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Table of Contents
TAKS Objectives
and Expectations
Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Letter to the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
TAKS Exit Level Social Studies Objectives and Expectations . . . . . . . . . . . . 7
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Chapter I: United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Lesson 1: America Before the Revolution . . . . . . . . . . . . . . . . 34
1, 8.1C; 4, 8.3A
Lesson 2: The American Revolution . . . . . . . . . . . . . . . . . . . . 38
1, 8.4B; 1, 8.4C
Lesson 3: The Ideas Behind the Revolution
4, 8.16A; 4, 8.20A–B
. . . . . . . . . . . . . 42
4, 8.22B
Lesson 4: Founding a New Nation . . . . . . . . . . . . . . . . . . . . . 46
1, 8.1C; 1, 8.16C;
4, 8.16D
Lesson 5: The Louisiana Purchase and
Westward Expansion . . . . . . . . . . . . . . . . . . . . . . . 50
1, 8.1C
Lesson 6: The Civil War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
1, 8.1C; 4, 8.18B
Lesson 7: Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
1, US1A; 1, US1B;
4, 8.17B
Lesson 8: The Industrial Revolution . . . . . . . . . . . . . . . . . . . . 62
3, US2B
Lesson 9: Imperialism and the
Spanish–American War . . . . . . . . . . . . . . . . . . . . . . 66
1, US1C; 1, US3A;
2, US9A
Lesson 10: The Progressive Era . . . . . . . . . . . . . . . . . . . . . . . 70
3, US2C; 4, US4A
Lesson 11: The Roots of World War I . . . . . . . . . . . . . . . . . . . 74
1, US3B
Lesson 12: The “Great War” . . . . . . . . . . . . . . . . . . . . . . . . . . 78
1, US1C; 1, US3D
Lesson 13: The 1920s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
1, US1C1; 1, US5A
1, US5B; 3, US13A
Lesson 14: The Great Depression and the New Deal . . . . . . . 86
3, US13B; 3, US13C;
3, US13E
Lesson 15: The Beginnings of World War II . . . . . . . . . . . . . . 90
1, US6A
Lesson 16: World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
1, US1C; 1, US6B;
3, US14A
Lesson 17: The Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
1, US6D; 1, US6E
1, US6F
Lesson 18: Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . 104
3, US14E
Lesson 19: The Civil Rights Movement . . . . . . . . . . . . . . . . . 108
3, US7B; 4, US7A;
4, US7C
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Chapter 2: Using Geography with History . . . . . . . . . . . . . . . . . . . . . . . . 113
Lesson 20: Geographic Tools . . . . . . . . . . . . . . . . . . . . . . . . 114
2, US8B
Lesson 21: Analyzing Migration and Immigration . . . . . . . . . 118
2, US10A–B
Lesson 22: Identifying Effects of Population Growth . . . . . . 122
2, US11A
Lesson 23: Geographic Contexts . . . . . . . . . . . . . . . . . . . . . 126
2, WG1A–B
Lesson 24: Patterns of Settlement . . . . . . . . . . . . . . . . . . . . 130
2, WG6A
Lesson 25: Innovation and Society . . . . . . . . . . . . . . . . . . . . 134
2, WH23A
Chapter 3: Economics and Political Science . . . . . . . . . . . . . . . . . . . . . . 139
Lesson 26: Leaders in American Reform . . . . . . . . . . . . . . . 140
3, US4B
Lesson 27: A Changing National Identity . . . . . . . . . . . . . . . 144
3, US21A–D
Lesson 28: Constitutional Issues in American Society . . . . . 148
4, US17A
Lesson 29: Expanding the Democratic Process . . . . . . . . . . 152
1, US1C; 4, US18B
Lesson 30: Technology and Economics . . . . . . . . . . . . . . . . 156
3, US22A
Lesson 31: The Nature of Work . . . . . . . . . . . . . . . . . . . . . . . 160
3, US22C
Lesson 32: Analyzing the Standard of Living . . . . . . . . . . . . 164
3, US23A; 3, WG5B
Lesson 33: Characteristics of Economic Systems . . . . . . . . 168
3, WG10C
Chapter 4: Social Studies Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Lesson 34: Primary and Secondary Sources . . . . . . . . . . . . 174
5, US24A
Lesson 35: Analyzing Information . . . . . . . . . . . . . . . . . . . . . 178
5, US24B
Lesson 36: Historical Research Methods . . . . . . . . . . . . . . . 182
5, US24C
Lesson 37: Identifying Bias . . . . . . . . . . . . . . . . . . . . . . . . . . 186
5, US24F
Lesson 38: People, Places, and Environments . . . . . . . . . . . 190
5, WG8B
Lesson 39: Using Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
5, WG21C
Lesson 40: Interpreting Visuals . . . . . . . . . . . . . . . . . . . . . . . 198
5, WH26C
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
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America Before the Revolution
TAKS Objectives: 1, 8.1C; 4, 8.3A
Words to Know
Virginia House of
Burgesses
representative
government
Mayflower Compact
charter colonies
proprietary colonies
royal colonies
People to Know
European Settlement
In December of 1606, the V irginia Company of London financed the Atlantic
voyage of three ships carrying 144 men to North America, with a mission to
find gold and to establish a pr ofitable trade in fish and furs. In May 1607 the
group founded the ill-fated Jamestown Colony along the banks of the
Chesapeake Bay, named for James I, King of England.
The men who colonized Jamestown wer e unprepared. Difficulties included
building a sizable fort and figuring out how to farm a swampy malariaridden area. Conflict with Native Americans cr eated additional dangers. By
the time the second wave of settlers arrived in 1608, only 38 men wer e alive
to greet them.
James I
Representative Government Begins
Burgesses
The men who lived and worked at Jamestown functioned under rules
established by the Virginia Company of London. In 1619 the company
allowed the men to establish their own gover nment with the right to cr eate
local colonial laws. Jamestown residents elected representatives, called
burgesses, to the House of Burgesses. The Virginia House of Burgesses
was the first representative government in America. Although the
governor was appointed by the V irginia Company in London, fifteen of the
22 members were elected by the colony.
Puritans
Separatists
William Penn
In 1620, Puritans seeking religious freedom forged an agreement with the
Virginia Company that allowed them to live in Norther n Virginia (now part of
Long Island, New York) in exchange for a shar e of the colony’s future
profits. Those who sailed on the Mayflower consider ed themselves
“pilgrims” in search of religious freedom. Known as Separatists, the
Puritans wanted to establish their own chur ch independent of the
constraints of the Protestant Anglican Church, the official church of
England.
The colonists dropped anchor in waters near what would be
Massachusetts, well north of Virginia and present-day New York. First
among their duties was to cr eate the Mayflower Compact, which pledged
loyalty to the King James I of England and formed “a civil Body Politick, for
our better Ordering and Preservation.”
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Lesson 1: America Before the Revolution
Did You Know
The Virginia House of
Burgesses first met
in the church at
Jamestown to set
tobacco prices.
Individuals age 17
and older who owned
property were allowed
to vote. Great Britain
restricted the lawmaking power of the
House of Burgesses
when Virginia became
a royal colony in
1624. In 1699, the
House of Burgesses
moved to
Williamsburg.
The Thirteen Colonies
Between 1607 and 1732, thirteen diverse colonies wer e established along
America’s eastern coast. The colonies were divided into charter colonies,
proprietary colonies, and royal colonies. The British Parliament granted
rights and privileges to the charter colonies. These colonies could elect
governors and members of a legislatur e. In the proprietary colonies,
individuals or groups granted land by Great Britain ruled. They had the
power to appoint the gover nor and certain members of the legislatur e. The
royal colonies were ruled directly by Great Britain. The British Parliament
appointed the governor and the upper house of the legislatur e, which
usually followed the wishes of the King. The people elected the lower house.
Founding the Thirteen Colonies
Colony
Date of
Charter Reasons Founded
Founders of Leaders
New England Colonies
Massachusetts
Plymouth
Mass. Bay Colony
1620
1630
Religious freedom
Religious freedom
John Carver, William
Bradford, John Winthrop
New Hampshire
1622
Profit from trade and fishing
Ferdinando Gorges,
John Mason
Rhode Island
1636
Religious freedom
Roger Williams
Connecticut
1636
Profit from fur trade, farming;
religious and political freedom
Thomas Hooker
New York
1624
Expand trade
Dutch settlers
Maryland
1632
Profit from selling land;
religious freedom
Cecil Calvert
Delaware
1638
Expand trade
Swedish settlers
New Jersey
1664
Profit from selling land
John Berkeley,
George Carteret
Pennsylvania
1681
Profit from selling land;
religious freedom
William Penn
Virginia
1607
Expand trade
John Smith
North Carolina
1663
Profit from trade and selling land
Group of eight aristocrats
South Carolina
1663
Profit from trade and selling land
Group of eight aristocrats
Georgia
1732
Religious freedom; buffer zone
from Spanish Florida; safe home
for debtors
James Oglethorpe
Middle Colonies
Southern Colonies
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TAKS Coach, Social Studies, Exit Level
History Speaks
“Governments, like
clocks, go from the
motion men give
them, and as
governments are
made and moved by
men, so by them they
are ruined too.
Wherefore
governments rather
depend upon men
than men upon
governments.”
— William Penn,
Frame of Government
of Pennsylvania,
1682
The colonies were also characterized by their dif ferent sources of food and
income. New England terrain was r ougher than other areas, and long
winters made farming difficult. Hardier crops like corn were cultivated, but
the primary source of food was fishing. The Middle Colonies, fr om New
York to Maryland, became the colonial “br ead basket,” producing wheat,
corn, oats, rye, and barley used domestically and exported at ports such
as New York and Philadelphia. Southern Colonies like Virginia and North
Carolina became dotted with tobacco farms after Jamestown settler John
Rolfe perfected a tobacco hybrid suitable for American soil. Farmers in
South Carolina and Georgia also grew indigo and rice. These labor-intensive
crops demanded a high number of workers, which led to many farmers and
plantation owners purchasing slaves.
The unique character of each colony led to a widespr ead sense of
autonomy, fostered under England’s traditional laissez-faire (“hands off”)
approach to economic development. Though most colonists consider ed
themselves good British citizens, a distinct American identity was alr eady
taking hold by the mid-1700s.
STUDY QUESTION
1
What can be inferred from the information provided in the chart on
page 35?
A
All colonies began as havens from religious persecution.
B
Political freedom was important to the colonists.
C
Great Britain was interested in financial gain from the colonies.
D Each leader provided an opportunity for representative
government.
Discussion
There was great diversity between the New England, Middle, and Southern
colonies. Immigration patterns, opportunities for trade, the ability of the
colony to expand, and the ability to farm w ere important factors in how the
colonies originated and grew. Each of the colonies was largely dependent
upon Great Britain for its economic sur vival. Though political freedom and
representative government grew in importance, they were not the reasons
for founding a colony. Nor were all colonies havens for religious freedom,
though the right to worship as one pleased was a contentious point among
the colonists. Profit from trade was the primar y reason Great Britain
willingly established most colonies.
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Lesson 1: America Before the Revolution
Lesson Practice
DIRECTIONS
For the multiple-choice questions, choose the correct answer, then circle the
corresponding letter.
1
The Virginia House of Burgesses —
established a model for representative
government
F
by an oligarchy of land owners
G
directly by the British government
B
was established by King James I
H partly by the House of Burgesses
C
provided a way for people to secur e
religious freedom
Which colony was established for those
seeking religious freedom?
F
Massachusetts
G
Georgia
H North Carolina
J
3
Royal colonies were ruled —
A
D was put in place in 1607 as a temporar y
government
2
4
New York
J
5
by a group of religious dissidents
Representative government in colonial
America —
A
provided that all members of the
legislature be elected by the people
B
allowed citizens to have a voice in the
laws directly affecting them
C
answered only to the King of E ngland
D strengthened the power of the King of
England in the colonies
In which year was Jamestown founded?
A
1598
B
1607
C
1620
D 1639
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The American Revolution
TAKS Objectives: 1, 8.4B; 1, 8.4C
Words to Know
mercantilism
Navigation Acts
French and Indian War
Proclamation of 1763
Sugar Act
Stamp Act
Sons of Liberty
Townshend Acts
Boston Massacre
Tea Act
Boston Tea Party
Coercive Acts
First Continental
Congress
American Revolution
Lexington
Concord
Second Continental
Congress
Declaration of
Independence
Battle of Saratoga
The Seeds of Discontent
Though Britain had been comparatively hands-of f with trade since the
Glorious Revolution of 1689, British laws af fecting the colonies were part of
an economic policy called mercantilism—a belief that colonies existed for
the benefit of the mother country. Beginning in the mid-1600s, Parliament
passed a series of Navigation Acts that directed international trade with
the colonies through England and aboard English ships.
Around the close of the French and Indian War in 1763, Great Britain
passed a series laws intended to extend gr eater control over the colonies
and raise money for continuing conflicts with France. The Proclamation of
1763 prohibited westward expansion, in part to save the cost of pr otecting
migrating colonists from Native American tribes. The Sugar Act of 1764
taxed molasses specifically to raise money for Britain. In 1765, Parliament
passed the Stamp Act. This law required that stamps be bought and
placed on legal documents, newspapers, business contracts, and even on
playing cards.
Many colonists believed they had pr oven themselves as good citizens
during the French and Indian War, a conflict fought in their own territory by
colonial soldiers as well as British r egulars. These new laws seemed to tr eat
colonists as less than British citizens. Gr eat Britain believed it had the right
to impose taxes as needed on subjects in England and abr oad.
Battle of Yorktown
Colonial Rebellion
Treaty of Paris
Led by Patrick Henry, the Virginia House of Burgesses passed the Virginia
Stamp Resolutions in May 1765, denouncing the Stamp Act. In Boston, a
group of tradesmen formed the Sons of Liberty. The unruly group violently
targeted stamp distributors. Most colonists simply r efused to use the
stamps and boycotted British goods instead.
People to Know
Patrick Henry
Samuel Adams
Paul Revere
George Washington
Benjamin Franklin
Thomas Jefferson
King George III
Thomas Paine
Though Parliament repealed the Stamp Act in 1766, colonial r esentment
festered over the Quartering Act of 1765, which r equired colonists to pay
for housing and supplies for British soldiers stationed in the colonies. In
1767, Parliament passed the Townshend Acts, which taxed glass, paper,
lead, paint, and tea.
Marquis de Lafayette
Charles Cornwallis
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Lesson 2: The American Revolution
Did You Know
In 1837, in his poem
“The Concord Hymn,”
Ralph Waldo Emerson
wrote about the
Battles at Lexington
and Concord, “By the
rude bridge that
arched the flood, /
Their flag to April’s
breeze unfurled; /
Here once the
embattled farmers
stood; / And fired the
shot heard round the
world.”
On March 5, 1770, in Boston, shots fir ed by British soldiers during a
confrontation with citizens killed five townspeople. The incident became
known as the Boston Massacre. Several colonial leaders, including
Samuel Adams and Paul Revere, used the Boston Massacre to intensify
anti-British sentiment.
America’s Fight for Independence
In 1773, the British Parliament passed the Tea Act. The legislation gave one
company complete control of the tea trade. The colonists counter ed by
orchestrating the Boston Tea Party. Led by Samuel Adams, fifty disguised
men threw an entire cargo of tea into Boston Harbor. Britain quickly passed
a series of harsh measures. Passed as punishment in 1774, the Coercive
Acts (Intolerable Acts) closed Boston Harbor. In response, delegates to the
First Continental Congress agreed to halt all trade with Gr eat Britain.
They also formed a militia (or minutemen) in anticipation of armed conflict
with Britain. Disputes arose between Loyalists supportive of Britain and
Patriots opposed to British control.
The American Revolution began with a skirmish at Lexington,
Massachusetts, which left eight minutemen dead at British hands. The
British soldiers moved on to nearby Concord, where they were ordered
to destroy a small amount of
gunpowder amassed by colonists.
In 1775, delegates from all thirteen
colonies convened the Second
Continental Congress. They included
Patrick Henry, Samuel Adams, George
Washington, Benjamin Franklin, and
Thomas Jefferson. The delegates sent
the Olive Branch Petition to George III,
which asserted deep loyalty to the King
and expressed a desire for peace. The
King rejected the petition, believing the
colonists to be in rebellion and
expecting to quiet dissent with military
force. In his popular pamphlet Common
Sense, Thomas Paine told colonists, “A
government of our own is our natural
right.” Many agreed. On July 4, 1776,
the Second Continental Congress
adopted the Declaration of
Independence, which announced the
colonies’ formal separation from the
British Empire.
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