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TAKS Released Test:
2003
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(1) History. The student understands traditional historical points of reference
in U.S. history through . The student is expected to: |
(A) identify the major eras in U.S. history through 1877 and describe their
defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods; and
(C) explain the significance of the following dates: 1607, 1776, 1787, 1803,
and 1861-1865. |
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Interactive Student
(A,B,C)
Digital History
(B)
Amazing Americans,
(B) Presidents
(B) Email
Post Card,
(B) Super
Sleuth
(B) Lewis and Clark
(C) Jamestown
Online Adventure
(C)
Virtual Jamestown (Quicktime required) |
Interactive Classroom |
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(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;
and
(B) compare political, economic, and social reasons for establishment of the
13 colonies. |
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(B)
Lewis and Clark
(B) 13 Colonies Crossword |
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(3) History. The student understands the foundations of representative government
in the United States. The student is expected to:
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(A) explain the reasons for the growth of representative government and institutions
during the colonial period;
(B) evaluate the importance of the Mayflower Compact, the Fundamental Orders
of Connecticut, and the Virginia House of Burgesses to the growth of representative
government; and
(C) describe how religion contributed to the growth of representative government
in the American colonies. |
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(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 mercantilism and British
economic policies following the French and Indian War;
(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;
(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; and
signing the Treaty of Paris; and
(D) analyze the issues of the Philadelphia Convention of 1787, including major
compromises and arguments for and against ratification. |
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Interactive Student
(A)
Road to Revolution |
Interactive Classroom
(D)
Signers of the Constitution |
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(5) History. The student understands the challenges confronted by the government
and its leaders in the early years of the Republic. The student is expected
to: |
(A) describe major domestic problems faced by the leaders of the new Republic
such as maintaining national security, creating a stable economic system,
setting up the court system, and defining the authority of the central
government;
(B) summarize arguments regarding protective tariffs, taxation, and the banking
system;
(C)
explain the origin and development of American political parties;
(D) explain the causes of and issues surrounding important events of the War
of 1812;
(E) trace the foreign policies of Presidents Washington through Monroe and
explain the impact of Washington's Farewell Address and the Monroe Doctrine;
(F) explain the impact of the election of Andrew Jackson, including the beginning
of the modern Democratic Party; and
(G) analyze federal and state Indian policies and the removal and resettlement
of Cherokee Indians during the Jacksonian era. |
| (D)
1812 Crossword |
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(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;
(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 major issues and events of the Mexican War and their impact
on the United States; and
(E) identify areas that were acquired to form the United States. |
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(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:
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(A) analyze the impact of tariff policies on sections of the United States
before the Civil War;
(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;
and
(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. |
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(8) History. The student understands individuals, issues, and events of the
Civil War. The student is expected to:
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(A) explain the roles played by significant individuals during the Civil War,
including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham
Lincoln;
(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; and
(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. |
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Interactive Student
(A)
Who am I? |
Interactive Classroom
(B) Battle of Bull Run
(B) Valley of the Shadow
(B)
Battle of Gettysburg
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(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;
(B) describe the economic difficulties faced by the United States during Reconstruction;
and
(C) explain the social problems that faced the South during Reconstruction
and evaluate their impact on different groups. |
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(10) Geography. The student uses geographic tools to collect, analyze, and interpret
data. The student is expected to: |
(A) create thematic maps, graphs, charts, models, and databases representing
various aspects of the United States; and
(B) pose and answer questions about geographic distributions and patterns shown
on maps, graphs, charts, models, and databases. |
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(A)
National Atlas Map
Drawer |
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(11) 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
18th and 19th centuries;
(B) compare places and regions of the United States in terms of physical and
human characteristics; and
(C) analyze the effects of physical and human geographic factors on major historical
and contemporary events in the United States. |
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Interactive Student
(A) Geogame
(A) Name the
State |
Interactive Classroom
(A,C) Digital
History |
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(12) Geography. The student understands the physical characteristics of the
United States during the 18th and 19th centuries and how humans adapted
to and modified the environment. 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 18th and 19th centuries;
(B) describe the consequences of human modification of the physical environment
of the United States; and
(C) describe how different immigrant groups interacted with the environment
in the United States during the 18th and 19th centuries. |
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Interactive Student
(A) Geography
Words
(A) Geography Maps
(A) Matching
Game (State Facts) |
Interactive Classroom |
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(13) 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;
(B) explain reasons for the development of the plantation system, the growth
of the slave trade, and the spread of slavery; and
(C) analyze the causes and effects of economic differences among different
regions of the United States at selected times in U.S. history. |
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(B)
Slavery in America |
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(14) Economics. The student understands how various economic forces resulted
in the Industrial Revolution in the 19th century. The student is expected
to: |
(A) analyze the War of 1812 as a cause of economic changes in the nation; and
(B) identify the economic factors that brought about rapid industrialization
and urbanization. |
| (A)
War of 1812 |
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(15) 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; and
(B) describe the characteristics and the benefits of the U.S. free enterprise
system during the 18th and 19th centuries. |
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(16) Government. The student understands the American beliefs and principles
reflected in 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 Declaration
of Independence, the Federalist Papers, and selected anti-federalist writings
on the U.S. system of government;
(B) summarize the strengths and weaknesses of the Articles of Confederation;
(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; and
(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)
Constitution
Quiz |
(A)
Ben's Guide |
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(17) 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 processes of changing the U.S. Constitution;
(B) describe the impact of 19th-century amendments including the 13th, 14th,
and 15th amendments on life in the United States; and
(C) identify the origin of judicial review and analyze examples of congressional
and presidential responses. |
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(18) 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 Anti-Federalists, including
those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason;
and
(B) describe historical conflicts arising over the issue of states' rights,
including the Nullification Crisis and the Civil War. |
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(19) Government. The student understands the impact of landmark Supreme Court
cases. The student is expected to: |
(A) summarize the issues, decisions, and significance of landmark Supreme Court
cases including Marbury v. Madison, McCulloch v.
Maryland,
and Gibbons v. Ogden; and
(B) evaluate the impact of selected landmark Supreme Court decisions including
Dred Scott v. Sandford on life in the United States. |
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(20) 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;
(B) summarize rights guaranteed in the Bill of Rights;
(C) explain the importance of personal responsibilities such as accepting responsibility
for one's behavior and supporting one's family;
(D) identify examples of responsible citizenship, including obeying rules and
laws, voting, and serving on juries;
(E) summarize the criteria and explain the process for becoming a naturalized
citizen of the United States; and
(F) explain how the rights and responsibilities of U.S. citizens reflect our
national identity. |
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Interactive Student
(B) Save the Bill of
Rights
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Interactive Classroom
(D)
Ellis Island Stories
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(21) 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 William Penn in the
development of self-government in colonial America;
(B) evaluate the contributions of the Founding Fathers as models of civic virtue;
and
(C) identify reasons for and the impact of selected examples of civil disobedience
in U.S. history such as Henry David Thoreau's refusal to pay a tax. |
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(22) Citizenship. The student understands the importance of the expression of
different points of view in a democratic society. The student is expected
to: |
(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 democratic society;
and
(C) summarize a historical event in which compromise resulted in a peaceful
resolution. |
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(23) Citizenship. The student understands the importance of effective leadership
in a democratic society. The student is expected to:
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(A) analyze the leadership qualities of elected and appointed leaders of the
United States such as Abraham Lincoln, John Marshall, and George Washington;
and
(B) describe the contributions of significant political, social, and military
leaders of the United States such as Frederick Douglass, John Paul Jones,
James Monroe, and Elizabeth Cady Stanton. |
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(24) 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 their reasons for immigration;
(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;
(D) analyze the contributions of people of various racial, ethnic, and religious
groups to our national identity; and
(E) identify the political, social, and economic contributions of women to
American society. |
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(25) Culture. The student understands the major reform movements of the 19th
century. The student is expected to: |
(A) describe the historical development of the abolitionist movement; and
(B) evaluate the impact of reform movements including public education, temperance,
women's rights, prison reform, and care of the disabled. |
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(26) 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 influences on immigration and on social movements, including
the impact of the first and second Great Awakenings; and
(C) analyze the impact of the first amendment guarantees of religious freedom
on the American way of life. |
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(27) 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, literature, drama, and other cultural
activities in the history of the United States;
(B) analyze the relationship between fine arts and continuity and change in
the American way of life; and
(C) identify examples of American art, music, and literature that transcend
American culture and convey universal themes. |
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(28) 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 the Bessemer steel process;
(B) analyze the impact of transportation systems on the growth, development,
and urbanization of the United States;
(C) analyze how technological innovations changed the way goods were manufactured
and marketed, nationally and internationally; and
(D) explain how technological innovations led to rapid industrialization. |
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Interactive Student
(B)
The
Great Railroad Race |
Interactive Classroom
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(29) 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;
(B) describe how scientific ideas influenced technological developments during
different periods in U.S. history; and
(C) identify examples of how industrialization changed life in the United States. |
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(30) Social studies skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including
electronic technology. The student is expected to: |
(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;
(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;
(C) organize and interpret information from outlines, reports, databases, and
visuals including graphs, charts, timelines, and maps;
(D) identify points of view from the historical context surrounding an event
and the frame of reference which influenced the participants;
(E) support a point of view on a social studies issue or event;
(F) identify bias in written, oral, and visual material;
(G) evaluate the validity of a source based on language, corroboration with
other sources, and information about the author; and
(H) use appropriate mathematical skills to interpret social studies information
such as maps and graphs. |
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Interactive Student
(A)
Artifact
Lab |
Interactive Classroom
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(31) Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to: |
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate;
and
(D) create written, oral, and visual presentations of social studies information. |
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(32) Social studies skills. The student uses problem-solving and decision-making
skills, working independently and with others, in a variety of settings.
The student is expected to: |
(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;
and
(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 |
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