2nd+9+Weeks+TEKS+Part+1

** REVOLUTION - 4 WEEKS **
Students will determine the causes and effects and the impact of significant individuals, and events of the American Revolution. They will examine how the colonist fought for independence from England. They will use maps to identify the changing boundaries and economic regions of the U.S. beginning in 1783.

**//Generalization://** Revolution transforms government and society.

 · What were the contributions of Thomas Jefferson and George Washington during the American Revolution? (2A)  · What were the causes and effects of the Boston Tea Party? What were the causes and effects of significant events during and after the American Revolution?(2B)  · What were the results of the American Revolution?(2C)  · What was the purpose and importance of the Declaration of Independence? (16A) What were examples of art, music, and literature from the American Revolution and why they were created? (22AB)
 * Essential Questions: **

**// 5.2 //** **// History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: //** A identify the contributions of significant individuals during the revolutionary period, including Thomas Jefferson and George Washington; B analyze the causes and effects of events prior to and during the American Revolution such as the Boston Tea Party; C summarize the results of the American Revolution, including the establishment of the United States and the origins of U.S. military institutions. **// 5.6 //** **// Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: //** A apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; B translate geographic data into a variety of formats such as raw data to graphs and maps. **// 5.16 //** **// Government. The student understands important ideas in the Declaration of Independence and the U.S. Constitution. The student is expected to: //** A identify the purposes and explain the importance of the Declaration of Independence C recite and explain the meaning of the Pledge of Allegiance **// 5.22 Culture //**//. **The student understands the relationship between the arts and the times during which they were created. The student is expected to:** // A identify significant examples of art, music, and literature from various periods in U.S. history; B explain how examples of art, music, and literature reflect the times during which they were created.

** STRONG LANGUAGE ARTS CONNECTIONS **
//** 5.25 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; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; 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 in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; D identify different points of view about an issue or topic; E identify the elements of frame of reference that influenced the participants in an event; F use appropriate mathematical skills to interpret social studies information such as maps and graphs. //** 5.26 Social studies skills **////. The student communicates in written, oral, and visual forms. The student is expected to //: A use social studies terminology correctly; B incorporate main and supporting ideas in verbal and written communication; C express ideas orally based on research and experiences; D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and E use standard grammar, spelling, sentence structure, and punctuation. ** 5.27 **//** 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.