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Local History Alive

High School, Social Studies

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Description of Unit

The student will imagine himself or herself as a property developer who is interested in preserving and restoring a historic landmark building in his or her community. He or she will research a local historical structure to be saved and develop a plan for how the building can be used once it has been restored. The student will be responsible for creating a building design (e.g., floor plan, streetscape, specific design features) that will serve as a visual guide for future use of the building upon completion. The student will then research all of the factors/needs/steps involved with the preservation of a historic structure; these will include construction costs, fees and permits, financing, and cost of services (e.g., architects, interior designers, landscapers). Finally, the student will develop a timeline for the project, formulate a budget, and create a final display or project. The student will need to shadow or consult with developers, bankers, or general contractors within the community throughout the project. 

This guide links the Local History Alive: Identifying a Local Historical Landmark in Need of Saving unit to the Texas Essential Knowledge and Skills (TEKS) for eleventh and twelfth graders. Local History Alive: Identifying a Local Historical Landmark in Need of Saving is a historical, research-based unit that allows students to explore their community and research a local landmark that needs preserving or saving. Local History Alive: Identifying a Local Historical Landmark in Need of Saving will allow students to work with administrative agencies, government offices, and historic/preservation groups in drawing up a comprehensive preservation plan. This plan could potentially be used by preservationists/investors/community leaders to actually save the landmark. Students will see the importance of historic preservation and learn about how various agencies work cooperatively to save history at the local level. This unit has interdisciplinary connections to architecture, Texas history, U.S. history, math, science, English language arts, basic foundations of historic research and writing/documentation, and local/state/federal government. Students will learn about the elements of architectural design, the basic duties of being a general contractor, and the formulation of a budget to carry out a preservation effort. The following document includes the applicable TEKS and details of the Local History Alive: Identifying a Local Historical Landmark in Need of Saving unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. 

Phase I. Learning Experiences

Students will walk or drive around their community and search for historic landmarks that are in need of preservation or restoration. They may conduct interviews with employees at the local historical society/museum, genealogical society, or city and county agencies in order to identify an appropriate landmark. Students will conduct an online search for historic preservation plans that can be used as a guide throughout the formation of a scope of work. They will also need to research city codes, historic ordinances, and permits. Students may want to contact bankers, contractors, or other relevant professionals who could act as mentors throughout the process. 

Students should consider the following questions in their search: 

  • What areas of my town tend to have the most impressive or interesting buildings? 
  • Is there a specific neighborhood in my community where there is evidence of historic preservation or architectural distinctiveness? 
  • What groups do I need to talk to in order to get an idea of what landmark preservation efforts the community will support? 
  • What landmarks in my community tell a collective story about who we are and what we stand for? How can we preserve these landmarks so future generations can learn from them? 
  • What websites will be most helpful in putting together a preservation plan, and are there contacts within my county/city/state that might direct my search (e.g., local landmark commission, Texas Historical Commission, National Board of Historic Places).

Phase II. Independent Research

A. Research process 

  1. Selecting a landmark. Each student will identify a historic landmark in the community that needs to be saved. He or she should complete a historical-research document on the structure. The information should include date of construction, purpose for being built, name(s) of builders, and those who occupied the structure over the years. 
  2. Asking guiding questions. The student will create and select guiding questions to drive research, such as the following: 
    1. Which landmark in our community needs to be saved? 
    2. What future use could this landmark serve in our community (e.g., event center, bed and breakfast, residence, business, museum)? 
    3. Who are some architects, contractors, or city/county officials who might assist me along the way? 
    4. Where can I find a template for a renovation/preservation budget? 
    5. What bank or lending institution can I consult to assist me in my plan? 
    6. What community groups (e.g., historical board, library personnel, city hall employees, genealogical society) might assist me in my work? 
    7. What city codes, ordinances, permits, or fees are going to affect the renovation/preservation project? 
    8. How will I use an electronic format to compile and store my findings for presentation? 
    9. How will I create a step-by-step plan for my project (with clearly defined benchmarks along the way to check my progress)? 
    10. Are there multiple perspectives or opinions in the community regarding the preservation of this landmark? 
    11. How has this building changed over time? 
  3. Creating a research proposal. The student will include numerous components in the research proposal, including the following: 
    1. The guiding questions and preliminary, hypothetical answers 
    2. A step-by-step plan for the project (with clearly defined benchmarks along the way to check progress) 
    3. A budget that outlines all of the costs associated with preserving/restoring the landmark 
    4. A package of all the relevant research and information for future developers to use 
    5. A preliminary rendering of the property (e.g., site map, GPS map, architectural blueprints, design details) that showcases the project 
  4. Conducting the research. After the teacher has approved the proposal, the student will begin the project by utilizing the identified resources and additional resources that he or she may encounter during the research process. During this stage, he or she will need to keep a research log, note cards, and/or a resource process sheet of all the sources used and what is learned from each source. The student will follow the step-by-step plan he or she has developed, editing it as the project unfolds. The student will answer his or her own guiding questions more completely during this research period. Each student should take detailed notes and track how his or her thinking has changed or developed during this time (e.g., successes, frustrations, unexpected extra steps, roadblocks). 

B. The product 

The student will demonstrate his or her knowledge and learning by completing the comprehensive step-by-step plan for the full restoration/preservation of the identified landmark. The more advanced and detailed the plan is, the better. The teacher will monitor and assess the ongoing research log that the student will keep. The log should detail unexpected obstacles and difficulties and the methods by which these problems were overcome. The final product will be a “packaged” plan that can theoretically be turned over to city or county officials and used by preservationists/investors/community leaders who want to restore/preserve the landmark. 

C. Communication 

The student has many potential audiences for presenting the final plan/project. The teacher may ask the student to present the project to classmates, the principal/administration, the school board, the city council, a county commission, a historical board, the library board, a genealogical society, or a Rotary or Masons Club. The teacher may use these presentations as part of the summative assessment. The student will gain valuable experience in speaking, presenting, and bundling information into an electronic format. These skills will help the student in his post-graduation work and in life. Finally, the teacher and student will hold a summative reflection on the project. The teacher may send a questionnaire to various community members who played a role in the project and use their remarks as part of the final assessment. The student should be encouraged to submit copies of his or her preservation proposal to city/county officials or a civic organization. The information may be used by a future developer who is interested in the landmark’s restoration/preservation.

D. A completed project consists of:

  1. A well-researched historical account of the selected landmark
  2. The list of guided questions
  3. A detailed research log, note cards, or a research process sheet
  4. A comprehensive step-by-step plan
  5. A final detailed budget for the entire project
  6. A list of all the professionals/consultants/agencies/organizations that played a role in the preservation project
  7. A Works Cited page
  8. A submitted proposal to city/county officials or a civic organization

This unit may address the following TEKS.

110.33, English Language Arts and Reading, English III

110.33(b)(1)
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.33(b)(1)(E)
use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed.
110.33(b)(2)
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.33(b)(2)(C)
relate the main ideas found in a literary work to primary source documents from its historical and cultural setting.
110.33(b)(8)
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance.
110.33(b)(9)
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.33(b)(9)(A)
summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;
110.33(b)(9)(B)
distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;
110.33(b)(9)(C)
make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns;
110.33(b)(9)(D)
synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.
110.33(b)(10)
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.
110.33(b)(10)(A)
evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts;
110.33(b)(10)(B)
analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations.
110.33(b)(11)
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
110.33(b)(11)(A)
evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts);
110.33(b)(11)(B)
translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.
110.33(b)(13)
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.33(b)(13)(A)
plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
110.33(b)(13)(B)
structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;
110.33(b)(13)(C)
revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;
110.33(b)(13)(D)
edit drafts for grammar, mechanics, and spelling;
110.33(b)(13)(E)
revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
110.33(b)(15)
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
110.33(b)(15)(B)
write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:
110.33(b)(15)(B)(i)
a clearly stated purpose combined with a well-supported viewpoint on the topic;
110.33(b)(15)(B)(ii)
appropriate formatting structures (e.g., headings, graphics, white space);
110.33(b)(15)(B)(iii)
relevant questions that engage readers and consider their needs;
110.33(b)(15)(B)(iv)
accurate technical information in accessible language;
110.33(b)(15)(B)(v)
appropriate organizational structures supported by facts and details (documented if appropriate);
110.33(b)(15)(D)
produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.
110.33(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.33(b)(16)(A)
a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;
110.33(b)(16)(B)
accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);
110.33(b)(16)(C)
an organizing structure appropriate to the purpose, audience, and context;
110.33(b)(16)(D)
information on the complete range of relevant perspectives;
110.33(b)(16)(E)
demonstrated consideration of the validity and reliability of all primary and secondary sources used;
110.33(b)(16)(F)
language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).
110.33(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.33(b)(17)(A)
use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases);
110.33(b)(17)(B)
use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
110.33(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.33(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.33(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.33(b)(20)(A)
brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic;
110.33(b)(20)(B)
formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.
110.33(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.33(b)(21)(A)
follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;
110.33(b)(21)(B)
systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences;
110.33(b)(21)(C)
paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.
110.33(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.33(b)(22)(A)
modify the major research question as necessary to refocus the research plan;
110.33(b)(22)(B)
differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument;
110.33(b)(22)(C)
critique the research process at each step to implement changes as the need occurs and is identified.
110.33(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.33(b)(23)(A)
provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;
110.33(b)(23)(B)
uses a variety of formats and rhetorical strategies to argue for the thesis;
110.33(b)(23)(C)
develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;
110.33(b)(23)(D)
uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials;
110.33(b)(23)(E)
is of sufficient length and complexity to address the topic.
110.33(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.33(b)(24)(A)
listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions;
110.33(b)(24)(B)
evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience.
110.33(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
110.33(b)(26)
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

110.34, English Language Arts and Reading, English IV

110.34(b)(15)(D)
produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.
110.34(b)(16)
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
110.34(b)(16)(A)
a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions);
110.34(b)(16)(B)
accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);
110.34(b)(16)(C)
an organizing structure appropriate to the purpose, audience, and context;
110.34(b)(16)(D)
information on the complete range of relevant perspectives;
110.34(b)(16)(E)
demonstrated consideration of the validity and reliability of all primary and secondary sources used;
110.34(b)(16)(F)
language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs);
110.34(b)(16)(G)
an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.
110.34(b)(17)
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
110.34(b)(17)(A)
use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases);
110.34(b)(17)(B)
use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
110.34(b)(18)
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.
110.34(b)(19)
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
110.34(b)(20)
Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.34(b)(20)(A)
brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic;
110.34(b)(20)(B)
formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.
110.34(b)(21)
Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.34(b)(21)(A)
follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;
110.34(b)(21)(B)
systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences;
110.34(b)(21)(C)
paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.
110.34(b)(22)
Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.34(b)(22)(A)
modify the major research question as necessary to refocus the research plan;
110.34(b)(22)(B)
differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument;
110.34(b)(22)(C)
critique the research process at each step to implement changes as the need occurs and is identified.
110.34(b)(23)
Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:
110.34(b)(23)(A)
provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;
110.34(b)(23)(B)
uses a variety of formats and rhetorical strategies to argue for the thesis;
110.34(b)(23)(C)
develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;
110.34(b)(23)(D)
uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials;
110.34(b)(23)(E)
is of sufficient length and complexity to address the topic.
110.34(b)(24)
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.34(b)(24)(A)
listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions;
110.34(b)(24)(B)
assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.
110.34(b)(25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
110.34(b)(26)
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

111.39, Algebra I

111.39(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.39(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.39(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.39(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.39(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.39(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.39(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.39(c)(1)(G)
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

111.40., Algebra II

111.40(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.40(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.40(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.40(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.40(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.40(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.40(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.40(c)(1)(G)
display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

111.41, Geometry

111.41(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.41(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.41(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.41(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.41(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.41(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.41(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.41(c)(1)(G)
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

111.42, Precalculus

111.42(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.42(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.42(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.42(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.42(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.42(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.42(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.42(c)(1)(G)
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

111.43, Mathematical Models with Applications

111.43(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.43(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.43(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.43(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.43(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.43(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.43(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.43(c)(1)(G)
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

111.47, Statistics

111.47(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.47(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.47(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.47(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.47(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.47(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.47(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.47(c)(1)(G)
display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

111.48, Algebraic Reasoning

111.48(c)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.48(c)(1)(A)
apply mathematics to problems arising in everyday life, society, and the workplace;
111.48(c)(1)(B)
use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
111.48(c)(1)(C)
select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.48(c)(1)(D)
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.48(c)(1)(E)
create and use representations to organize, record, and communicate mathematical ideas;
111.48(c)(1)(F)
analyze mathematical relationships to connect and communicate mathematical ideas;
111.48(c)(1)(G)
display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

113.41, United States History Studies Since 1877

113.41(c)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.41(c)(29)(A)
use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions;
113.41(c)(29)(B)
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
113.41(c)(29)(C)
understand how historians interpret the past (historiography) and how their interpretations of history may change over time;
113.41(c)(29)(D)
use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
113.41(c)(29)(E)
evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;
113.41(c)(29)(F)
identify bias in written, oral, and visual material;
113.41(c)(29)(G)
identify and support with historical evidence a point of view on a social studies issue or event;
113.41(c)(29)(H)
use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
113.41(c)(30)
Social studies skills. The student communicates in written, oral, and visual forms.
113.41(c)(30)(A)
create written, oral, and visual presentations of social studies information;
113.41(c)(30)(B)
use correct social studies terminology to explain historical concepts;
113.41(c)(30)(C)
use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.
113.41(c)(31)
Social studies skills. The student uses geographic tools to collect, analyze, and interpret data.
113.41(c)(31)(A)
create thematic maps, graphs, and charts representing various aspects of the United States;
113.41(c)(31)(B)
pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.
113.41(c)(32)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.41(c)(32)(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;
113.41(c)(32)(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.

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.C.1
 Analyze a situation to identify a problem to be solved.
CDS.I.C.2
 Develop and apply multiple strategies to solve a problem.
CDS.I.C.3
 Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.B.2
Distinguish between and among primary and secondary sources.
ELA.V.C.3
Follow relevant rules governing attribution.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.

Mathematics:

M.I.A.2
Perform computations with rational and irrational numbers.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.I.B.2
Interpret the relationships between the different representations of numbers.
M.I.B.1
Use estimation to check for errors and reasonableness of solutions.
M.I.C.2
Convert units within and between systems of measurement.
M.I.C.1
Select or use the appropriate type of method, unit, and tool for the attribute being measured.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.B.3
Compute and describe the study data with measures of center and basic notions of spread.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.1
Classify types of data.
M.V.C.4
Identify and explain misleading uses of data.
M.V.C.3
Make predictions using summary statistics.
M.V.C.2
Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.C.1
Analyze data sets using graphs and summary statistics.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.4
Justify the solution.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.1
Analyze given information.
M.VII.A.3
Determine a solution.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.C
Logical reasoning
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.D
Real-world problem solving
M.VII.D.2
Evaluate the problem-solving process.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.1
Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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