Locate Academic Alignments For - Gangs of New York

Awesome Stories Asset: Story - Gangs of New York

Academic Alignment Authority: Texas

Subject Matter / Course: Social Studies

The following academic standards have been aligned to Gangs of New York

Your standards are shown below
Showing 45 standard(s)
Texas
Social Studies
Gangs of New York
2
Ages: 14, 15, 16, 17
Identify and evaluate sources and patterns of change and continuity across time and place.
Texas
Social Studies
Gangs of New York
A
Ages: 10
explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and
Texas
Social Studies
Gangs of New York
G
Ages: 10
identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.
Texas
Social Studies
Gangs of New York
A
Ages: 10
analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions;
Texas
Social Studies
Gangs of New York
A
Ages: 10
identify and describe the types of settlement and patterns of land use in the United States;
Texas
Social Studies
Gangs of New York
A
Ages: 10
differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;
Texas
Social Studies
Gangs of New York
A
Ages: 11
trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and
Texas
Social Studies
Gangs of New York
A
Ages: 11
differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;
Texas
Social Studies
Gangs of New York
B
Ages: 13
apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
Texas
Social Studies
Gangs of New York
A
Ages: 13
explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar;
Texas
Social Studies
Gangs of New York
B
Ages: 13
explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and
Texas
Social Studies
Gangs of New York
C
Ages: 13
analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
Texas
Social Studies
Gangs of New York
A
Ages: 13
differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
Texas
Social Studies
Gangs of New York
C
Ages: 13
organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
Texas
Social Studies
Gangs of New York
B
Ages: 14, 15, 16, 17
explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events;
Texas
Social Studies
Gangs of New York
C
Ages: 14, 15, 16, 17
explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view;
Texas
Social Studies
Gangs of New York
F
Ages: 14, 15, 16, 17
identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.
Texas
Social Studies
Gangs of New York
C
Ages: 14, 15, 16, 17
examine changes in U.S. institutions and society resulting from industrialization, urbanization, and immigrant assimilation; and
Texas
Social Studies
Gangs of New York
B
Ages: 14, 15, 16, 17
define poverty and its components and analyze poverty's impact on the individual and society;
Texas
Social Studies
Gangs of New York
F
Ages: 14, 15, 16, 17
use visual images (photographs, paintings, and other media) to facilitate understanding and appreciation of multiple perspectives in a social studies topic;
Texas
Social Studies
Gangs of New York
D
Ages: 14, 15, 16, 17
describe the optimism of the many immigrants who sought a better life in America.
Texas
Social Studies
Gangs of New York
A
Ages: 14, 15, 16, 17
identify the major characteristics that define an historical era;
Texas
Social Studies
Gangs of New York
B
Ages: 14, 15, 16, 17
identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
Texas
Social Studies
Gangs of New York
C
Ages: 14, 15, 16, 17
apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
Texas
Social Studies
Gangs of New York
A
Ages: 14, 15, 16, 17
analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;
Texas
Social Studies
Gangs of New York
B
Ages: 14, 15, 16, 17
analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;
Texas
Social Studies
Gangs of New York
C
Ages: 14, 15, 16, 17
analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and
Texas
Social Studies
Gangs of New York
A
Ages: 14, 15, 16, 17
analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and
Texas
Social Studies
Gangs of New York
A
Ages: 13
identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects;
Texas
Social Studies
Gangs of New York
B
Ages: 13
apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
Texas
Social Studies
Gangs of New York
B
Ages: 13
explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee’s surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and
Texas
Social Studies
Gangs of New York
A
Ages: 13
identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;
Texas
Social Studies
Gangs of New York
B
Ages: 13
identify examples of American art, music, and literature that reflect society in different eras; and
Texas
Social Studies
Gangs of New York
C
Ages: 13
analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau’s refusal to pay a tax.
Texas
Social Studies
Gangs of New York
A
Ages: 13
differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
Texas
Social Studies
Gangs of New York
A
Ages: 14, 15, 16, 17
identify the major characteristics that define an historical era;
Texas
Social Studies
Gangs of New York
B
Ages: 14, 15, 16, 17
identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
Texas
Social Studies
Gangs of New York
C
Ages: 14, 15, 16, 17
apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
Texas
Social Studies
Gangs of New York
A
Ages: 14, 15, 16, 17
analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;
Texas
Social Studies
Gangs of New York
B
Ages: 14, 15, 16, 17
analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;
Texas
Social Studies
Gangs of New York
D
Ages: 14, 15, 16, 17
describe the optimism of the many immigrants who sought a better life in America.
Texas
Social Studies
Gangs of New York
A
Ages: 14, 15, 16, 17
analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and
Texas
Social Studies
Gangs of New York
D
Ages: 14, 15, 16, 17
use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
Texas
Social Studies
Gangs of New York
E
Ages: 14, 15, 16, 17
identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square.
Texas
Social Studies
Gangs of New York
C
Ages: 14, 15, 16, 17
explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view;

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