Вы находитесь на странице: 1из 3

TO: Texas Education Agency

Social Studies Standards Review Committees

FROM: Sue Blanchette


Hillcrest High School, Dallas Texas
Vice President – National Council for the Social Studies

RE: U.S. History standards


Grade 8 and High School

For the last thirty two years I have taught US history in the Dallas Independent School
District. I was teaching before there were any clear standards and have progressed
through Essential Elements to the TEKS. As this latest revision of the state standards has
progressed I have become increasingly concerned over the political football which
education has become. It often appears that the intellectual development of the students in
Texas schools takes a back seat to political manipulations and partisan politics. The
current draft of the new standards illustrates this political struggle, but not as badly as I
had feared. These draft standards, although they contain some items I consider
unnecessary or insignificant, establish a firm foundation for the education of Texas
students.

That being said, there are some areas that I feel need clarification, addition or omission.
My experience in teaching both middle school and high school US history qualifies me to
offer the following suggestions[indicated in red]:

Social Studies, Grade 8

(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 in U.S. history through 1877 including colonization, revolution, creation and
ratification of the Constitution, early Republic, Age of Jackson, westward expansion, antebellum reform
movements, sectionalism, Civil War and Reconstruction and describe their defining characteristics; Add
antebellum for clarity

(3) History. The student understands the foundations of representative government in the United States. The
student is expected to: (C) describe how religion contributed to the growth of representative government in the
American colonies, including the growth of New England town meetings [Add this phrase for clarity]

(4) History. The student understands significant political and economic issues of the revolutionary era. The
student is expected to
(E) arguments for and against arguments for and against ratification. This addition is unnecessary. The same
concepts are covered much more thoroughly in 18A

(26) 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; These make an awkward combination. There are no examples for the
first part [immigration]. They would be clearer if separated.

(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 interchangeable parts, the Bessemer steel
process. Please reinstate the Bessemer steel process. It is essential to understanding the industrial development in
this country.

United History Studies Since Reconstruction [High School]

(b) Introduction. In this course, which is the second part of a two-year study of U.S. history that begins in Grade 8,
students study the history of the United States since Reconstruction to the present. The founding documents provide a
framework for our heritage. Historical content focuses on the political, economic, and social events and issues related
to industrialization and urbanization, major wars, domestic and foreign policies of the Cold War and post-Cold War
eras, and reform movements including civil rights.
(1) Students examine the impact of geographic factors on major events and eras and analyze their causes and effects of
the Great Depression. Students examine the impact of constitutional issues on American society, evaluate the dynamic
relationship of the three branches of the federal government, and analyze efforts to expand the democratic process.
Students describe the relationship between the arts and popular culture and the times during which they were created.
Students analyze the impact of technological innovations on the American life. labor movement. Students use critical-
thinking skills and a variety of rich primary and secondary source material to explain and apply different methods that
historians use to understand and interpret the past, including multiple points of view and historical context.
Moving the highlighted sentences into the introduction outlines what is to be taught. Section [1] then sets up the
expectations for student learning.

(1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the
present. The student is expected to:
(D) (C) explain the significance of the following years dates: 1898, 1914-1918, 1929, 1941-1945, and 1957,
1968, 1989, 2001, and 2008. What is the significance of adding 1989?

(3) History. The student understands the emergence of the United States as a world power between 1898 and
1920. The student is expected to:
(B) evaluate the responses to American imperialism including Guam, Hawaii, Cuba, Philippines, and Puerto
Rico; The concept is fine, but this is poorly written. The meaning is unclear in the actual wording.

(4) History. The student understands the effects of reform and third party movements in the early twentieth
century on American society. The student is expected to:
(B) evaluate the impact of muckrakers and reform leaders such as including Upton Sinclair, Susan B. Anthony,
Ida B. Wells, and W.E.B. DuBois, and Robert LaFollette on American society; and Leave Robert LaFollette

(7) (8) History. The student understands the impact of the U.S. civil rights movement. The student is expected to:
(B) evaluate describe government efforts to achieve equality in the United States including desegregation of the
Armed Forces, the Civil Rights Act of 1964, and the Voting Rights Act of 1965; Add Plessy v Ferguson and
Brown v Board of Education.

(9) History. The student understands the impact of political, economic, and social factors in U.S. role in the
world from the 1970s to 1990. The student is expected to:

(B) describe Ronald Reagan’s role in restoring national confidence, such as Reaganomics and Peace with
Strength. Too politically biased. There needs to be balance.

(D) describe U.S. involvement in the Middle East, including the Camp David Accords, the Iran Contra Affair,
and the Iran Hostage Crisis. Change including to such as

(10) History. The student understands the circumstances of the U.S. as it emerges into the 21st century. The student is
expected to:
(A) describe U.S. involvement in world affairs including the Persian Gulf War, Balkans Crisis, 9/11, and global
war on terror; and The United States has not been in a declared war since World War II. It is historically
inaccurate to use this phrase, no matter what the media or politicians may say.
(B) identify significant conservative advocacy organizations and individuals, such as Newt Gingrich, Phyllis
Schlafly, and the Moral Majority. This is politically biased. Consider the following instead:
Identify significant advocacy groups such as Moral Majority, Planned Parenthood, National Rifle Association,
Sierra Club
(17) Economics. The student understands the economic effects of increased worldwide competition
interdependence as the U.S. enters the 21st century. on contemporary society. The student is expected to:
(B) identify the impact of international events, multinational corporations, government policies, and individuals
on the 21st century economy, such as North American Free Trade Agreement (NAFTA) and war on terror.
Again, there is no declared war.

(25) (22) 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 scientific discoveries and technological innovations such as electric power, the
telegraph and telephone, petroleum-based products, steel production, medical vaccinations, and computers on the
economic development of the United States; Leave telegraph and telephone. They are the beginnings of modern
communication.

Вам также может понравиться