• Resource ID: USHM1L1b
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given background information, students will be able to identify economic, social, and political issues surrounding the Gilded Age. Students will identify significant historical figures associated with the Gilded Age.

    • Resource ID: USHM3L4
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given primary and secondary sources of information about selected New Deal measures (e.g., the creation of the Civilian Conservation Corps or the passage of the Agricultural Adjustment Act), students will analyze how these measures affected various regions of the United States.

    • Resource ID: USHM3L10
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given background information, students will identify the social and economic impact of World War II on the American home front, such as the Great Depression, rationing, and increased opportunity for women and minority employment.

    • Resource ID: USHM4L6
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Students will identify ways in which Cold War tensions were intensified.

    • Resource ID: USHM7L1
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given a timeline, students will understand the political, economic, and social impact of selected U.S. political leaders on the world from the 1970s into the 21st century.

    • Resource ID: USHM7L3
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given information about social issues throughout U.S. history, students will describe the causes and effects of significant societal issues.

    • Resource ID: USHM7L5
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given selected examples of American art, music, and literature, students will be able to identify the era of U.S. history that is reflected in the art.

    • Resource ID: USHM7L4
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given background information about selected historical figures, students will be able to analyze the importance and contributions of women and people of various racial, ethnic, and religious groups to the national identity and the cultural landscape.

    • Resource ID: USHM6L1a
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given background information, students will be able to trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, and describe the roles of political organizations that promoted civil rights.

    • Resource ID: USHM1L2
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given broad categories that describe the major goals of the progressive movement and general information about selected issues of the late 1800’s/early 1900’s, students will categorize the issues according to corresponding progressive era goals.

    • Resource ID: USHM1L3
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    After analyzing primary and secondary resources about the child labor, the students should be able to draw conclusions about the need to reform child labor practices.

    • Resource ID: USHM1L4
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Students will describe how Upton Sinclair's The Jungle reflected issues of the Progressive Era.

    • Resource ID: USHM1L5
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given information about Roosevelt’s Square Deal, students will create cause-and-effect diagrams to explain the reasons for and impact of selected reforms sponsored by the Roosevelt administration.

    • Resource ID: USHM6L1
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given the voting rights amendments, students will create an annotated time line that illustrates how voting rights have been extended to various groups of people throughout the history of the United States.

    • Resource ID: USHM6L2
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given Supreme Court case summaries, students will compare and contrast the impact of the Plessy v. Ferguson and Brown v. Board of Education decisions.

    • Resource ID: USHM1L8
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given information about political reforms of the Progressive Era, students will evaluate the impact of those reforms. 

    • Resource ID: USHM6L6
    • Grade Range: 9–12
    • Subject: Social Studies

    OnTrack logo

    Given background information, students will be able to identify and analyze various methods of expanding the right to participate in the democratic process.

    • Subject: Social Studies

    TEA AP® Microeconomics

    AP® Microeconomics covers the scope and sequence requirements of a typical one-semester college-Microeconomics course. The text provides comprehensive coverage of economic principles, research, and impacts. AP® Microeconomics has been designed to meet and exceed the requirements of the College Board’s AP®  Microeconomics Framework, while allowing significant flexibility for instructors.

    Each section of the book also includes sections on AP® test preparation. Content requirements for AP® Microeconomics are prescribed in the College Board Publication Advanced Placement Course in Microeconomics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter118/ch118b.html#118.13).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    • Subject: Social Studies

    TEA AP® Macroeconomics

    AP® Macroeconomics is designed to meet the scope and sequence requirements of a typical one-semester Macroeconomics course. The text provides comprehensive coverage of economic principles, research, and impacts. AP® Macroeconomics has been designed to meet and exceed the requirements of the College Board’s AP® Macroeconomics Framework, while allowing significant flexibility for instructors.

    Each section of the book also includes sections and assessments that aid in AP® test preparation. Content requirements for AP® Macroeconomics are prescribed by the College Board Publication: Advanced Placement Course in Macroeconomics (http://ritter.tea.state.tx.us/rules/tac/chapter118/ch118b.html#118.14).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.

    • Subject: Science

    TEA AP® Physics 1 TEA AP® Physics 1: Algebra-Based

    AP® Physics is the result of an effort to better serve teachers and students. The textbook focuses on the College Board’s AP® framework concepts and practices.

    The AP® Physics curriculum framework outlines the two full-year physics courses AP® Physics 1: Algebra-Based and AP® Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP® Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP® Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics. AP® Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization. 

    The AP® framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP® framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP® Physics exam. Each chapter of AP® Physics begins with a “Connection for AP® Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP® framework. These sections help students quickly and easily locate where components of the AP® framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP® framework. Content requirements for AP® Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64) and (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

    This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.