Grade 8 U.S History to 1877 Curriculum Alignment Guide First Six …archive.austinisd.org/academics/docs/ss_8th_Grade.pdf · 2020. 6. 6. · events in U.S. history. On-going integration

Grade 8 U.S History to 1877 Curriculum Alignment Guide First Six Weeks Working Draft 2001-2002

Page © Austin ISD Social Studies Department TAKS Assessment (TAKS Information Guide)

1

TEKS STRAND

TEKS KNOWLEDGE AND SKILLS

TEKS STUDENT EXPECTATIONS

TAAS OBJECTIVE TAKS OBJECTIVE

TIME

8.1(a): Identify the major eras in U.S. history through 1877 and describe their defining characteristics.

(SS) OBJ 5: Historical concepts and information.

(SS) OBJ 1: Issues and events in U.S. history.

On-going integration from Prehistory A.D. to 1760

8.1(b): Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.

(SS) OBJ 7: Demonstrate the ability to interpret social studies data.



8.1: Understand traditional historical points of reference in U.S. history through 1877.

8.1(c): Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.




8.2: Understand the causes of exploration an colonization eras.

8.2(b): Compare political, economic, and social reasons for establishment of the 13 colonies.



10 days

History

8.3: Understand the foundations of representative government in the United States.

8.3(a): Explain the reasons for the growth of representative government and institutions during the colonial period.

(SS) OBJ 3: Political influences on the historical development of the United States.

(SS) OBJ 4: Political influences on historical issues and events.

10 days

8.10: Uses geographic tools to collect, analyze and interpret data.

8.10(b): Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases].


(SS) OBJ 2: Geographic influences on historical issues and events.


8.11(b): Compare places and regions of the United States in terms of physical and human characteristics.

(SS) OBJ 4: Geographic influences on the historical development of the United States.



Geography

8.11: Understand the location and characteristics of places and regions of the United States, past and present.

8.11(c): Analyze the effects of physical and human geographic factors on major historical [and contemporary] events in the United States.




Economics 8.13: Understand why various sections of the United States developed different patterns of economic activity.

8.13(a): Identify economic differences among different regions of the United States.

(SS) OBJ 2: Economic influences on the historical development of the United States.

(SS) OBJ 3: Economic and social influences on historical issues and events.


8.24(d): Analyze the contributions of people of various racial, ethnic, and religious groups [to our national identity].

(SS) OBJ 6: Sociological and cultural influences on the historical development of the United States.



Culture

8.24: Understand the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. 8.24(e): Identify the political, social, and economic

contributions of women to American society. (SS) OBJ 6: Sociological and cultural influences on the historical development of the United States.





2

TEKS STRAND




TIME

8.30(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.

(SS) OBJ 8: Demonstrate the ability to use critical-thinking skills to analyze social studies information.

(SS) OBJ 5: Use critical thinking skills to analyze social studies information.


8.30(c): Organize and interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps.




8.30(d): Identify points of view from the historical context surrounding an event and the frame of reference, which influenced the participants.




Social Studies Skills

8.30(f): Identify bias in written, [oral], and visual material.






3

Instructional Resources: Professional Resources: Community Resources: Web Sites: * Adopted Textbook and Supplemental Guides America: The People and the Dream * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic Development, 1995. * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic Development, 1995. * Economics America. Focus: Middle School Economics. New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.

* Center for Civic Education: National Standards for Civics and Government. Calabasas, CA, 1994. * National Council for Social Studies (NCSS) – http://www.ncss.org * Geography Education Standards Project.Geography for Life. Washington, DC: National Geographic Research and Exploration, 1994. * National Council for Social Studies, Social Education. * Social Studies Center for Educational Development (SSCED)- http://www.tea.state.tx.us/resources/ssce

* Parents and community leaders-survey of family cultural backgrounds and traditions. * Community volunteers and organizations- Junior Achievement volunteers. * Local museums and cultural programs-Texas Memorial Museum, Center for American History at the University of Texas, Bullock Memorial Library, Bush Library.

Austin Collaborative of Cultural and Educational Sites and Schools (ACCESS) www.austin.isd.tenet.edu/community American Heritage Education Foundation, Inc. www.americanheritage.org Holocaust Museum Houston www.hmh.org Institute of Texan Cultures www.texancultures.utsa.edu/new/ ProjectVote www.sos.state.tx.us/function/projectv/index.htm State Bar of Texas www.texasbar.com/pubinf/lre/info.htm Texas Alliance for Geographic Education www.geo.swt.edu/tage/tage.html Texas Association of Museums www.io.com/~tam Texas Council for the Social Studies www.ncss.org/local/ Texas Historical Commission www.thc.state.tx.us Texas State Historical Association www.tsha.utexas.edu/ Junior Achievement www.jahouston.org Texas Council on Economic Education [email protected] Texas Parks and Wildlife www.tpwd.state.tx.us American Bar Association www.abanet.org Association of Science-Technology Centers www.astc.org/astc/ American Historical Association www.theaha.org Center for Civic Education www.civiced.org The ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS) www.indiana.edu/~ssdc/eric_chess.htm Foundation for Teaching Economics www.fte.org/ National Center for History in the Schools www.ssnet.ucla.edu/nchs National Council for History Education www.history.org/nche/ National Geographic Society www.nationalgeographic.com Organization of American Historians www.indiana.edu/~oah National Council for Geographic Education www.ncge.org/ Geographic Education National Implementation Project http://genip.tamu.edu National Council of Economic Education www.nationalcouncil.org National History Day www.thehistorynet.com/NationalHistoryDay/ Society for American Archaeology www.saa.org/ Social Science Education Consortium http://ssecinc.org/

Grade 8 U.S. History to 1877 Curriculum Alignment Guide Second Six Weeks Working Draft 2001-2002


4

TEKS STRAND




TIME




On-going integration from 1760-1783






8.2: Understand the causes of exploration an colonization eras.

8.2(b): Compare political, economic, and social reasons for establishment of the 13 colonies.




8.3: Understand the foundations of representative government in the United States.

8.3(a): Explain the reasons for the growth of representative government and institutions during the colonial period.



2 days

History

8:4: Understand significant political and economic issues of the revolutionary era.

8.4(a): Analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War.



10 days

8.10: Use geographic tools to collect analyze and interpret data.

8.10(b): Pose and and answer questions about geographic distributions and patterns shown on maps, graphs, charts, [models, and databases].













Geography

8.12: Understand the physical characteristics of the United States during the 18th and 19th centuries and how humans adapted to and modified the environment.

8.11(c): Analyze the effects of physical and human geographic f4actors on major historical [and contemporary] events in the United States.








8.13: Understand why various sections of the United States developed different patterns of economic activity.

8.13(b): Explain reasons for the development of the plantations system, the growth of the slave trade, and the spread of slavery.




Economics

8.15: Understand the origins and development of the free enterprise system in the United States.

8.15(a): Explain why a free enterprise system of economics developed in the new nation.






5

TEKS STRAND




TIME





Culture

8.24: Understand the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. 8.24(e): Identify the political, social, and

economic contributions of women to American society.




8.30(a): Differentiate between, locate, and use primary and secondary sources [such as computer software, databases, media, and news services, biographies, interviews, and artifacts] to acquire information about the United States.













8.30: Apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.







6





Grade 8 U.S History to 1877 Curriculum Alignment Guide Third Six Weeks Working Draft 2001-2002


7

TEKS STRAND



TAAS OBJECTIVE

TAKS OBJECTIVE

TIME




On-going integration from 1776 to 1800









1776: 2 days

8.4(a): Analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War.




8.4(b): Explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, [the Marquis de Lafayette], Thomas Paine, and George Washington.




8.4: Understand significant political and economic issues of the revolutionary era.

8.4(c): Explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Article of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris.



10 days

8.5(b): Summarize arguments regarding protective tariffs, taxations, [and the banking system].



1 day

History

8.5: Understand the challenges confronted by the government and its leaders in the early years of the Republic.

8.5(c): Explain the origin and development of American political parties.



2 days










Geography








8

TEKS STRAND




TIME


8.12(a): Analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries.









Economics





1 day

8.16(a): Identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of government.



10 days Government 8.16: Understand the American beliefs and principles related in the U.S. Constitution and other important historic documents.

8.16(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.



2 days





Culture

8.24: Understand the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th,18th, and 19th centuries.

8.24(e): Identify the political, social, and economic contributions of women to American society.




8.20(a): Define and give examples of unalienable rights.

(SS) OBJ 1: Civic values and the rights and responsibilities of American citizenship.


1 day 8.20: Understand the rights and responsibilities of citizens of the United States.

8.20(b): Summarize rights guaranteed in the Bill of Rights.



1 day

8.22: Understand the importance of the expression of different points of view in a democratic society.

8.22(b): Describe the importance of free speech and press in a democratic society.



1 day

Citizenship

8.23: Understand the importance of effective leadership in a democratic society.

8.23(b): Describe the contributions of significant political, social, [and military] leaders of the United States such as Frederick Douglas, [John Paul Jones], James Monroe, and Elizabeth Cady Stanton.






9

TEKS STRAND



TAAS OBJECTIVE 2002

TAKS OBJECTIVE 2003

TIME














8: Demonstrate the ability to use critical-thinking skills to analyze social studies information.

5: Use critical thinking skills to analyze social studies information.





8: Demonstrate the ability to use critical-thinking skills to analyze social studies information.

5: Use critical thinking skills to analyze social studies information.


Instructional Resources: Professional Resources: Community Resources: Web Sites:



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* Adopted Textbook and Supplemental Guides America: The People and the Dream Chapter 7: Experimenting with Self-Governance Chapter 8: Creating a Federal Government Chapter 9: The New Republic on Trial * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic Development, 1995. * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic Development, 1995. * Economics America. Focus: Middle School Economics. New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.




TEKS

STRAND TEKS

KNOWLEDGE AND SKILLS TEKS

STUDENT EXPECTATIONS TAAS OBJECTIVE

2002 TAAS

OBJECTIVE 2003 TIME



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8:4: Understand significant political and economic issues of the revolutionary era.

8.4(d): Analyze the issues of the Philadelphia Convention of 1787, including major compromises and arguments for and against ratification.




8.5(b) Summarize arguments regarding protective tariffs, taxations, [and the banking system].



2 days

8.5(c): Explain the origin and development of American political parties.



3 days

8.5(d): Explain the [causes of and] issues surrounding important events of the War of 1812



4 days

8.5(e): Trace the foreign policies of Presidents Washington through Monroe and explain the impact of Washington’s Farewell Address and the Monroe Doctrine.



2 days

(Presidents Washington and Adams)

8.5(f): Explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party.



3 days

8.5: Understand the challenges confronted by the government and its leaders in the early years of the Republic.

8.5(g): Analyze federal [and state] Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian era.



3 days

8.6: Understands westward expansion and its effects on the political, economic, and social development of the nation.

8.6(a): Explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States.



3 days

8.7(a): Analyze the impact of tariff policies on sections of the United States before the Civil War.




History

8.7: Understand how political, economic, and social factors led to the growth of sectionalism and the Civil War.

8.7(b): Compare the effects of political, economic, and social factors on slaves and free blacks.



1 day

TEKS STRAND



TAAS OBJECTIVE 2002

TAKS OBJECTIVE 2003

TIME



12

8.7(c): Analyze the impact of slavery on different sections of the United States.



2 days

8.7(d): Compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.














8.11(c): Analyze the effects of physical and human geographic factors on major historical [and contemporary] events in

the United States.

(SS) OBJ 4: Geographic influences on the

historical development of the United States.

(SS) OBJ 2: Geographic influences on historical issues

and events.


Geography











8.13(b): Explain reasons for the development of the plantations system, the growth of the slave trade, and the spread of slavery.



5 days





1 day

Economics

8.14: Understand how various economic forces resulted in the Industrial Revolution in the 19th century.

8.14(b): Identify the economic factors that brought about rapid industrialization and urbanization.



2 days

Government 8.16: Understand the American beliefs and principles related in the U.S. Constitution and other important historic documents.

8.16(a): Identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of government.



10 days

TEKS STRAND



TAAS OBJECTIVE 2002

TAKS OBJECTIVE 2003

TIME



13

8.16(b): Summarize the strengths and weaknesses of the Articles of Confederation.



3 days

8.16(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.



2 days

8.16(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.




8.17 Understand the process of changing the U.S,. Constitution and the impact of amendments on American society.

8.17(a): Summarize the purposes for and processes of changing the U.S. Constitution.




8.18: Understand the dynamic nature of the powers of the national government and state governments in a federal system.

8.18(a): Analyze the arguments of the federalists and Anti-Federalist, including those of Alexander Hamilton, Patrick Henry, James Madison, [and George Mason].



5 days

8.19: Understand the impact of landmark Supreme Court cases.

8.19(a): Summarize the issues, decisions, and significance of landmark Supreme Court cases including Mulbury v. Madison, [ McCullochv. Maryland, and Gibbons v. Ogden}.








Culture












TEKS STRAND



TAAS OBJECTIVE 2002

TAKS OBJECTIVE 2003

TIME



14





8.30(c): Organize and] interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps.















15

* Adopted Textbook and Supplemental Guides America: The People and the Dream * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic Development, 1995. * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic Development, 1995. * Economics America. Focus: Middle School Economics. New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.




Grade 8 U.S. History to 1877 Curriculum Alignment Guide Fifth Six Weeks Working Draft 2001-2002


16

TEKS STRAND



TAAS OBJECTIVE 2002

TAAS OBJECTIVE 2003

TIME










8.5(f): Explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party.



3 days 8.5: Understands the challenges confronted by the gobernment and its leaders in the early years of the Republic.

8.5(g): Analyze federal [and state] Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian era.



3 days

8.6(b): Explain the political, economic, and social roots of Manifest Destiny.



2 days

8.6(c): Analyze the relationship between the concept of manifest Destiny and the westward growth of the nation.



3 days

8.6: Understand westward expansion and its effects on the political, economic, and social development of the nation.

8.6(d): Explain the major issues [and events] of the Mexican War and their impact on the United States.



5 days





8.7(c): Analyze the impact of slavery on different sections of the United States.




History

8.7: Understand how political, economic, and social factors led to the growth of sectionalism and the Civil War.

8.7(d): Compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.




Geography 8.10: Use geographic tools to collect analyze and interpret data.







17

TEKS STRAND



TAAS OBJECTIVE 2002

TAAS OBJECTIVE 2003

TIME


(SS) OBJ : Geographic influences on the historical development of the United States.



8.11: Understand the location and characteristics of places and regions

of the United States, past and present.










Economics 8.13: Understand why various sections of the United States developed different patterns of economic activity.





8.17: Understands the process of changing the U.S. Constitution and the impact of amendments on American society.

8.17(b): Describe the impact of 19th century amendments including the 13th, 14th, and 15th amendments on life in the United States.



2 days

8.18: Understand the dynamic nature of the powers of the national government and state governments in a federal system.

8.18(b): Describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War.




8.19(a): Summarize the issues, decisions, and significance of landmark Supreme Court cases including Mulbury v. Madison, [ McCullochv. Maryland, and Gibbons v. Ogden}.




Government

8.19: Understand the impact of landmark Supreme Court cases.

8.19(b): Evaluate the impact of selected landmark Supreme court decisions including Dred Scott v. Sandford on life in the United States.













Culture

8.25: Understand the major reform movements of the 19th century.

8.25(a): Describe the historical development of the abolitionist movement.



1.5 days



18

TEKS STRAND



TAAS OBJECTIVE 2002

TAAS OBJECTIVE 2003

TIME

8.25(b): Evaluate the impact of reform movements including public education, temperance, women’s rights, [prison reform and care of the disabled].




8.28(a): Explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, [and the Bessemer steel process].



3 days

8.28(b) Analyze the impact of transportation systems on the growth, development, and urbanization of the United States.




8.28(c): Analyze how technological innovations changed the way goods were manufactured and marketed, nationally [and internationally.




8.28: Understand the impact of science and technology on the economic development of the United States.

8.28(d): Explain how technological innovations led to rapid industrialization.




Science, technology, and society

8.29: Understand the impact of scientific discoveries and technological innovations on daily life in the United States.

8.29(c): Identify examples of how industrialization changed life in the United States.












8.30(c): Organize and] interpret information from [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps.












19


* Adopted Textbook and Supplemental Guides America: The People and the Dream * Texas Curriculum Institute. History Alive! - United States to 1900. * Center for Civic Education. We the People (6-9). Calabasas, CA, 1995. * Economics America. Choices and Changes (6-8). New York: National Council on Economic Development, 1995. * Economics America. Personal Finance Economics (6-8). New York: National Council on Economic Development, 1995. * Economics America. Focus: Middle School Economics. New York: National Council on Economic Development, 1996. * Economics America. National Content Standards in Economics. New York: National Council on Economic Development, 1996. * George F. Cram. Exploring the History of our Country. Indianapolis, 1997. * Center for Civic Education. Foundations of Democracy (6-9). Calabasas, CA, 1994. * National Geographic Society. The Complete National Geographic (CD-ROM). Washington, DC: Mindscape, 1997. * Nystrom. Hands on Geography: United States. Chicago: Herff-Jones, 1997. * Class set and/or current events program Austin American Statesman, Time for Kids, Time Education Program, Junior Scholastic, Newsweek, Wall Street Journal, etc.




Grade 8 U.S. History to 1877 Curriculum Alignment Guide Sixth Six Weeks Working Draft 2001-2002


20

TEKS STRAND



TAAS OBJECTIVE 2002

TAKS OBJECTIVE 2003

TIME




On-going integration from 1861-Present










8.6(b): Explain the political, economic, and social roots of Manifest Destiny.



2 days 8.6: Understand westward expansion and its effects on the political, economic, and social development of the nation.

8.6(c): Analyze the relationship between the concept of manifest Destiny and the westward growth of the nation.



3 days





8.7: Understand how political, economic, and social factors led to the growth of sectionalism and the Civil War. 8.7(c): Analyze the impact of slavery on

different sections of the United States. (SS) OBJ 5: Historical concepts and information.



8.8(a): Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln.



5 days

History

8.8: Understand individuals, issues, and events of the Civil War.

8.8(b): Explain the issues surrounding significant events of the Civil War, including the firing on Fort Sumter, the battles of Gettysburg and Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln, and Lee’s surrender at Appomattox court House.



10 days

8.10: Use geographic tools to collect, analyze and interpret data.









Geography








21

TEKS STRAND



TAAS OBJECTIVE 2002

TAKS OBJECTIVE 2003

TIME






Economics















Culture

8.25 Understand the major reform movements of the 19th century

8.25(b): Evaluate the impact of reform movements including public education, temperance, women’s rights, [prison reform and care of the disabled].




8.28(a): Explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, [and the Bessemer steel process].



3 days

8.28(b) Analyze the impact of transportation systems on the growth, development, and urbanization of the United States.




8.28(c): Analyze how technological innovations changed the way goods were manufactured and marketed, nationally [and internationally.




8.28: Understand the impact of science and technology on the economic development of the United States.

8.28(d): Explain how technological innovations led to rapid industrialization.




Science, technology, and society

8.29: Understand the impact of scientific discoveries and technological innovations on daily life in the United States.

8.29(c): Identify examples of how industrialization changed life in the United States.






22

TEKS STRAND



TAAS OBJECTIVE 2002

TAKS OBJECTIVE 2003

TIME

























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Documents

Grade 8 U.S History to 1877 Curriculum Alignment Guide First Six …archive.austinisd.org/academics/docs/ss_8th_Grade.pdf · 2020. 6. 6. · events in U.S. history. On-going integration