Welcome to Coach McAnally's U.S. History Website. I have class 3rd and 8th periods in room 225. I have been teaching 18 years. The best time to catch me is between 1 and 1:45p.m. The telephone # is 547-2534. I have taught P.E.(High School and Intermdediate), Health, World Geography, World History and U.S. History.
TX- Texas Essential Knowledge and Skills (TEKS)Subject / Chapter 113: Social StudiesSubchapter C: High SchoolGrade/Course 113.32: United States History Studies Since Reconstruction (One Credit)Standard 1: History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
Student Expectation A: identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics
Student Expectation B: apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
Student Expectation C: explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957
Standard 2: History. The student understands the political, economic, and social changes in the United States from 1877 to 1898.
Student Expectation A: analyze political issues such as Indian policies, the growth of political machines, and civil service reform
Student Expectation B: analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business
Student Expectation C: analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants
Standard 3: History. The student understands the emergence of the United States as a world power between 1898 and 1920.
Student Expectation A: explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power
Student Expectation B: identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare
Student Expectation C: analyze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I
Student Expectation D: analyze major issues raised by U.S. involvement in World War I, Wilson’s Fourteen Points, and the Treaty of Versailles
Standard 4: History. The student understands the effects of reform and third party movements on American society.
Student Expectation A: evaluate the impact of Progressive Era reforms including initiative, referendum, recall, and the passage of the 16th and 17th amendments
Student Expectation C: evaluate the impact of third parties and their candidates such as Eugene Debs, H. Ross Perot, and George Wallace
Standard 5: History. The student understands significant individuals, events, and issues of the 1920s.
Student Expectation A: analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women
Student Expectation B: analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh
TX- Texas Essential Knowledge and Skills (TEKS)Subject / Chapter 113: Social StudiesSubchapter C: High SchoolGrade/Course 113.32: United States History Studies Since Reconstruction (One Credit)Standard 3: History. The student understands the emergence of the United States as a world power between 1898 and 1920.
Student Expectation B: identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare
Student Expectation C: analyze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I
Student Expectation D: analyze major issues raised by U.S. involvement in World War I, Wilson’s Fourteen Points, and the Treaty of Versailles
| Lessons: |
 | 1. | Dec. 12-13: 3rd 6 weeks exam |
| 2. | Dec. 14-15: Final Exam review |
| 3. | Dec. 4-5: Chapter 15, Review Day |
| 4. | Dec. 6-7: Chapter 15, Exam Day |
| 5. | Dec. 8-11: 6 Weeks Review Day |
| 6. | Nov 13-14: Ch.12 Review Day |
| 7. | Nov. 15-16: Ch.12 Exam Day |
| 8. | Nov. 28-29: Chapter 15, Section 1 |
| 9. | NOv. 30-Dec 1: Chapter 15, Sec.2-3 |
| 10. | Nov.17,20: Chapter 13 |
| 11. | Nov.21,27: Chapter 15, Intro Cont'd |
| 12. | Nov.6-7 Chapter 12, Section 1,2,3 |
| 13. | Nov.8-9 Ch.12 Technology Changes in WWI |
TX- Texas Essential Knowledge and Skills (TEKS)Subject / Chapter 113: Social StudiesSubchapter C: High SchoolGrade/Course 113.32: United States History Studies Since Reconstruction (One Credit)Standard 1: History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
Student Expectation B: apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
Student Expectation C: explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957
Standard 3: History. The student understands the emergence of the United States as a world power between 1898 and 1920.
Student Expectation A: explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power
Student Expectation B: identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare
Student Expectation C: analyze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I
Student Expectation D: analyze major issues raised by U.S. involvement in World War I, Wilson’s Fourteen Points, and the Treaty of Versailles
Standard 5: History. The student understands significant individuals, events, and issues of the 1920s.
Student Expectation A: analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women
Student Expectation B: analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh
Author:
Vance McAnally
Last modified:
9/28/2009 8:11 AM (EST)
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