Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 7

Transcription

1 Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 7 TEKS Comments Louisiana GLE (7.1) History. The student understands traditional historical points of reference in Texas history. (7.1.A) identify the major eras in Texas history and describe their defining characteristics; (7.1.B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and (7.1.C) explain the significance of the following dates: 1519, 1718, 1821, 1836, 1845, and (7.2) History. The student understands how individuals, events, and issues prior to the Texas Revolution shaped the history of Texas. (7.2.A) compare the cultures of Native Americans in Texas prior to European colonization; (7.2.B) identify important individuals, events, and issues related to European exploration and colonization of Texas, including the establishment of Catholic missions; (7.2.C) identify the contributions of significant individuals including Moses Austin, Stephen F. Austin, and Juan Seguín during the colonization of Texas; (7.2.D) identify the impact of the Mexican federal Constitution of 1824 on events in Texas; (7.2.E) trace the development of events that led to the Texas Revolution, including the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin; and (7.2.F) contrast Spanish and Anglo purposes for and methods of settlement in Texas. (7.3) History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. extend to address U.S. history 43. Construct a timeline of key events and key figures in U.S. history from 1763 to 1877 (H-1A-M1) Southwest Educational Development Laboratory (November 2005) 1

2 (7.3.A) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, and William B. Travis; and (7.3.B) explain the issues surrounding significant events of the Texas Revolution, including the battle of Gonzales, the siege of the Alamo, the convention of 1836, Fannin's surrender at Goliad, and the battle of San Jacinto. 64. Identify the causes, course, and consequences of the Texas War for Independence and the Mexican-American War (H-1B-M9) (7.4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. (7.4.A) identify individuals, events, and issues during the Republic of Texas and early Texas statehood, including annexation, Sam Houston, Anson Jones, Mirabeau B. Lamar, problems of the Republic of Texas, the Texas Rangers, the Mexican War, and the Treaty of Guadalupe-Hidalgo; and 64. Identify the causes, course, and consequences of the Texas War for Independence and the Mexican-American War (H-1B-M9) (7.4.B) analyze the causes of and events leading to Texas statehood. (7.5) History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. (7.5.A) explain reasons for the involvement of Texas in the Civil War; and (7.5.B) analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas. (7.6) History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. also addressed in 8th grade 8.7abcd and 8.9ab 75. Explain the immediate and long-term causes of the secession of the Southern states and the outbreak of the Civil War (H-1B-M12) 76. Describe the course of the Civil War, including major turning points and the war s immediate and long-term impact on the North and the South (H-1B-M12) 81. Describe the successes and failures of Reconstruction, as well as its impact on the South (H-1B-M13) (7.6.A) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas Southwest Educational Development Laboratory (November 2005) 2

3 including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on Native Americans, the development of the cattle industry from its Spanish beginnings, the myth and realities of the cowboy way of life, the effects of the growth of railroads, the buffalo soldiers, James Hogg, Cynthia Parker, and Spindletop; and (7.6.B) explain the political, economic, and social impact of the cattle and oil industries and the development of West Texas resulting from the close of the frontier. (7.7) History. The student understands how individuals, events, and issues shaped the history of Texas during the 20th century. (7.7.A) define the impact of "boom and bust" and trace the boom-and-bust cycle of leading Texas industries throughout the 20th century, including farming, oil and gas, cotton, cattle ranching, real estate, and banking; (7.7.B) evaluate the Progressive and other reform movements in Texas in the 19th and 20th centuries; (7.7.C) trace the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements, including James Farmer, Hector P. García, Oveta Culp Hobby, and Lyndon B. Johnson; (7.7.D) analyze the political, economic, and social impact of major wars, including World War I and World War II, on the history of Texas; (7.7.E) trace the emergence of the two-party system in Texas during the second half of the 20th century. (7.8) Geography. The student uses geographic tools to collect, analyze, and interpret data. (7.8.A) create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries; and (7.8.B) pose and answer questions about geographic distributions and patterns in Texas during the 19th and 20th centuries. (7.9) Geography. The student understands the location and characteristics of places and regions of Texas. focus of TEKS is on Texas; GLE specifically addressed in 8th grade 8.10a 1. Analyze various types of maps, charts, graphs, and diagrams related to U.S. history (G-1A-M2) Southwest Educational Development Laboratory (November 2005) 3

4 (7.9.A) locate places and regions of importance in Texas during the 19th and 20th centuries; (7.9.B) compare places and regions of Texas in terms of physical and human characteristics; and (7.9.C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas. (7.10) Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th and 20th centuries. (7.10.A) identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications; and (7.10.B) explain ways in which geographic factors have affected the political, economic, and social development of Texas. (7.10.B) explain ways in which geographic factors have affected the political, economic, and social development of Texas. (7.11) Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th and 20th centuries. (7.11.A) analyze why immigrant groups came to Texas and where they settled; (7.11.A) analyze why immigrant groups came to Texas and where they settled; (7.11.B) analyze how immigration and migration to Texas in the 19th and 20th centuries have influenced Texas; (7.11.C) analyze the effects of the changing population distribution in Texas during the 20th century; and (7.11.D) describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution. focus of TEKS is on Texas; GLE specifically addressed in 8th grade 8.11c focus of TEKS is on Texas; GLE specifically addressed in 8th grade 8.12a implied; specifically addressed in 8th grade 8.12a focus of TEKS is on Texas; GLE specifically addressed in 8th grade 8.24a extend to address U.S. history, 8.24a focus of TEKS is on Texas focus of TEKS is on Texas 3. Identify and describe significant physical features that have influenced U.S. historical events (e.g., Ohio River Valley in the American Revolution) (G-1B-M2) 2. Explain how physical features and climate affected migration, settlement patterns, and land use in the United States through 1877 (G-1B-M1) 9. Explain how the different physical environments in the American North and South led to different economic activities (G-1D-M2) 6. Identify selected racial, ethnic, and religious groups that settled in the United States and explain the political, cultural, and economic reasons for immigration (G-1C-M4) 69. Identify the causes and explain the effects of new waves of immigration prior to the Civil War (H-1B-M10) 5. Explain patterns of rural/urban migration and the positive and negative consequences of urban development in the United States (G-1C-M3) 5. Explain patterns of rural/urban migration and the positive and negative consequences of urban development in the United States (G-1C-M3) Southwest Educational Development Laboratory (November 2005) 4

5 (7.12) Economics. The student understands the factors that caused Texas to change from an agrarian to an urban society. (7.12.A) explain economic factors that led to the urbanization of Texas; (7.12.B) trace the development of major industries that contributed to the urbanization of Texas; and (7.12.C) explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas. (7.13) Economics. The student understands the interdependence of the Texas economy with the United States and the world. (7.13.A) analyze the impact of national and international markets and events on the production of goods and services in Texas; (7.13.B) analyze the impact of economic phenomena within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Texas; and (7.13.C) analyze the impact of significant industries in Texas such as oil and gas, aerospace, and medical technology on local, national, and international markets. (7.14) Government. The student understands the basic principles reflected in the Texas Constitution. (7.14.A) identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and (7.14.A) identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and (7.14.A) identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and implied implied implied 11. Explain the meaning of the term federalism (C-1A-M2) 13. Explain how separation of powers limits government and describe the U.S. government system of checks and balances (C-1A-M3) 14. Identify the powers of the U.S. federal government and the powers it shares with state governments according to the U.S. Constitution (C-1A-M3) Southwest Educational Development Laboratory (November 2005) 5

6 (7.14.A) identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and (7.14.B) identify the influence of ideas from the U.S. Constitution on the Texas Constitution. (7.15) Government. The student understands the structure and functions of government created by the Texas Constitution. (7.15.A) describe the structure and functions of government at municipal, county, and state levels; (7.15.A) describe the structure and functions of government at municipal, county, and state levels; (7.15.B) identify major sources of revenue for state and local governments; and (7.15.C) describe the structure and governance of Texas public education. (7.16) Citizenship. The student understands the rights and responsibilities of Texas citizens. (7.16.A) summarize the rights guaranteed in the Texas Bill of Rights; and (7.16.A) summarize the rights guaranteed in the Texas Bill of Rights; and 8th grade 8.16d need to extend to national level and key positions at national level implied; need to extend to national level Extend to U.S. as defined in 8th grade TEKS 8.20c and 8.20d 30. Explain the principles of government embodied in the U.S. Constitution (C-1B-M3) 15. Identify the structure and powers of the three branches of the federal government, the limits of those powers, and key positions within each branch (C-1A-M5) 18. Describe the powers/responsibilities and limits of power for government officials at the national level (C-1A-M6) 39. Explain the importance of various rights and responsibilities of citizenship to the individual or to society at large (e.g., Bill of Rights) (C-1D-M2) 56. Explain the significance of the Bill of Rights and its specific guarantees (H-1B-M8) (7.16.B) identify civic responsibilities of Texas citizens. 39. Explain the importance of various rights and responsibilities of citizenship to the individual or to society at large (e.g., Bill of Rights) (C-1D-M2) (7.17) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. (7.17.A) identify different points of view of political parties and interest groups on important Texas issues; (7.17.B) describe the importance of free speech and press in a democratic society; and Southwest Educational Development Laboratory (November 2005) 6

7 a democratic society; and (7.17.C) express and defend a point of view on an issue of historical or contemporary interest in Texas. (7.18) Citizenship. The student understands the importance of effective leadership in a democratic society. (7.18.A) identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been President of the United States; and (7.18.B) analyze the contributions of Texas leaders such as Henry B. González, Phil Gramm, Barbara Jordan, and Sam Rayburn. (7.19) Culture. The student understands the concept of diversity within unity in Texas. (7.19.A) explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances; (7.19.B) describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture; and (7.19.C) identify examples of Spanish influence on place names such as Amarillo and Río Grande and on vocabulary in Texas, including words that originated from the Spanish cattle industry. (7.20) Science, Technology, and Society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. (7.20.A) compare types and uses of technology, past and present; (7.20.B) identify Texas leaders in science and technology such as Roy Bedichek, Walter Cunningham, Michael DeBakey, and C.M. "Dad" Joiner; (7.20.C) analyze the effects of scientific discoveries and technological innovations, such as barbed wire, the windmill, and oil, gas, and aerospace industries, on the developments of Texas; extend to address U.S. history extend to include 8.28abc 47. Explain how a given historical figure influenced or changed the course of U.S. history (H-1A-M3) 66. Identify major technological developments related to land, water, and transportation and explain how they transformed the economy, created international markets, and affected the environment (H-1B-M10) Southwest Educational Development Laboratory (November 2005) 7

8 (7.20.D) evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land; (7.20.E) analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world; and (7.20.F) make predictions about economic, social, and environmental consequences that may result from future scientific discoveries and technological innovations. (7.21) Social Studies Skills. The student applies criticalthinking skills to organize and use information acquired from a variety of sources including electronic technology. (7.21.A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; (7.21.A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; (7.21.A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; (7.21.B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (7.21.B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (7.21.C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; extend to address U.S. history extend to address U.S. history extend to address U.S. history 44. Interpret a timeline to identify cause-and-effect relationships among events in U.S. history (H-1A-M1) 48. Compare and contrast two primary sources related to the same event in U.S. history (H-1A-M4) 50. Conduct historical research using a variety of resources, and evaluate those resources for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6) 46. Explain the causes, effects, or impact of a given historical event in U.S. history (H-1A-M3) 50. Conduct historical research using a variety of resources, and evaluate those resources for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6) 50. Conduct historical research using a variety of resources, and evaluate those resources for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6) Southwest Educational Development Laboratory (November 2005) 8

9 (7.21.D) identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants; (7.21.E) support a point of view on a social studies issue or event; extend to address U.S. history 45. Explain the point of view of key historical figures and groups in U.S. history (H-1A-M2) (7.21.F) identify bias in written, oral, and visual material; 50. Conduct historical research using a variety of resources, and evaluate those resources for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6) (7.21.G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and 50. Conduct historical research using a variety of resources, and evaluate those resources for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6) (7.21.H) use appropriate mathematical skills to interpret social studies information such as maps and graphs. (7.22) Social Studies Skills. The student communicates in written, oral, and visual forms. (7.22.A) use social studies terminology correctly; implied throughout GLE (7.22.B) use standard grammar, spelling, sentence structure, and punctuation; (7.22.C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (7.22.D) create written, oral, and visual presentations of social studies information. (7.23) Social Studies Skills. The student uses problemsolving and decision-making skills, working independently and with others, in a variety of settings. (7.23.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; and (7.23.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. Southwest Educational Development Laboratory (November 2005) 9

10 ; approximates 8.4a ; approximates 8.6e ; is addressed in World History and government/civics TEKS ; addressed in government/civics TEKS ; addressed in government/civics TEKS 8th grade 8.19b ;implied in 8.4a 8th grade 8.5a and government/civics TEKS 8th grade 8.16b and8.16d and government/civics TEKS 4. Explain ways in which goals, cultures, interests, inventions, and technological advances have affected perceptions and uses of places or regions in the United States (G-1B-M4) 7. Compare the interdependence of Great Britain and the American colonies to the global economy today (G-1C-M6) 8. Explain how cooperation and conflict affected the changing political boundaries of the United States to 1877 (e.g., Missouri Compromise) (G-1C-M7) 10. Explain and evaluate the major purposes of government (C-1A-M1) 12. Distinguish between various forms of government (e.g., monarchy, totalitarian) and describe their characteristics and organization (C-1A-M2) 16. Identify qualifications and terms of office for elected officials at the national level (C-1A-M6) 17. Identify current government leaders at the national level (C-1A-M6) 19. Explain how a bill becomes law at the federal level (C-1A- M7) 20. Examine a given law or court ruling and evaluate it based on given criteria (e.g., Dred Scott decision) (C-1A-M7) 21. Evaluate a type of tax in an historical context (e.g., Stamp Act, Tea Tax) (C-1A-M10) 22. Identify problems the United States faced after the American Revolution that led to the writing of the U.S. Constitution (C-1B-M1) 23. Compare and contrast the Articles of Confederation with the U.S. Constitution (C-1B-M1) Southwest Educational Development Laboratory (November 2005) 10

11 8th grade 8.4d 8th grade 8.18a and government/civics TEKS 8th grade 8.16a and government/civics TEKS throughout 8th grade course content 8th grade 8.16a ; implied in 8.19d ; approximates 8.5c 24. Identify the roles of the Continental Congress and the Great Compromise in forming the American constitutional government and the federal union (C-1B-M1) 25. Identify the arguments of the Federalists and Anti- Federalists (C-1B-M1) 26. Explain how historical English documents, such as the Magna Carta and the English Bill of Rights, influenced American democracy (C-1B-M1) 27. Explain how ancient governments influenced American democracy and culture (C-1B-M1) 28. Describe historical experiences and factors that defined, influenced, and helped shape American political culture (C-1B- M2) 29. Define and explain the ideas expressed in the Mayflower Compact and the Declaration of Independence (C-1B-M3) 31. Analyze methods used to institute change or resolve social conflict in U.S. history (e.g., War of 1812, states rights theory) (C-1B-M4) 32. Explain how changes are made in a democratic society (C- 1B-M5) 33. Describe the role of political parties in the American political system (C-1B-M6) 34. Describe political divisions of the world (nation-states) (C- 1C-M1) 35. Explain various processes/strategies nations use to interact (C-1C-M1) 36. Explain how U.S. foreign policy is formed and carried out (C-1C-M2) 37. Identify types of foreign policy issues with reference to ; implied in current and historical examples (e.g., Middle East conflicts) (C- 8.5e 1C-M3) Southwest Educational Development Laboratory (November 2005) 11

12 8.5e 1C-M3) 8th grade 8.20e ; approximates 8.20f 8th grade 8.4a 8th grade 8.4a, 8.4b, 8.4c, 8.4d ; approximates 8.4b ; approximates 8.5a 8th grade 8.4d 8th grade 8.5abcdefg 38. Identify the qualifications or requirements for U.S. citizenship, including naturalization (C-1D-M1) 40. Explain issues involving rights and responsibilities of individuals in American society (e.g., rights of individuals with disabilities, responsibility to pay taxes) (C-1D-M3) 41. Use economic concepts (e.g., supply and demand, interdependence) to explain Mercantilism and describe its role in British colonization and the conflict between the thirteen American colonies and Great Britain (E-1A-M9) 42. Identify U.S. exports and imports that contributed to the U.S economic interdependence with Europe and other parts of the world during the eighteenth and nineteenth centuries (E- 1B-M6) 49. Propose and defend an alternative course of action to a given issue or problem in U.S. history (H-1A-M5) 51. Explain the causes, course, and consequences of the American Revolutionary War (H-1B-M6) 52. Compare and contrast the strategies and motivations of the Patriots, Loyalists, and British during the American Revolution (H-1B-M6) 53. Explain the role of key figures in the American Revolution (H-1B-M6) 54. Explain how the American Revolution affected the politics, society, and economy of the new nation (H-1B-M7) 55. Describe the issues involved in the creation and ratification of the U.S. Constitution (H-1B-M8) 57. Describe major events and issues involving early presidencies (H-1B-M8) Southwest Educational Development Laboratory (November 2005) 12

13 ; implied in 8.5d 8th grade 8.5e 8th grade 8.6c and e 8th grade 8.6a ; approximates 8.6e 8th grade 8.5f and 8.5g 8th grade 8.5b, 8.7a and 8.25b 8th grade 8.7b, 8.13abc, and 8.14b 8th grade 8.26b ; approximates 8.25a 58. Explain Napoleon s reasons for selling the Louisiana territory to the United States and the impact of that acquisition (H-1B-M9) 59. Explain President Madison s reason for declaring war in 1812, the sectional divisions over the war, and the consequences of the Native American alliance with the British (H-1B-M9) 60. Describe provisions of the Monroe Doctrine and its influence on U.S. foreign relations (H-1B-M9) 61. Explain westward movement of the United States, the changes it created, and its effects on relations with Native Americans (H-1B-M9) 62. Explain Manifest Destiny and its economic, political, social, and religious roots (H-1B-M9) 63. Describe diplomatic and political developments that led to the resolution of conflicts with Britain, Spain, and Russia from 1815 to 1850 (H-1B-M9) 65. Describe Jacksonian Democracy, the influence of Jackson on the U.S. political system, and Jackson s Indian Removal Policy (H-1B-M10) 67. Analyze national policies on a protective tariff, a national bank, federally funded improvements (e.g., roads, canals, railroads), and educational and prison reforms (H-1B-M10) 68. Compare ways of life in northern and southern states and identify factors that caused rapid urbanization and the growth of slavery (H-1B-M10) 70. Explain the importance of the Second Great Awakening, the ideas of its principal leaders, and how it affected public education, temperance, women s suffrage, and abolition (H- 1B-M11) 71. Describe fundamental beliefs of abolitionists and compare positions of those who favored gradual versus immediate emancipation (H-1B-M11) Southwest Educational Development Laboratory (November 2005) 13

14 ; approximates 8.25b ; approximates 8.13a; need to address social and cultural ; approximates 8.7d and 8.19b 8th grade 8.8b ; approximates 8.17b; also addressed in U.S. history(11th grade) and government/civics TEKS 8th grade 8.9a 8th grade 8.9a 72. Identify the major antebellum reform movements, their leaders, and the movements effects on the United States (H- 1B-M11) 73. Describe the economic, social, and cultural differences between the North and South, including the advantages and disadvantages each had at the outbreak of the Civil War (H- 1B-M12) 74. Explain the impact of the compromises on the issue of slavery and the Dred Scott decision on increasing tensions between the North and South (H-1B-M12) 77. Explain the purpose, significance, and results of Lincoln s Emancipation Proclamation (H-1B-M12) 78. Describe provisions of the Thirteenth Amendment and Lincoln s reasons for advancing it, as well as the purpose and significance of the Fourteenth and Fifteenth Amendments (H- 1B-M12) 79. Describe, compare, and evaluate various reconstruction plans of the post-civil War South (H-1B-M13) 80. Explain the growing conflict between Andrew Johnson and Congress, and the reasons for and consequences of his impeachment and trial (H-1B-M13) 81. Describe the successes and failures of Reconstruction, as well as its impact on the South (H-1B-M13) 82. Explain how the presidential election of 1876 led to the Compromise of 1877 and brought about an end to Reconstruction in the South (H-1B-M13) Southwest Educational Development Laboratory (November 2005) 14