Topic 7 Review and Assessment

Lesson 1, 21st Century Skills: Create Databases Teacher Support (all screens) Topic 7 Review and Assessment (item 71)

Topic 7: Lesson 1, 21st Century Skills: Create Databases Lesson 1, 21st Century Skills: (all screens) Create Databases (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(iv) organize information from visuals, including graphs

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Component ISBN

9780133306811

9780133306811

9780133306811

(v) organize information from visuals, including charts Instruction

Assessment

Instruction

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Page (s)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment (item 50)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment

Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment (items 3 and 40)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(vi) organize information from visuals, including timelines

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Component ISBN

9780133306811

9780133306811

9780133306811

(vii) organize information from visuals, including maps Instruction

Assessment

Instruction

Page 354 of 543

Proclamation 2015

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Page (s)

Topic 8: Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens) Topic 8 Review and Assessment

Specific Location

Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens) Topic 8 Review and Assessment (item 54)

Topic 8: Lesson 4, 21st Century Skills: Sequence Lesson 4, 21st Century Skills: (all screens) Sequence (all screens)

Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map Teacher Support (all screens) Topic 3 Review and Assessment

Lesson 1, 21st Century Skills: Use Parts of a Map Teacher Support (all screens) Topic 3 Review and Assessment (item 30)

Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map (all Lesson 1, 21st Century Skills: Use screens) Parts of a Map (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(viii) interpret information from outlines

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Component ISBN

9780133306811

9780133306811

9780133306811

(ix) interpret information from reports Instruction

Assessment

Instruction

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Proclamation 2015

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Page (s)

Topic 3: Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens) Topic 3 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens) Topic 3 Review and Assessment (item 14)

Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all Lesson 1, 21st Century Skills: screens) Interpret Sources (all screens)

Topic 3: Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens) Topic 3 Review and Assessment

Lesson 3, 21st Century Skills: Interpret Sources Teacher Support (all screens) Topic 3 Review and Assessment (item 13)

Topic 3: Lesson 1, 21st Century Skills: Interpret Sources (all Lesson 1, 21st Century Skills: screens) Interpret Sources (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(x) interpret information from databases

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

Component ISBN

9780133306811

9780133306811

9780133306811

(xi) interpret information from visuals, including graphs Instruction

Assessment

Instruction

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Page (s)

Topic 7: Lesson 1, 21st Century Skills: Create Databases Teacher Support (all screens) Topic 7 Review and Assessment

Specific Location

Lesson 1, 21st Century Skills: Create Databases Teacher Support (all screens) Topic 7 Review and Assessment (item 71)

Topic 7: Lesson 1, 21st Century Skills: Create Databases Lesson 1, 21st Century Skills: (all screens) Create Databases (all screens)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment

Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment (item 21)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(xii) interpret information from visuals, including charts

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(xiii) interpret information from visuals, including timelines

Instruction

Assessment

Instruction

Page 357 of 543

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment

Specific Location

Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment (item 40)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Topic 8: Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens) Topic 8 Review and Assessment

Lesson 4, 21st Century Skills: Sequence Teacher Support (all screens) Topic 8 Review and Assessment (item 54)

Topic 8: Lesson 4, 21st Century Skills: Sequence Lesson 4, 21st Century Skills: (all screens) Sequence (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

(xiv) interpret information from visuals, including maps

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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(D)  identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

(i)  identify points of view from the historical context surrounding an event Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Lesson 4, 21st Century Skills: Read SpecialPurpose Maps Teacher Support (all screens) Topic 3 Review and Assessment

Specific Location

Lesson 4, 21st Century Skills: Read Special-Purpose Maps Teacher Support (all screens) Topic 3 Review and Assessment (items 1 and 17)

Topic 6: Lesson 4, 21st Century Skills: Read SpecialPurpose Maps (all Lesson 4, 21st Century Skills: Read Special-Purpose Maps (all screens) screens)

Topic 7: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 7 Review and Assessment Topic 7: Inquiry (all screens)

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 7 Review and Assessment (item 68) Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(D)  identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

(ii)  identify the frame of reference which influenced the participants

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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(E)  support a point of view on a social studies issue or event

(F)  identify bias in written, oral, and visual material

Citation Type

Instruction

(i)  support a point of view on a social studies issue or event

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  identify bias in written material Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 7 Review and Assessment Topic 7: Inquiry (all screens)

Topic 4: Civic Discussion (all screens) Topic 4 Review and Assessment Topic 4: Civic Discussion (all screens)

Topic 7: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens)

Specific Location

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 7 Review and Assessment (item 68) Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Civic Discussion: Teacher Instructions (all screens) Topic 4 Review and Assessment (items 26 and 40)

Civic Discussion: Student Instructions (all screens)

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

Page 360 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F)  identify bias in written, oral, and visual material

Breakout

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(ii)  identify bias in oral material Instruction

(F)  identify bias in written, oral, and visual material

Proclamation 2015

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iii)  identify bias in visual material Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 7 Review and Assessment Topic 7: Inquiry (all screens)

Topic 7: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 7 Review and Assessment Topic 7: Inquiry (all screens)

Topic 7: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 7 Review and Assessment Topic 7: Inquiry (all screens)

Specific Location

Topic 7 Review and Assessment (item 70) Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 7 Review and Assessment (item 63) Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 7 Review and Assessment (item 43) Inquiry: Comparing Points of View on Slavery and Abolition DBQ Student Instructions (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(G)  evaluate the validity of a source based on language, corroboration with other sources, and information about the author

(i)  evaluate the validity of a source based on language

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(G)  evaluate the validity of a source based on language, corroboration with other sources, and information about the author

Citation Type

Instruction

(ii)  evaluate the validity of a source based on corroboration with other sources

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Assessment

Instruction

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Page (s) Topic 1: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 1 Review and Assessment Topic 1: Inquiry (all screens); Pigafetta’s account of the Easter Mutiny (all screens)

Topic 1: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 1 Review and Assessment Topic 1: Inquiry (all screens); Excerpt from the log of the pilot of the Trinidad (all screens)

Specific Location

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 1 Review and Assessment (item 16)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Pigafetta’s account of the Easter Mutiny (all screens)

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 1 Review and Assessment (item 16)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Excerpt from the log of the pilot of the Trinidad (all screens) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(G)  evaluate the validity of a source based on language, corroboration with other sources, and information about the author

(iii)  evaluate the validity of a source based information about the author

Citation Type

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs

(i) use appropriate mathematical skills to interpret social studies information

Instruction

Assessment

Instruction

Page 362 of 543

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

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Page (s)

Topic 1: Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 1 Review and Assessment Topic 1: Inquiry (all screens); Interpretation of a modern historian (all screens)

Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map Teacher Support (all screens) Topic 3 Review and Assessment

Specific Location

Inquiry Comparing Points of View on Slavery and Abolition DBQ Teacher Support (all screens) Topic 1 Review and Assessment (item 16)

Inquiry: How Reliable Is Antonio Pigafetta’s Account of the Easter Mutiny? Student Instructions (all screens); Interpretation of a modern historian (all screens)

Lesson 1, 21st Century Skills: Use Parts of a Map Teacher Support (all screens) Topic 3 Review and Assessment (item 35)

Topic 3: Lesson 1, 21st Century Skills: Use Parts of a Map (all Lesson 1, 21st Century Skills: Use screens) Parts of a Map (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(i)  create thematic maps representing various aspects of the United States

(ii)  create graphs representing various aspects of the United States

Instruction

Proclamation 2015

Component ISBN

9780133306811

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Lesson 3, 21st Century Skills: Read Support (all Charts and Graphs Teacher screens) Support (all screens) Topic 2: Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens) Topic 2 Review and Assessment Topic 2: Inquiry (all screens)

Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens)

Topic 2: Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens) Topic 2 Review and Assessment Topic 2: Inquiry (all screens)

Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens)

Topic 2 Review and Assessment (item 70) Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Topic 2 Review and Assessment (item 69) Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(iii)  create charts representing various aspects of the United States

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(I)  create thematic maps, graphs, charts, models, and databases representing various aspects of the United States

(iv)  create models representing various aspects of the United States

(v)  create databases representing various aspects of the United States

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

Assessment

Page 364 of 543

Proclamation 2015

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9780133306811

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Page (s)

Specific Location

Topic 2: Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens) Topic 2 Review and Assessment Topic 2: Inquiry (all screens)

Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens)

Topic 2: Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens) Topic 2 Review and Assessment Topic 2: Inquiry (all screens)

Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens)

Topic 2: Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens) Topic 2 Review and Assessment

Topic 2 Review and Assessment (item 53) Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Topic 2 Review and Assessment (item 20) Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Inquiry Publish an ePortfolio of Colonial Data Project Teacher Support (all screens) Topic 2 Review and Assessment (item 74)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

Breakout

(i)  pose questions about geographic distributions and patterns shown on maps

Citation Type

Component ISBN

Instruction

9780133306811

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(ii)  pose questions about geographic distributions and patterns shown on graphs

Instruction

Assessment

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Proclamation 2015

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9780133306811

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Page (s) Topic 2: Inquiry (all screens)

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps Teacher Support (all screens) Topic 2 Review and Assessment

Specific Location Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Lesson 2, 21st Century Skills: Read Physical Maps Teacher Support (all screens) Topic 2 Review and Assessment (item 32)

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps (all Lesson 2, 21st Century Skills: Read Physical Maps (all screens) screens)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment

Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment (items 28 and 50)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(iii)  pose questions about geographic distributions and patterns shown on charts

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(iv)  pose questions about geographic distributions and patterns shown on models

Instruction

Assessment

Page 366 of 543

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment

Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment (item 28)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Models Teacher Support (all screens) Topic 9 Review and Assessment

Lesson 6, 21st Century Skills: Analyze Data and Models Teacher Support (all screens) Topic 9 Review and Assessment (item 45) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(v)  pose questions about geographic distributions and patterns shown on databases

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(vi)  answer questions about geographic distributions and patterns shown on maps

Instruction

Assessment

Page 367 of 543

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Lesson 6, 21st Century Skills: Models (all Analyze Data and Models (all screens) screens)

Topic 7: Lesson 1, 21st Century Skills: Create Databases Teacher Support (all screens) Topic 7 Review and Assessment

Lesson 1, 21st Century Skills: Create Databases Teacher Support (all screens) Topic 7 Review and Assessment (item 71)

Topic 7: Lesson 1, 21st Century Skills: Create Databases Lesson 1, 21st Century Skills: (all screens) Create Databases (all screens)

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps Teacher Support (all screens) Topic 2 Review and Assessment

Lesson 2, 21st Century Skills: Read Physical Maps Teacher Support (all screens) Topic 2 Review and Assessment (item 32) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(vii)  answer questions about geographic distributions and patterns shown on graphs

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(viii)  answer questions about geographic distributions and patterns shown on charts

Instruction

Assessment

Page 368 of 543

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 2: Lesson 2, 21st Century Skills: Read Physical Maps (all Lesson 2, 21st Century Skills: Read Physical Maps (all screens) screens)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment

Lesson 3, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment (items 28 and 50)

Topic 6: Lesson 3, 21st Century Skills: Read Charts and Graphs (all Lesson 3, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Topic 9: Lesson 6, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment

Lesson 6, 21st Century Skills: Read Charts and Graphs Teacher Support (all screens) Topic 6 Review and Assessment (item 28)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(ix)  answer questions about geographic distributions and patterns shown on models

Instruction

Assessment

Instruction

(29)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

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(J)  pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

(x)  answer questions about geographic distributions and patterns shown on databases

Instruction

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 9: Lesson 6, 21st Century Skills: Read Charts and Graphs (all Lesson 6, 21st Century Skills: Read Charts and Graphs (all screens) screens)

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Models Teacher Support (all screens) Topic 9 Review and Assessment

Lesson 6, 21st Century Skills: Analyze Data and Models Teacher Support (all screens) Topic 9 Review and Assessment (item 45)

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Lesson 6, 21st Century Skills: Models (all Analyze Data and Models (all screens) screens)

Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Models Teacher Lesson 6, 21st Century Skills: Support (all Analyze Data and Models Teacher screens) Support (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A)  use social studies terminology correctly

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(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

9780133306811

(i)  use social studies terminology correctly Instruction

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Proclamation 2015

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i) use standard grammar

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 9 Review and Topic 9 Review and Assessment Assessment (item 25) Topic 9: Lesson 6, 21st Century Skills: Analyze Data and Lesson 6, 21st Century Skills: Models (all Analyze Data and Models (all screens) screens)

Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens) Topic 3 Review and Assessment Topic 3: Inquiry (all screens)

Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens)

Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens) Topic 3 Review and Assessment Topic 3: Inquiry (all screens)

Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens)

Topic 3 Review and Assessment (item 25) Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3 Review and Assessment (item 9) Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

(ii) use standard spelling

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

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(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

Citation Type

Instruction

Proclamation 2015

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iii) use standard sentence structure Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(iv) use standard punctuation Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Specific Location

Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens) Topic 3 Review and Assessment Topic 3: Inquiry (all screens)

Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens)

Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens) Topic 3 Review and Assessment Topic 3: Inquiry (all screens)

Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens)

Topic 3 Review and Assessment (item 9) Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3 Review and Assessment (item 9) Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Inquiry Write a Blog on the Support (all American Revolution Project screens) Teacher Support (all screens) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Page 372 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources

(C)  transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate

Breakout

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

(v) use proper citation of sources Instruction

(i)  transfer information from one medium to another, including written to visual, using computer software as appropriate

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 3 Review and Assessment Topic 3: Inquiry (all screens)

Specific Location

Topic 3 Review and Assessment (item 9) Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens) Topic 3 Review and Assessment Topic 3: Inquiry (all screens)

Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens)

Topic 8: Inquiry Build a Website on the Impact of the Civil War Project Teacher Support (all screens) Topic 8 Review and Assessment Topic 8: Inquiry (all screens)

Inquiry Build a Website on the Impact of the Civil War Project Teacher Support (all screens)

Topic 3 Review and Assessment (item 9) Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Topic 8 Review and Assessment (item 33) Inquiry Build a Website on the Impact of the Civil War Project Student Instructions (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(C)  transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate

(ii)  transfer information from one medium to another, including statistical to written or visual, using computer software as appropriate

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(D)  create written, oral, and visual presentations of social studies information

Citation Type

Instruction

Component ISBN

9780133306811

Assessment

9780133306811

Instruction

9780133306811

(i)  create written presentations of social studies information Instruction

Page 373 of 543

Proclamation 2015

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 8: Inquiry Build a Website on the Impact of the Civil War ProjectTeach er Support (all screens) Topic 8 Review and Assessment Topic 8: Inquiry (all screens)

Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens) Topic 3 Review and Assessment Topic 3: Inquiry (all screens)

Specific Location

Inquiry Build a Website on the Impact of the Civil War Project Teacher Support (all screens) Topic 8 Review and Assessment (item 56) Inquiry Build a Website on the Impact of the Civil War Project Student Instructions (all screens)

Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens) Topic 3 Review and Assessment (item 9) Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Knowledge and Skills Statement

Student Expectation

Breakout

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(D)  create written, oral, and visual presentations of social studies information

(ii)  create oral presentations of social studies information

Citation Type

(Drop-down menu)

Assessment

Instruction

(30)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

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(D)  create written, oral, and visual presentations of social studies information

(iii)  create visual presentations of social studies information

Instruction

Proclamation 2015

Component ISBN

9780133306811

9780133306811

9780133306811

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s)

Topic 6: Civic Discussion (all screens); Lesson 7, Native Americans Today Inquiry Teacher Support (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation Teacher Support (all screens) Topic 6 Review and Assessment

Topic 6: Civic Discussion (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation (all screens)

Specific Location

Civic Discussion: Teacher Instructions (all screens); Lesson 7, Native Americans Today Inquiry Teacher Support (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation Teacher Support (all screens) Topic 6 Review and Assessment (items 9 and 22)

Civic Discussion: Student Instructions (all screens); Lesson 7, 21st Century Skills: Give an Effective Presentation (all screens)

Topic 2: Inquiry Publish an ePortfolio of Colonial Data Project Teacher Inquiry Publish an ePortfolio of Support (all Colonial Data Project Teacher screens) Support (all screens) Teacher Material

Chapter 113. Texas Essential Knowledge and Skills for Social Studies

Knowledge and Skills Statement

(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:

(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:

Page 375 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A)  use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

(B)  use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Breakout

(i)  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

(i)  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

Proclamation 2015

Citation Type

Component ISBN

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Instruction

9780133306811

Assessment

9780133306811

Instruction

9780133306811

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Page (s) Topic 2 Review and Assessment Topic 2: Inquiry (all screens)

Specific Location

Topic 2 Review and Assessment (item 65) Inquiry: Publish an ePortfolio of Colonial Data Project Connect (all screens)

Topic 5: Inquiry Hold a Mock Cabinet Meeting Project Teacher Support (all screens) Topic 5 Review and Assessment Topic 5: Inquiry (all screens)

Inquiry Hold a Mock Cabinet Meeting Project Teacher Support (all screens)

Topic 3: Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens) Topic 3 Review and Assessment Topic 3: Inquiry (all screens)

Inquiry Write a Blog on the American Revolution Project Teacher Support (all screens)

Topic 5 Review and Assessment (item 33) Inquiry: Hold a Mock Cabinet Meeting Project Student Instructions (all screens)

Topic 3 Review and Assessment (item 20) Inquiry: Write a Blog on the American Revolution Project Student Instructions (all screens)

Teacher Material

Chapter 113. Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Proclamation 2015

Correlations to the English Language Proficiency Standards (ELPS): Student Material Subject

Chapter 113. Social Studies

Subchapter

Subchapter B. Middle School

Course

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Publisher

Pearson Education, Inc., publishing as Prentice Hall

Program Title

Texas United States History: Colonization through Reconstruction, Digital Courseware

Program ISBN

9780133306804

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Knowledge and Skills Statement

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 376 of 543

Student Expectation

(A)  use prior knowledge and experiences to understand meanings in English

Breakout

(1)  use prior knowledge to understand meanings in English

Required Grade Level

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306804

Topic 1: Lesson 1, Text 6 (screen 1)

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 1, Text 6: Early North American Societies (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Component ISBN

Page (s)

Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A)  use prior knowledge and experiences to understand meanings in English

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(B)  monitor oral and written language production and employ self-corrective techniques or other resources

(1)  monitor oral language production and employ self-corrective techniques or other resources

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(B)  monitor oral and written language production and employ self-corrective techniques or other resources

(2)  monitor written language production and employ self-corrective techniques or other resources

NA

NA

NA

NA

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(2)  use prior experiences to understand meanings in English

Required Grade Level

Proclamation 2015

T: K-12 S: 6-12

9780133306804

Topic 1: Lesson 2, Text 3 (screen 1)

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 2, Text 3: African Cultures and Technologies (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(C)  use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1)  use strategic learning techniques to acquire basic and grade-level vocabulary

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(D)  speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

Knowledge and Skills Statement

Page 378 of 543

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306804

(1)  speak using learning strategies

Topic 2: Lesson 2, Text 4 (screen 1)

Lesson 2, Text 4: Roanoke and Jamestown (screen 1)

Topic 2: Lesson 3, Text 2 (screen 1)

Lesson 3, Text 2: Plymouth Colony (screen 1)

T: K-12 S: 6-12

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(1)  internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(2)  internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(3)  internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA

NA

NA

NA

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(4)  internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(F)  use accessible language and learn new and essential language in the process

(1)  use accessible language and learn new and essential language in the process

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G)  demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(1)  demonstrate an increasing ability to distinguish between formal and informal English

NA

NA

NA

NA

Page 380 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G)  demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(2)  demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with gradelevel learning expectations

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(H)  develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1)  develop and expand repertoire of learning strategies

NA

NA

NA

NA

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Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 382 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(A) distinguish sounds and intonation patterns of English with increasing ease

(1) distinguish sounds of English with increasing ease

NA

NA

NA

NA

(A) distinguish sounds and intonation patterns of English with increasing ease

(2) distinguish intonation patterns of English with increasing ease

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 383 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA

NA

NA

NA

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(1) learn new language structures heard during classroom instruction and interactions

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(2) learn new expressions heard during classroom instruction and interactions

NA

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(3) learn basic vocabulary heard during classroom instruction and interactions

T: K-12 S: 6-12

Proclamation 2015

Component ISBN

NA

Page (s)

NA

NA

9780133306804

Topic 4: Lesson 5, Text 2 (screen 1)

Page 384 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 5, Text 2: Seven Basic Principles (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(4) learn academic vocabulary heard during classroom instruction and interactions

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 4: Lesson 6, Text 1 (screen 1)

Page 385 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 6, Text 1: Constitutional Amendment (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(1) monitor understanding of spoken language during classroom instruction and interactions

NA

(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(2) seek clarification [of spoken language] as needed

T: K-12 S: 6-12

Proclamation 2015

Component ISBN

NA

Page (s)

NA

NA

9780133306804

Topic 5: Lesson 1, Text 3 (screen 1)

Page 386 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 1, Text 3: Creating a Stable Economy (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 387 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA

NA

NA

NA

(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

Breakout

(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 5: Lesson 4, Text 1 (screen 1)

Page 388 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 4, Text 1: Jefferson's Leadership Redefines Government (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 389 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA

NA

NA

NA

(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 390 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA

NA

NA

NA

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 391 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA

NA

NA

NA

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 392 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA

NA

NA

NA

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 393 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA

NA

NA

NA

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 394 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA

NA

NA

NA

(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(1) understand implicit ideas in increasingly complex spoken language commensurate with gradelevel learning expectations

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 395 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(2) understand information in increasingly complex spoken language commensurate with gradelevel learning expectations

NA

NA

NA

NA

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 7: Lesson 5, Text 3 (screen 1)

Page 396 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 5, Text 3: Women Gain New Opportunities (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 7: Lesson 6, Text 3 (screen 1)

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 397 of 543

Specific Location

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

NA

NA

Lesson 6, Text 3: The Development of Transcendentalism (screen 1)

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

Breakout

(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 8: Lesson 2, Text 6 (screen 1)

Page 398 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 2, Text 6: Abraham Lincoln Leads the Republican Party (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(1) expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects

NA

NA

NA

NA

Page 399 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

Breakout

(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 8: Lesson 5, Text 2 (screen 1)

Page 400 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 5, Text 2: African Americans Fight Heroically for the Union (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

Breakout

(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 8: Lesson 6, Text 5 (screen 1)

Page 401 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 6, Text 5: Contrasting Ideas of Liberty and Union (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA

NA

NA

NA

Page 402 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

Breakout

(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 9: Lesson 3, Text 1 (screen 1)

Page 403 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 3, Text 1: New Political Groups in the South (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

Breakout

(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 9: Lesson 4, Text 1 (screen 1)

Page 404 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 4, Text 1: Reconstruction Ends (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 405 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

Breakout

(1) speak using gradelevel content area vocabulary in context to internalize new English words

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306804

(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(2) speak using gradelevel content area vocabulary in context to build academic language proficiency

Topic 9: Lesson 5, Text 7 (screen 1)

Lesson 5, Text 7: Farming and the Economy (screen 1)

Topic 9: Lesson 6, Text 7 (screen 1)

Lesson 6, Text 7: Calls to Reform Native American Policies (screen 1)

T: K-12 S: 6-12

9780133306804

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 9: Lesson 7, Text 3 (screen 1)

Page 406 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 7, Text 3: The Railroad Encourages Economic Growth (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

Breakout

(1) ask [for] information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 1: Lesson 1, Text 6 (screen 1)

Page 407 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 1, Text 6: Early North American Societies (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

Breakout

(2) give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 1: Lesson 2, Text 5 (screen 1)

Page 408 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 2, Text 5: Europe’s Renaissance (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

NA

NA

NA

NA

Page 409 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(1) narrate with increasing specificity and detail as more English is acquired

NA

NA

NA

NA

Page 410 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(2) describe with increasing specificity and detail as more English is acquired

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(3) explain with increasing specificity and detail as more English is acquired

T: K-12 S: 6-12

Proclamation 2015

Component ISBN

NA

Page (s)

NA

NA

9780133306804

Topic 2: Lesson 5, Text 3 (screen 1)

Page 411 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 5, Text 3: Two Regions Develop Differently (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 412 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(I) adapt spoken language appropriately for formal and informal purposes

Breakout

(1) adapt spoken language appropriately for formal purposes

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(I) adapt spoken language appropriately for formal and informal purposes

(2) adapt spoken language appropriately for informal purposes

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA

NA

NA

NA

Page 413 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA

NA

NA

NA

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing soundletter relationships and identifying cognates, affixes, roots and base words

(1) learn relationships between sounds and letters of the English language

NA

NA

NA

NA

Page 414 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing soundletter relationships and identifying cognates, affixes, roots and base words

(2) decode (sound out) words using a combination of skills

NA

NA

NA

NA

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA

NA

NA

NA

Page 415 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(1) develop basic sight vocabulary used routinely in written classroom materials

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 4: Lesson 1, Text 2 (screen 1)

Page 416 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 1, Text 2: The Articles of Confederation (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

Breakout

(2) derive meaning of environmental print

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 4: Lesson 6, Text 2 (screen 1)

Page 417 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 6, Text 2: The Bill of Rights (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(3) comprehend English vocabulary used routinely in written classroom materials

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 4: Lesson 3, Text 2 (screen 1)

Page 418 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 3, Text 2: English Influences (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(4) comprehend English language structures used routinely in written classroom materials

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 4: Lesson 4, Text 4 (screen 1)

Page 419 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 4, Text 4: New Amendments (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) use prereading supports such as graphic organizers, illustrations, and pretaught topicrelated vocabulary and other prereading activities to enhance comprehension of written text

Breakout

(1) use prereading supports to enhance comprehension of written text

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 4: Lesson 5, Text 1 (screen 1)

Page 420 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 5, Text 1: The Preamble, the Articles, and the Amendments (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 421 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

Breakout

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(1) use visual and contextual support to read grade-appropriate content area text

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 4: Lesson 7, Text 2 (screen 1)

Page 422 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 7, Text 2: The Importance of Civic Virtue (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(2) use visual and contextual support to enhance and confirm understanding

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 5: Lesson 1, Text 5 (screen 1)

Page 423 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 1, Text 5: Americans React to the French Revolution (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 5: Lesson 2, Text 3 (screen 1)

Page 424 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 2, Text 3: The Origin of American Political Parties (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 425 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 5: Lesson 4, Text 5 (screen 1)

Page 426 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 4, Text 5: American Shipping Faces Challenges (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(6) use support from peers and teachers to read grade-appropriate content area text

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 5: Lesson 5, Text 2 (screen 1)

Page 427 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 5, Text 2: The Causes of the War of 1812 (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(7) use support from peers and teachers to enhance and confirm understanding

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 5: Lesson 6, Text 6 (screen 1)

Page 428 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 6, Text 6: The Monroe Doctrine (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 5: Lesson 5, Text 2 (screen 1)

Page 429 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 5, Text 2: The Causes of the War of 1812 (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 6: Lesson 1, Text 5 (screen 1)

Page 430 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 1, Text 5: The Spoils System (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 6: Lesson 2, Text 2 (screen 1)

Page 431 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 2, Text 2: The Bank War (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 432 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

Breakout

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

Breakout

(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 6: Lesson 4, Text 4 (screen 1)

Page 433 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 4, Text 4: Canals Connect the Country (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

Breakout

(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 6: Lesson 5, Text 2 (screen 1)

Page 434 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 5, Text 2: The Far West Fur Trade (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

Breakout

(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

T: K-12 S: 6-12

9780133306804

Topic 6: Lesson 6, Text 2 (screen 1)

Page 435 of 543

Specific Location

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Lesson 6, Text 2: Conflict With the Mexican Government (screen 1)

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 436 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(H) read silently with increasing ease and comprehension for longer periods

Breakout

(1) read silently with increasing ease for longer periods

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 437 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(H) read silently with increasing ease and comprehension for longer periods

Breakout

(2) read silently with increasing comprehension for longer periods

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 438 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

Breakout

(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 439 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

Breakout

(2) expand reading skills commensurate with content area needs

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 440 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

Breakout

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 441 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

Breakout

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 442 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

Breakout

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 443 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary

Breakout

(1) write using newly acquired basic vocabulary

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 444 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary

Breakout

(2) write using contentbased grade-level vocabulary

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 445 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(1) spell familiar English words with increasing accuracy

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 446 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(2) employ English spelling pattern with increasing accuracy as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 447 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(3) employ English spelling rules with increasing accuracy as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 448 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired

Breakout

(1) edit writing for standard grammar and usage, including subjectverb agreement commensurate with gradelevel expectations as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 449 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired

Breakout

(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with gradelevel expectations as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 450 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired

Breakout

(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with gradelevel expectations as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 451 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

Breakout

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 452 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

Breakout

(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 453 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

Breakout

(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 454 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

Breakout

(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 455 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Breakout

(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 456 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Breakout

(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 457 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Breakout

(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Student Material

Chapter 113. Social Studies

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Proclamation 2015

Correlations to the English Language Proficiency Standards (ELPS): Teacher Material Subject

Chapter 113. Social Studies

Subchapter

Subchapter B. Middle School

Course

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Publisher

Pearson Education, Inc., publishing as Prentice Hall

Program Title

Texas United States History: Colonization through Reconstruction, Digital Courseware

Program ISBN

9780133306804

The English language proficiency standards (ELPS) outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement the ELPS as an integral part of each subject in the required curriculum. This document outlines the ELPS that have been designated as appropriate for inclusion in instructional materials. Since the designated ELPS are included in student materials for English language arts and reading, the ELPS are not required to be included in Proclamation 2015 instructional materials for Kindergarten through grade 5 where students are typically taught in self-contained classroom settings rather than departmentalized classes. Additionally, many of the designated ELPS are most appropriate for inclusion in teacher materials and are only required to be included in student materials where specifically indicated.

(c) Cross-curricular second language acquisition essential knowledge and skills

Knowledge and Skills Statement

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 458 of 543

Student Expectation

(A)  use prior knowledge and experiences to understand meanings in English

Breakout

(1)  use prior knowledge to understand meanings in English

Required Grade Level

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 1: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A)  use prior knowledge and experiences to understand meanings in English

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(B)  monitor oral and written language production and employ self-corrective techniques or other resources

Page 459 of 543

Breakout

(2)  use prior experiences to understand meanings in English

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 1: Lesson 2, Lesson 2, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

(1)  monitor oral language production and employ self-corrective techniques or other resources

T: K-12

9780133306811

Topic 1: Lesson 3, Lesson 3, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(B)  monitor oral and written language production and employ self-corrective techniques or other resources

(2)  monitor written language production and employ self-corrective techniques or other resources

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(C)  use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(1)  use strategic learning techniques to acquire basic and grade-level vocabulary

T: K-12 S: 6-12

Page 460 of 543

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

9780133306811

Topic 2: Lesson 2, Lesson 2, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(D)  speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

Page 461 of 543

Breakout

(1)  speak using learning strategies

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 2: Lesson 3, Lesson 3, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

(1)  internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

NA

NA

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(2)  internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(3)  internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(E)  internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(4)  internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA

NA

NA

NA

Page 462 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(F)  use accessible language and learn new and essential language in the process

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G)  demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

Page 463 of 543

Breakout

(1)  use accessible language and learn new and essential language in the process

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12

9780133306811

Topic 3: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

(1)  demonstrate an increasing ability to distinguish between formal and informal English

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

NA

NA

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G)  demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(2)  demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with gradelevel learning expectations

NA

NA

NA

NA

1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(H)  develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(1)  develop and expand repertoire of learning strategies

NA

NA

NA

NA

Page 464 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 465 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(A) distinguish sounds and intonation patterns of English with increasing ease

(1) distinguish sounds of English with increasing ease

NA

NA

NA

NA

(A) distinguish sounds and intonation patterns of English with increasing ease

(2) distinguish intonation patterns of English with increasing ease

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(1) recognize elements of the English sound system in newly acquired vocabulary

NA

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(1) learn new language structures heard during classroom instruction and interactions

T: K-12

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

9780133306811

Topic 4: Lesson 3, Lesson 3, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 466 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

Breakout

(2) learn new expressions heard during classroom instruction and interactions

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12

9780133306811

Topic 4: Lesson 4, Lesson 4, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 467 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

Breakout

(3) learn basic vocabulary heard during classroom instruction and interactions

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 4: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 468 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(4) learn academic vocabulary heard during classroom instruction and interactions

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 4: Lesson 6, Lesson 6, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 469 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

Breakout

(1) monitor understanding of spoken language during classroom instruction and interactions

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12

9780133306811

Topic 4: Lesson 7, Lesson 7, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 470 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

Breakout

(2) seek clarification [of spoken language] as needed

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 5: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 471 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 472 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(1) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA

NA

NA

NA

(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(2) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

Breakout

(3) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 5: Lesson 4, Lesson 4, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 473 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 474 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(1) listen to and derive meaning from a variety of media to build and reinforce concept attainment

NA

NA

NA

NA

(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(2) listen to and derive meaning from a variety of media to build and reinforce language attainment

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 475 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(1) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA

NA

NA

NA

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(2) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 476 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(3) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA

NA

NA

NA

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(4) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 477 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(5) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA

NA

NA

NA

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(6) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 478 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(7) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA

NA

NA

NA

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(8) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 479 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(9) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA

NA

NA

NA

(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(1) understand implicit ideas in increasingly complex spoken language commensurate with gradelevel learning expectations

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 480 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(2) understand information in increasingly complex spoken language commensurate with gradelevel learning expectations

NA

NA

NA

NA

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(1) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA

NA

NA

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(2) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 7: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 481 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(3) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 7: Lesson 6, Lesson 6, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 482 of 543

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(4) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs

T: K-12

9780133306811

Topic 8: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

Breakout

(5) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 8: Lesson 2, Lesson 2, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 483 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(1) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(1) expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects

NA

NA

NA

NA

Page 484 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

Breakout

(2) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 8: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 485 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

Breakout

(3) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 8: Lesson 6, Lesson 6, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 486 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(1) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(2) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA

NA

NA

NA

Page 487 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

Breakout

(3) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 9: Lesson 3, Lesson 3, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 488 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

Breakout

(4) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 9: Lesson 4, Lesson 4, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 489 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

Breakout

(1) speak using gradelevel content area vocabulary in context to internalize new English words

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 9: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 490 of 543

(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(2) speak using gradelevel content area vocabulary in context to build academic language proficiency

T: K-12 S: 6-12

9780133306811

Topic 9: Lesson 6, Lesson 6, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(E) share information in cooperative learning interactions

(1) share information in cooperative learning interactions

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 9: Lesson 7, Lesson 7, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 491 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

Breakout

(1) ask [for] information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 1: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 492 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) ask and give information ranging from using a very limited bank of high-frequency, highneed, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

Breakout

(2) give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 1: Lesson 2, Lesson 2, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 493 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

Breakout

(1) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12

9780133306811

Topic 1: Lesson 3, Lesson 3, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 494 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

Breakout

(2) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12

9780133306811

Topic 2: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 495 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

(3) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(1) narrate with increasing specificity and detail as more English is acquired

NA

NA

NA

NA

Page 496 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(2) describe with increasing specificity and detail as more English is acquired

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(3) explain with increasing specificity and detail as more English is acquired

T: K-12 S: 6-12

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

9780133306811

Topic 2: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 497 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Page 498 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(I) adapt spoken language appropriately for formal and informal purposes

Breakout

(1) adapt spoken language appropriately for formal purposes

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(I) adapt spoken language appropriately for formal and informal purposes

(2) adapt spoken language appropriately for informal purposes

NA

NA

NA

NA

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(1) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA

NA

NA

NA

Page 499 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(2) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA

NA

NA

NA

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing soundletter relationships and identifying cognates, affixes, roots and base words

(1) learn relationships between sounds and letters of the English language

NA

NA

NA

NA

Page 500 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing soundletter relationships and identifying cognates, affixes, roots and base words

(2) decode (sound out) words using a combination of skills

NA

NA

NA

NA

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(B) recognize directionality of English reading such as left to right and top to bottom

(1) recognize directionality of English reading

NA

NA

NA

NA

Page 501 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(1) develop basic sight vocabulary used routinely in written classroom materials

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 4: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 502 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

Breakout

(2) derive meaning of environmental print

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 4: Lesson 6, Lesson 6, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 503 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(3) comprehend English vocabulary used routinely in written classroom materials

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 4: Lesson 3, Lesson 3, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 504 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(4) comprehend English language structures used routinely in written classroom materials

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 4: Lesson 4, Lesson 4, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 505 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) use prereading supports such as graphic organizers, illustrations, and pretaught topicrelated vocabulary and other prereading activities to enhance comprehension of written text

Breakout

(1) use prereading supports to enhance comprehension of written text

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 4: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 506 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

Breakout

(1) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12

9780133306811

Topic 4: Lesson 2, Lesson 2, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 507 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(1) use visual and contextual support to read grade-appropriate content area text

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 4: Lesson 7, Lesson 7, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 508 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(2) use visual and contextual support to enhance and confirm understanding

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 5: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 509 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(3) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 5: Lesson 2, Lesson 2, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 510 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 511 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(4) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(5) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 5: Lesson 4, Lesson 4, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 512 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(6) use support from peers and teachers to read grade-appropriate content area text

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 5: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 513 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(7) use support from peers and teachers to enhance and confirm understanding

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 5: Lesson 6, Lesson 6, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 514 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(8) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 5: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 515 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Breakout

(9) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 6: Lesson 1, Lesson 1, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 516 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(F) use visual and contextual support and support from peers and teachers to read gradeappropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(10) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 6: Lesson 2, Lesson 2, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 517 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 518 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

Breakout

(1) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

Breakout

(2) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 6: Lesson 4, Lesson 4, Focus on Focus on Texas Texas Standards Standards (activity 2) (activity 2)

Page 519 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

Breakout

(3) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 6: Lesson 5, Lesson 5, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 520 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

Breakout

(4) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs

Required Grade Level

Proclamation 2015

Component ISBN

Page (s)

Specific Location

T: K-12 S: 6-12

9780133306811

Topic 6: Lesson 6, Lesson 6, Focus on Focus on Texas Texas Standards Standards (activity 1) (activity 1)

Page 521 of 543

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 522 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(H) read silently with increasing ease and comprehension for longer periods

Breakout

(1) read silently with increasing ease for longer periods

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 523 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(H) read silently with increasing ease and comprehension for longer periods

Breakout

(2) read silently with increasing comprehension for longer periods

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 524 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

Breakout

(1) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 525 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

Breakout

(2) expand reading skills commensurate with content area needs

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 526 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

Breakout

(1) demonstrate English comprehension and expand reading skills by employing inferential skills

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

Page 527 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

Breakout

(1) demonstrate English comprehension and expand reading skills by employing analytical skills

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 528 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

Breakout

(1) learn relationships between sounds and letters of the English language to represent sounds when writing in English

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 529 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary

Breakout

(1) write using newly acquired basic vocabulary

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 530 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(B) write using newly acquired basic vocabulary and contentbased grade-level vocabulary

Breakout

(2) write using contentbased grade-level vocabulary

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 531 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(1) spell familiar English words with increasing accuracy

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 532 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(2) employ English spelling pattern with increasing accuracy as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 533 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

Breakout

(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(3) employ English spelling rules with increasing accuracy as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 534 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired

Breakout

(1) edit writing for standard grammar and usage, including subjectverb agreement commensurate with gradelevel expectations as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 535 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired

Breakout

(2) edit writing for standard grammar and usage, including pronoun agreement, commensurate with gradelevel expectations as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 536 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with gradelevel expectations as more English is acquired

Breakout

(3) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with gradelevel expectations as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 537 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

Breakout

(1) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 538 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

Breakout

(1) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 539 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

Breakout

(2) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 540 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(F) write using a variety of gradeappropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

Breakout

(3) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 541 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Breakout

(1) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 542 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Breakout

(2) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material

Chapter 113. Social Studies

Knowledge and Skills Statement

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

Page 543 of 543

§113.20. Social Studies, Grade 8, Beginning with School Year 2011-2012.

Student Expectation

(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Breakout

(3) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

Required Grade Level

NA

Pearson Education, Inc., publishing as Prentice Hall: 9780133306804

Proclamation 2015

Component ISBN

NA

Page (s)

NA

Specific Location

NA

ELPS: Teacher Material