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

** Students will ** study the first years of the U.S. by looking at early documents, people, and issues. They will analyze the contributions made by individuals, and events, and issues that will have a long-term impact on the United States.
 * FORMING A NATION – 4 WEEKS **

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

** Essential Questions **** : ** · What were the contributions of James Madison and Roger Sherman during the formation of the U.S.? (3A) · What were the events that led to the creation of the U.S. Constitution?(3B) · Describe political, population, and economic regions that resulted from patterns of human activity (7A) · What landform, climate, and vegetation regions existed during the early years of the United States? (7B) · Where did people settle during the early years of the United States?(8A) · Where did people settled during the early years of the United States?(8B) · What characteristics describe the location Washington D.C?(8C) · What geographic factors influence the settlement and population in the United States?(8D) · What is the purpose of the U.S. Constitution as identified in the Preamble?(16B) · What are the basic functions of the three branches of government?(17A) · What is the system of the checks and balances? What are the reasons for the system of the checks and balances? (17B) · What is the difference between the responsibilities of the national and state governments (federalism)?(17C) · How did Benjamin Franklin model active participation in the democratic process?(19C) · What the reasons for the creation of the Bill of Rights?(21A) · Why is the importance of freedom of religion, speech, and press and the right to assemble and petition the government in the Bill of Rights? (21B) · What is the importance of due process rights including trial by jury and the right to an attorney in the Bill of Rights? (21C) · How was Benjamin Banneker important to the building of Washington D.C.? (24A)

**// 5.2 History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: //** C summarize the results of the American Revolution, including the origins of U.S. military institutions. **// 5.3 History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to: //** A identify the contributions of individuals including James Madison and Roger Sherman who helped create the U.S. Constitution B summarize the events that led to the creation of the U.S. Constitution. **// 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; **// 5.7 Geography. The student understands the concept of regions. The student is expected to: //** A describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity; B describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics; C locate the fifty states on a map and identify regions such as New England and the Great Plains made up of various groups of states **// 5.8 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: //** A identify and describe the types of settlement and patterns of land use in the United States; B describe clusters of settlement in the United States and explain their distribution; C analyze the location of cities in the United States, including capital cities, and explain their distribution, past and present D explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present. **// 5.16 Government. The student understands important ideas in the Declaration of Independence and the U.S. Constitution. The student is expected to: //** (B) explain the purposes of the U.S. Constitution as identified in the Preamble to the Constitution. **// 5.17 Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to: //** A identify and explain the basic functions of the three branches of government; B identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution C distinguish between national and state governments and compare their responsibilities in the U.S. federal system **// 5.18 Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: //** // A // explain selected patriotic symbols and landmarks such as the Statue of Liberty and the White House and political symbols such as the donkey and elephant B sing or recite The Star-Spangled Banner and explain its history; C. recite and explain the meaning of the Pledge of Allegiance **// 5.19 Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to: //** C identify significant individuals such as Benjamin Franklin who modeled active participation in the democratic process **// 5.21 Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to: //** A summarize the reasons for the creation of the Bill of Rights B describe important individual rights including freedom of religion, speech, and press and the right to assemble and petition the government C describe important due process rights including trial by jury and the right to an attorney **// 5.24 Science, technology, and society. The student understands the impact of science and technology on life in the United States. The student is expected to: //** A describe the contributions of famous inventors and scientists such as Benjamin Banneker,

**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.