19 Tac Chapter 113 Subchapter B

Chapter113.
TexasEssentialKnowledgeandSkillsforSocialStudies
SubchapterB.MiddleSchool
StatutoryAuthority:TheprovisionsofthisSubchapterBissuedundertheTexasEducationCode,
7.102(c)(4),28.002,and28.008,unlessotherwisenoted.
113.17.ImplementationofTexasEssentialKnowledgeandSkillsforSocialStudies,MiddleSchool,
BeginningwithSchoolYear20112012.
Theprovisionsof113.18113.20ofthissubchaptershallbeimplementedbyschooldistrictsbeginningwith
the20112012schoolyear.
Source:Theprovisionsofthis113.17adoptedtobeeffectiveAugust23,2010,35TexReg7232amendedtobe
effectiveOctober17,2011,36TexReg6946.
113.18.SocialStudies,Grade6,BeginningwithSchoolYear20112012.
(a)Introduction.
(1)InGrade6,studentsstudypeople,places,andsocietiesofthecontemporaryworld.Societiesfor
studyarefromthefollowingregionsoftheworld:Europe,RussiaandtheEurasianrepublics,North
America,CentralAmericaandtheCaribbean,SouthAmerica,SouthwestAsiaNorthAfrica,Sub
SaharanAfrica,SouthAsia,EastAsia,SoutheastAsia,Australia,andthePacificrealm.Students
describetheinfluenceofindividualsandgroupsonhistoricalandcontemporaryeventsinthosesocieties
andidentifythelocationsandgeographiccharacteristicsofvarioussocieties.Studentsidentifydifferent
waysoforganizingeconomicandgovernmentalsystems.Theconceptsoflimitedandunlimited
governmentareintroduced,andstudentsdescribethenatureofcitizenshipinvarioussocieties.Students
compareinstitutionscommontoallsocietiessuchasgovernment,education,andreligiousinstitutions.
Studentsexplainhowtheleveloftechnologyaffectsthedevelopmentofthevarioussocietiesandidentify
differentpointsofviewaboutevents.Theconceptofframeofreferenceisintroducedasaninfluenceon
anindividual'spointofview.
(2)Tosupporttheteachingoftheessentialknowledgeandskills,theuseofavarietyofrichprimaryand
secondarysourcematerialsuchasbiographies,autobiographies,novels,speeches,letters,poetry,songs,
andartworksisencouraged.Motivatingresourcesareavailablefrommuseums,artgalleries,and
historicalsites.
(3)Theeightstrandsoftheessentialknowledgeandskillsforsocialstudiesareintendedtobeintegrated
forinstructionalpurposes.Skillslistedinthesocialstudiesskillsstrandinsubsection(b)ofthissection
shouldbeincorporatedintotheteachingofallessentialknowledgeandskillsforsocialstudies.Agreater
depthofunderstandingofcomplexcontentmaterialcanbeattainedwhenintegratedsocialstudies
contentfromthevariousdisciplinesandcriticalthinkingskillsaretaughttogether.Statementsthat
containtheword"including"referencecontentthatmustbemastered,whilethosecontainingthephrase
"suchas"areintendedaspossibleillustrativeexamples.
(4)StudentsidentifytheroleoftheU.S.freeenterprisesystemwithintheparametersofthiscourseand
understandthatthissystemmayalsobereferencedascapitalismorthefreemarketsystem.
(5)ThroughoutsocialstudiesinKindergartenGrade12,studentsbuildafoundationinhistory
geographyeconomicsgovernmentcitizenshipculturescience,technology,andsocietyandsocial
studiesskills.Thecontent,asappropriateforthegradelevelorcourse,enablesstudentstounderstandthe
importanceofpatriotism,functioninafreeenterprisesociety,andappreciatethebasicdemocraticvalues
ofourstateandnationasreferencedintheTexasEducationCode(TEC),28.002(h).
(6)Studentsunderstandthataconstitutionalrepublicisarepresentativeformofgovernmentwhose
representativesderivetheirauthorityfromtheconsentofthegoverned,serveforanestablishedtenure,
andaresworntoupholdtheconstitution.
(7)Stateandfederallawsmandateavarietyofcelebrationsandobservances,includingCelebrate
FreedomWeek.
(A)Eachsocialstudiesclassshallinclude,duringCelebrateFreedomWeekasprovidedunder
theTEC,29.907,orduringanotherfullschoolweekasdeterminedbytheboardoftrusteesofa
schooldistrict,appropriateinstructionconcerningtheintent,meaning,andimportanceofthe
DeclarationofIndependenceandtheU.S.Constitution,includingtheBillofRights,intheir
historicalcontexts.ThestudyoftheDeclarationofIndependencemustincludethestudyofthe
relationshipoftheideasexpressedinthatdocumenttosubsequentAmericanhistory,includingthe
relationshipofitsideastotherichdiversityofourpeopleasanationofimmigrants,theAmerican
Revolution,theformulationoftheU.S.Constitution,andtheabolitionistmovement,whichledto
theEmancipationProclamationandthewomen'ssuffragemovement.
(B)Eachschooldistrictshallrequirethat,duringCelebrateFreedomWeekorotherweekof
instructionprescribedundersubparagraph(A)ofthisparagraph,studentsinGrades312study
andrecitethefollowingtext:"WeholdtheseTruthstobeselfevident,thatallMenarecreated
equal,thattheyareendowedbytheirCreatorwithcertainunalienableRights,thatamongthese
areLife,LibertyandthePursuitofHappinessThattosecuretheseRights,Governmentsare
institutedamongMen,derivingtheirjustPowersfromtheConsentoftheGoverned."
(8)StudentsidentifyanddiscusshowtheactionsofU.S.citizensandthelocal,state,andfederal
governmentshaveeithermetorfailedtomeettheidealsespousedinthefoundingdocuments.
(b)Knowledgeandskills.
(1)History.Thestudentunderstandsthathistoricaleventsinfluencecontemporaryevents.Thestudentis
expectedto:
(A)tracecharacteristicsofvariouscontemporarysocietiesinregionsthatresultedfromhistorical
eventsorfactorssuchasinvasion,conquests,colonization,immigration,andtradeand
(B)analyzethehistoricalbackgroundofvariouscontemporarysocietiestoevaluaterelationships
betweenpastconflictsandcurrentconditions.
(2)History.Thestudentunderstandstheinfluencesofindividualsandgroupsfromvariouscultureson
varioushistoricalandcontemporarysocieties.Thestudentisexpectedto:
(A)identifyanddescribetheinfluenceofindividualorgroupachievementsonvarioushistorical
orcontemporarysocietiessuchastheclassicalGreeksongovernmentandtheAmerican
RevolutionontheFrenchRevolutionand
(B)evaluatethesocial,political,economic,andculturalcontributionsofindividualsandgroups
fromvarioussocieties,pastandpresent.
(3)Geography.Thestudentusesgeographictoolstoanswergeographicquestions.Thestudentis
expectedto:
(A)poseandanswergeographicquestions,including:Whereisitlocated?Whyisitthere?What
issignificantaboutitslocation?Howisitslocationrelatedtothelocationofotherpeople,places,
andenvironments?
(B)poseandanswerquestionsaboutgeographicdistributionsandpatternsforvariousworld
regionsandcountriesshownonmaps,graphs,charts,models,anddatabases
(C)comparevariousworldregionsandcountriesusingdatafromgeographictools,including
maps,graphs,charts,databases,andmodelsand
(D)createthematicmaps,graphs,charts,models,anddatabasesdepictingaspectssuchas
population,disease,andeconomicactivitiesofvariousworldregionsandcountries.
(4)Geography.Thestudentunderstandsthefactorsthatinfluencethelocationsandcharacteristicsof
locationsofvariouscontemporarysocietiesonmapsandglobesanduseslatitudeandlongitudeto
determineabsolutelocations.Thestudentisexpectedto:
(A)locatevariouscontemporarysocietiesonmapsandglobesusinglatitudeandlongitudeto
determineabsolutelocation
(B)identifyandexplainthegeographicfactorsresponsibleforpatternsofpopulationinplaces
andregions
(C)explainwaysinwhichhumanmigrationinfluencesthecharacterofplacesandregions
(D)identifyandlocatemajorphysicalandhumangeographicfeaturessuchaslandforms,water
bodies,andurbancentersofvariousplacesandregions
(E)drawsketchmapsthatillustratevariousplacesandregionsand
(F)identifythelocationofmajorworldcountriessuchasCanada,Mexico,France,Germany,the
UnitedKingdom,Italy,Spain,Norway,Sweden,Russia,SouthAfrica,Nigeria,Iraq,Afghanistan,
Israel,Iran,India,Pakistan,thePeople'sRepublicofChina,theRepublicofChina(Taiwan),
Japan,NorthandSouthKorea,Indonesia,andAustralia.
(5)Geography.Thestudentunderstandshowgeographicfactorsinfluencetheeconomicdevelopment,
politicalrelationships,andpoliciesofsocieties.Thestudentisexpectedto:
(A)identifyandexplainthegeographicfactorsresponsibleforthelocationofeconomicactivities
inplacesandregions
(B)identifygeographicfactorssuchaslocation,physicalfeatures,transportationcorridorsand
barriers,anddistributionofnaturalresourcesthatinfluenceasociety'sabilitytocontrolterritory
and
(C)explaintheimpactofgeographicfactorsoneconomicdevelopmentandthedomesticand
foreignpoliciesofsocieties.
(6)Geography.Thestudentunderstandsthatgeographicalpatternsresultfromphysicalenvironmental
processes.Thestudentisexpectedto:
(A)describeandexplaintheeffectsofphysicalenvironmentalprocessessuchaserosion,ocean
currents,andearthquakesonEarth'ssurface
(B)identifythelocationofrenewableandnonrenewablenaturalresourcessuchasfreshwater,
fossilfuels,fertilesoils,andtimberand
(C)analyzetheeffectsoftheinteractionofphysicalprocessesandtheenvironmentonhumans.
(7)Geography.Thestudentunderstandstheimpactofinteractionsbetweenpeopleandthephysical
environmentonthedevelopmentandconditionsofplacesandregions.Thestudentisexpectedto:
(A)identifyandanalyzewayspeoplehaveadaptedtothephysicalenvironmentinvariousplaces
andregions
(B)identifyandanalyzewayspeoplehavemodifiedthephysicalenvironmentsuchasmining,
irrigation,andtransportationinfrastructureand
(C)describewaysinwhichtechnologyinfluenceshumaninteractionswiththeenvironmentsuch
ashumansbuildingdamsforfloodcontrol.
(8)Economics.Thestudentunderstandsthefactorsofproductioninasociety'seconomy.Thestudentis
expectedto:
(A)describewaysinwhichthefactorsofproduction(naturalresources,labor,capital,and
entrepreneurs)influencetheeconomiesofvariouscontemporarysocieties
(B)identifyproblemsandissuesthatmayarisewhenoneormoreofthefactorsofproductionis
inrelativelyshortsupplyand
(C)explaintheimpactofrelativescarcityofresourcesoninternationaltradeandeconomic
interdependenceamongandwithinsocieties.
(9)Economics.Thestudentunderstandsthevariouswaysinwhichpeopleorganizeeconomicsystems.
Thestudentisexpectedto:
(A)comparewaysinwhichvarioussocietiesorganizetheproductionanddistributionofgoods
andservices
(B)compareandcontrastfreeenterprise,socialist,andcommunisteconomiesinvarious
contemporarysocieties,includingthebenefitsoftheU.S.freeenterprisesystem
(C)understandtheimportanceofmoralityandethicsinmaintainingafunctionalfreeenterprise
systemand
(D)examinetherecordofcollective,nonfreemarketeconomicsystemsincontemporaryworld
societies.
(10)Economics.Thestudentunderstandscategoriesofeconomicactivitiesandthedatausedtomeasure
asociety'seconomiclevel.Thestudentisexpectedto:
(A)defineandgiveexamplesofagricultural,wholesale,retail,manufacturing(goods),and
serviceindustries
(B)describelevelsofeconomicdevelopmentofvarioussocietiesusingindicatorssuchaslife
expectancy,grossdomesticproduct(GDP),GDPpercapita,andliteracyand
(C)identifyanddescribetheeffectsofgovernmentregulationandtaxationoneconomic
developmentandbusinessplanning.
(11)Government.Thestudentunderstandstheconceptsoflimitedandunlimitedgovernments.The
studentisexpectedto:
(A)identifyanddescribeexamplesoflimitedandunlimitedgovernmentssuchasconstitutional
(limited)andtotalitarian(unlimited)
(B)comparethecharacteristicsoflimitedandunlimitedgovernments
(C)identifyreasonsforlimitingthepowerofgovernmentand
(D)reviewtherecordofhumanrightsabusesoflimitedorunlimitedgovernmentssuchasthe
oppressionofChristiansinSudan.
(12)Government.Thestudentunderstandsvariouswaysinwhichpeopleorganizegovernments.The
(A)identifyandgiveexamplesofgovernmentswithrulebyone,few,ormany
(B)comparewaysinwhichvarioussocietiessuchasChina,Germany,India,andRussiaorganize
governmentandhowtheyfunctionand
(C)identifyhistoricaloriginsofdemocraticformsofgovernmentsuchasAncientGreece.
(13)Citizenship.Thestudentunderstandsthatthenatureofcitizenshipvariesamongsocieties.The
(A)describerolesandresponsibilitiesofcitizensinvariouscontemporarysocieties,includingthe
UnitedStates
(B)explainhowopportunitiesforcitizenstoparticipateinandinfluencethepoliticalprocess
varyamongvariouscontemporarysocietiesand
(C)comparetheroleofcitizensintheUnitedStateswiththeroleofcitizensfromvarious
contemporarysocietieswithrepresentativeandnonrepresentativegovernments.
(14)Citizenship.Thestudentunderstandstherelationshipamongindividualrights,responsibilities,
duties,andfreedomsinsocietieswithrepresentativegovernments.Thestudentisexpectedto:
(A)identifyandexplainthedutyofcivicparticipationinsocietieswithrepresentative
governmentsand
(B)explainrelationshipsamongrights,responsibilities,anddutiesinsocietieswith
representativegovernments.
(15)Culture.Thestudentunderstandsthesimilaritiesanddifferenceswithinandamongculturesin
variousworldsocieties.Thestudentisexpectedto:
(A)definecultureandthecommontraitsthatunifyacultureregion
(B)identifyanddescribecommontraitsthatdefinecultures
(C)defineamulticulturalsocietyandconsiderboththepositiveandnegativequalitiesof
multiculturalism
(D)analyzetheexperiencesandevaluatethecontributionsofdiversegroupstomulticultural
societies
(E)analyzethesimilaritiesanddifferencesamongvariousworldsocietiesand
(F)identifyandexplainexamplesofconflictandcooperationbetweenandamongcultures.
(16)Culture.Thestudentunderstandsthatallsocietieshavebasicinstitutionsincommoneventhough
thecharacteristicsoftheseinstitutionsmaydiffer.Thestudentisexpectedto:
(A)identifyinstitutionsbasictoallsocieties,includinggovernment,economic,educational,and
religiousinstitutions
(B)comparecharacteristicsofinstitutionsinvariouscontemporarysocietiesand
(C)analyzetheeffortsandactivitiesinstitutionsusetosustainthemselvesovertimesuchasthe
developmentofaninformedcitizenrythrougheducationandtheuseofmonumentalarchitecture
byreligiousinstitutions.
(17)Culture.Thestudentunderstandsrelationshipsthatexistamongworldcultures.Thestudentis
expectedto:
(A)identifyanddescribehowculturetraitssuchastrade,travel,andwarspread
(B)identifyanddescribefactorsthatinfluenceculturalchangesuchasimprovedcommunication,
transportation,andeconomicdevelopment
(C)evaluatetheimpactofimprovedcommunicationtechnologyamongcultures
(D)identifyanddefinetheimpactofculturaldiffusiononindividualsandworldsocietiesand
(E)identifyexamplesofpositiveandnegativeeffectsofculturaldiffusion.
(18)Culture.Thestudentunderstandstherelationshipthatexistsbetweentheartsandthesocietiesin
whichtheyareproduced.Thestudentisexpectedto:
(A)explaintherelationshipsthatexistbetweensocietiesandtheirarchitecture,art,music,and
literature
(B)relatewaysinwhichcontemporaryexpressionsofculturehavebeeninfluencedbythepast
(C)describewaysinwhichcontemporaryissuesinfluencecreativeexpressionsand
(D)identifyexamplesofart,music,andliteraturethathavetranscendedtheboundariesof
societiesandconveyuniversalthemessuchasreligion,justice,andthepassageoftime.
(19)Culture.Thestudentunderstandstherelationshipsamongreligion,philosophy,andculture.The
(A)explaintherelationshipamongreligiousideas,philosophicalideas,andculturesand
(B)explainthesignificanceofreligiousholidaysandobservancessuchasChristmas,Easter,
Ramadan,theannualhajj,YomKippur,RoshHashanah,Diwali,andVaisakhiinvarious
contemporarysocieties.
(20)Science,technology,andsociety.Thestudentunderstandstheinfluencesofscienceandtechnology
oncontemporarysocieties.Thestudentisexpectedto:
(A)giveexamplesofscientificdiscoveriesandtechnologicalinnovations,includingtherolesof
scientistsandinventors,thathavetranscendedtheboundariesofsocietiesandhaveshapedthe
world
(B)explainhowresources,beliefsystems,economicfactors,andpoliticaldecisionshaveaffected
theuseoftechnologyand
(C)makepredictionsaboutfuturesocial,political,economic,cultural,andenvironmental
impactsthatmayresultfromfuturescientificdiscoveriesandtechnologicalinnovations.
(21)Socialstudiesskills.Thestudentappliescriticalthinkingskillstoorganizeanduseinformation
acquiredthroughestablishedresearchmethodologiesfromavarietyofvalidsources,includingelectronic
technology.Thestudentisexpectedto:
(A)differentiatebetween,locate,andusevalidprimaryandsecondarysourcessuchascomputer
softwareinterviewsbiographiesoral,print,andvisualmaterialandartifactstoacquire
informationaboutvariousworldcultures
(B)analyzeinformationbysequencing,categorizing,identifyingcauseandeffectrelationships,
comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsand
predictions,anddrawinginferencesandconclusions
(C)organizeandinterpretinformationfromoutlines,reports,databases,andvisuals,including
graphs,charts,timelines,andmaps
(D)identifydifferentpointsofviewaboutanissueorcurrenttopic
(E)identifytheelementsofframeofreferencethatinfluencedparticipantsinaneventand
(F)useappropriatemathematicalskillstointerpretsocialstudiesinformationsuchasmapsand
graphs.
(22)Socialstudiesskills.Thestudentcommunicatesinwritten,oral,andvisualforms.Thestudentis
expectedto:
(A)usesocialstudiesterminologycorrectly
(B)incorporatemainandsupportingideasinverbalandwrittencommunicationbasedon
research
(C)expressideasorallybasedonresearchandexperiences
(D)createwrittenandvisualmaterialsuchasjournalentries,reports,graphicorganizers,
outlines,andbibliographiesbasedonresearch
(E)usestandardgrammar,spelling,sentencestructure,andpunctuationand
(F)usepropercitationstoavoidplagiarism.
(23)Socialstudiesskills.Thestudentusesproblemsolvinganddecisionmakingskills,working
independentlyandwithothers,inavarietyofsettings.Thestudentisexpectedto:
(A)useaproblemsolvingprocesstoidentifyaproblem,gatherinformation,listandconsider
options,consideradvantagesanddisadvantages,chooseandimplementasolution,andevaluate
theeffectivenessofthesolutionand
(B)useadecisionmakingprocesstoidentifyasituationthatrequiresadecision,gather
information,identifyoptions,predictconsequences,andtakeactiontoimplementadecision.
Source:Theprovisionsofthis113.18adoptedtobeeffectiveAugust23,2010,35TexReg7232.
(a)Introduction.
(1)InGrade7,studentsstudythehistoryofTexasfromearlytimestothepresent.Contentispresented
withmoredepthandbreadththaninGrade4.StudentsexaminethefullscopeofTexashistory,including
NaturalTexasanditsPeopleAgeofContactSpanishColonialMexicanNationalRevolutionand
RepublicEarlyStatehoodTexasintheCivilWarandReconstructionCotton,Cattle,andRailroads
AgeofOilTexasintheGreatDepressionandWorldWarIICivilRightsandConservatismand
ContemporaryTexaseras.Thefocusineacheraisonkeyindividuals,events,andissuesandtheir
impact.StudentsidentifyregionsofTexasandthedistributionofpopulationwithinandamongthe
regionsandexplainthefactorsthatcausedTexastochangefromanagrariantoanurbansociety.Students
describethestructureandfunctionsofmunicipal,county,andstategovernments,explaintheinfluenceof
theU.S.ConstitutionontheTexasConstitution,andexaminetherightsandresponsibilitiesofTexas
citizens.Studentsuseprimaryandsecondarysourcestoexaminetherichanddiverseculturalbackground
ofTexasastheyidentifythedifferentracialandethnicgroupsthatsettledinTexastobuildarepublicand
thenastate.Studentsanalyzetheimpactofscientificdiscoveriesandtechnologicalinnovationsonthe
developmentofTexasinvariousindustriessuchasagricultural,energy,medical,computer,and
aerospace.StudentsuseprimaryandsecondarysourcestoacquireinformationaboutTexas.
secondarysourcematerialsuchasbiographies,autobiographies,novels,speeches,letters,diaries,poetry,
songs,andimagesisencouraged.Motivatingresourcesareavailablefrommuseums,historicalsites,
presidentiallibraries,andlocalandstatepreservationsocieties.
FreedomWeek.
(1)History.ThestudentunderstandstraditionalhistoricalpointsofreferenceinTexashistory.The
(A)identifythemajorerasinTexashistory,describetheirdefiningcharacteristics,andexplain
whyhistoriansdividethepastintoeras,includingNaturalTexasanditsPeopleAgeofContact
SpanishColonialMexicanNationalRevolutionandRepublicEarlyStatehoodTexasinthe
CivilWarandReconstructionCotton,Cattle,andRailroadsAgeofOilTexasintheGreat
DepressionandWorldWarIICivilRightsandConservatismandContemporaryTexas
(B)applyabsoluteandrelativechronologythroughthesequencingofsignificantindividuals,
events,andtimeperiodsand
(C)explainthesignificanceofthefollowingdates:1519,mappingoftheTexascoastandfirst
mainlandSpanishsettlement1718,foundingofSanAntonio1821,independencefromSpain
1836,Texasindependence1845,annexation1861,CivilWarbegins1876,adoptionofcurrent
stateconstitutionand1901,discoveryofoilatSpindletop.
(2)History.Thestudentunderstandshowindividuals,events,andissuesthroughtheMexicanNational
ErashapedthehistoryofTexas.Thestudentisexpectedto:
(A)comparetheculturesofAmericanIndiansinTexaspriortoEuropeancolonizationsuchas
Gulf,Plains,Puebloan,andSoutheastern
(B)identifyimportantindividuals,events,andissuesrelatedtoEuropeanexplorationofTexas
suchasAlonsolvarezdePineda,lvarNezCabezadeVacaandhiswritings,thesearchfor
gold,andtheconflictingterritorialclaimsbetweenFranceandSpain
(C)identifyimportanteventsandissuesrelatedtoEuropeancolonizationofTexas,includingthe
establishmentofCatholicmissions,towns,andranches,andindividualssuchasFrayDamin
Massanet,JosdeEscandn,AntonioMargildeJess,andFranciscoHidalgo
(D)identifytheindividuals,issues,andeventsrelatedtoMexicobecominganindependent
nationanditsimpactonTexas,includingTexasinvolvementinthefightforindependence,Jos
GutirrezdeLara,theBattleofMedina,theMexicanfederalConstitutionof1824,themergerof
TexasandCoahuilaasastate,theStateColonizationLawof1825,andslavery
(E)identifythecontributionsofsignificantindividuals,includingMosesAustin,StephenF.
Austin,ErasmoSegun,MartnDeLen,andGreenDeWitt,duringtheMexicansettlementof
Texasand
(F)contrastSpanish,Mexican,andAnglopurposesforandmethodsofsettlementinTexas.
(3)History.Thestudentunderstandshowindividuals,events,andissuesrelatedtotheTexasRevolution
shapedthehistoryofTexas.Thestudentisexpectedto:
(A)tracethedevelopmentofeventsthatledtotheTexasRevolution,includingtheFredonian
Rebellion,theMieryTernReport,theLawofApril6,1830,theTurtleBayouResolutions,and
thearrestofStephenF.Austin
(B)explaintherolesplayedbysignificantindividualsduringtheTexasRevolution,including
GeorgeChildress,LorenzodeZavala,JamesFannin,SamHouston,AntonioLpezdeSanta
Anna,JuanN.Segun,andWilliamB.Travis
(C)explaintheissuessurroundingsignificanteventsoftheTexasRevolution,includingthe
BattleofGonzales,WilliamB.Travis'sletter"TothePeopleofTexasandAllAmericansinthe
World,"thesiegeoftheAlamoandalltheheroicdefenderswhogavetheirlivesthere,the
ConstitutionalConventionof1836,Fannin'ssurrenderatGoliad,andtheBattleofSanJacinto
and
(D)explainhowtheestablishmentoftheRepublicofTexasbroughtcivil,political,andreligious
freedomtoTexas.
(4)History.Thestudentunderstandshowindividuals,events,andissuesshapedthehistoryofthe
RepublicofTexasandearlyTexasstatehood.Thestudentisexpectedto:
(A)identifyindividuals,events,andissuesduringtheadministrationsofRepublicofTexas
PresidentsHouston,Lamar,andJones,includingtheTexasNavy,theTexasRangers,EdwinW.
Moore,JackCoffeeHays,ChiefBowles,WilliamGoyens,MaryMaverick,JosAntonio
Navarro,theCrdovaRebellion,theCouncilHouseFight,theSantaFeExpedition,publicdebt,
andtherolesofracialandethnicgroups
(B)analyzethecausesofandeventsleadingtoTexasannexationand
(C)identifyindividuals,events,andissuesduringearlyTexasstatehood,includingtheU.S.
MexicanWar,theTreatyofGuadalupeHidalgo,populationgrowth,andtheCompromiseof
1850.
(5)History.ThestudentunderstandshoweventsandissuesshapedthehistoryofTexasduringtheCivil
WarandReconstruction.Thestudentisexpectedto:
(A)explainreasonsfortheinvolvementofTexasintheCivilWarsuchasstates'rights,slavery,
sectionalism,andtariffs
(B)analyzethepolitical,economic,andsocialeffectsoftheCivilWarandReconstructionin
Texasand
(C)identifysignificantindividualsandeventsconcerningTexasandtheCivilWarsuchasJohn
BellHood,JohnReagan,FrancisLubbock,ThomasGreen,JohnMagruderandtheBattleof
Galveston,theBattleofSabinePass,andtheBattleofPalmitoRanch.
(6)History.Thestudentunderstandshowindividuals,events,andissuesshapedthehistoryofTexas
fromReconstructionthroughthebeginningofthe20thcentury.Thestudentisexpectedto:
(A)identifysignificantindividuals,events,andissuesfromReconstructionthroughthe
beginningofthe20thcentury,includingthefactorsleadingtotheexpansionoftheTexasfrontier,
theeffectsofwestwardexpansiononAmericanIndians,thebuffalosoldiers,andQuanahParker
(B)identifysignificantindividuals,events,andissuesfromReconstructionthroughthebeginning
ofthe20thcentury,includingthedevelopmentofthecattleindustryfromitsSpanishbeginnings
andthemythsandrealitiesofthecowboywayoflife
(C)identifysignificantindividuals,events,andissuesfromReconstructionthroughthebeginning
ofthe20thcentury,includingtheeffectsofthegrowthofrailroadsandthecontributionsofJames
Hoggand
(D)explainthepolitical,economic,andsocialimpactoftheagriculturalindustryandthe
developmentofWestTexasresultingfromthecloseofthefrontier.
(7)History.Thestudentunderstandshowindividuals,events,andissuesshapedthehistoryofTexas
duringthe20thandearly21stcenturies.Thestudentisexpectedto:
(A)explainthepolitical,economic,andsocialimpactoftheoilindustryontheindustrialization
ofTexas
(B)defineandtracetheimpactof"boomandbust"cyclesofleadingTexasindustriesthroughout
the20thandearly21stcenturiessuchasfarming,oilandgasproduction,cotton,ranching,real
estate,banking,andcomputertechnology
(C)describeandcomparetheimpactoftheProgressiveandotherreformmovementsinTexasin
the19thand20thcenturiessuchasthePopulists,women'ssuffrage,agrariangroups,laborunions,
andtheevangelicalmovementofthelate20thcentury
(D)describeandcomparethecivilrightsandequalrightsmovementsofvariousgroupsinTexas
inthe20thcenturyandidentifykeyleadersinthesemovements,includingJamesL.FarmerJr.,
HectorP.Garcia,OvetaCulpHobby,LyndonB.Johnson,theLeagueofUnitedLatinAmerican
Citizens(LULAC),JaneMcCallum,andLuluBelleMadisonWhite
(E)analyzethepolitical,economic,andsocialimpactofmajorevents,includingWorldWarI,
theGreatDepression,andWorldWarII,onthehistoryofTexasand
(F)analyzethepolitical,economic,andsocialimpactofmajoreventsinthelatterhalfofthe20th
andearly21stcenturiessuchasmajorconflicts,theemergenceofatwopartysystem,political
andeconomiccontroversies,immigration,andmigration.
(8)Geography.Thestudentusesgeographictoolstocollect,analyze,andinterpretdata.Thestudentis
expectedto:
(A)createandinterpretthematicmaps,graphs,charts,models,anddatabasesrepresenting
variousaspectsofTexasduringthe19th,20th,and21stcenturiesand
(B)analyzeandinterpretgeographicdistributionsandpatternsinTexasduringthe19th,20th,
and21stcenturies.
(9)Geography.ThestudentunderstandsthelocationandcharacteristicsofplacesandregionsofTexas.
(A)locatetheMountainsandBasins,GreatPlains,NorthCentralPlains,andCoastalPlains
regionsandplacesofimportanceinTexasduringthe19th,20th,and21stcenturiessuchasmajor
cities,rivers,naturalandhistoriclandmarks,politicalandculturalregions,andlocalpointsof
interest
(B)compareplacesandregionsofTexasintermsofphysicalandhumancharacteristicsand
(C)analyzetheeffectsofphysicalandhumanfactorssuchasclimate,weather,landforms,
irrigation,transportation,andcommunicationonmajoreventsinTexas.
(10)Geography.Thestudentunderstandstheeffectsoftheinteractionbetweenhumansandthe
environmentinTexasduringthe19th,20th,and21stcenturies.Thestudentisexpectedto:
(A)identifywaysinwhichTexanshaveadaptedtoandmodifiedtheenvironmentandanalyze
thepositiveandnegativeconsequencesofthemodificationsand
(B)explainwaysinwhichgeographicfactorssuchastheGalvestonHurricaneof1900,theDust
Bowl,limitedwaterresources,andalternativeenergysourceshaveaffectedthepolitical,
economic,andsocialdevelopmentofTexas.
(11)Geography.Thestudentunderstandsthecharacteristics,distribution,andmigrationofpopulationin
Texasinthe19th,20th,and21stcenturies.Thestudentisexpectedto:
(A)analyzewhyimmigrantgroupscametoTexasandwheretheysettled
(B)analyzehowimmigrationandmigrationtoTexasinthe19th,20th,and21stcenturieshave
influencedTexas
(C)analyzetheeffectsofthechangingpopulationdistributionandgrowthinTexasduringthe
20thand21stcenturiesandtheadditionalneedforeducation,healthcare,andtransportationand
(D)describethestructureofthepopulationofTexasusingdemographicconceptssuchasgrowth
rateandagedistribution.
(12)Economics.ThestudentunderstandsthefactorsthatcausedTexastochangefromanagrariantoan
urbansociety.Thestudentisexpectedto:
(A)explaineconomicfactorsthatledtotheurbanizationofTexas
(B)tracethedevelopmentofmajorindustriesthatcontributedtotheurbanizationofTexassuch
astransportation,oilandgas,andmanufacturingand
(C)explainthechangesinthetypesofjobsandoccupationsthathaveresultedfromthe
urbanizationofTexas.
(13)Economics.ThestudentunderstandstheinterdependenceoftheTexaseconomywiththeUnited
Statesandtheworld.Thestudentisexpectedto:
(A)analyzetheimpactofnationalandinternationalmarketsandeventsontheproductionof
goodsandservicesinTexassuchasagriculture,oilandgas,andcomputertechnology
(B)analyzetheimpactofeconomicconceptswithinthefreeenterprisesystemsuchassupplyand
demand,profit,governmentregulation,andworldcompetitionontheeconomyofTexasand
(C)analyzetheimpactofsignificantindustriesinTexassuchasoilandgas,aerospace,medical,
andcomputertechnologiesonlocal,national,andinternationalmarkets.
(14)Government.ThestudentunderstandsthebasicprinciplesreflectedintheTexasConstitution.The
(A)identifyhowtheTexasConstitutionreflectstheprinciplesoflimitedgovernment,
republicanism,checksandbalances,federalism,separationofpowers,popularsovereignty,and
individualrightsand
(B)comparetheprinciplesandconceptsoftheTexasConstitutiontotheU.S.Constitution,
includingtheTexasandU.S.BillofRights.
(15)Government.Thestudentunderstandsthestructureandfunctionsofgovernmentcreatedbythe
TexasConstitution.Thestudentisexpectedto:
(A)describethestructureandfunctionsofgovernmentatmunicipal,county,andstatelevels
(B)identifymajorsourcesofrevenueforstateandlocalgovernmentssuchaspropertytax,sales
tax,andfeesand
(C)describethestructure,funding,andgovernanceofTexaspubliceducation,includinglocal
propertytaxes,bondissues,andstateandfederalfundingsupportedbystateandfederal
taxpayers.
(16)Citizenship.ThestudentunderstandstherightsandresponsibilitiesofTexascitizensinademocratic
society.Thestudentisexpectedto:
(A)identifyrightsofTexascitizensand
(B)explainandanalyzecivicresponsibilitiesofTexascitizensandtheimportanceofcivic
participation.
(17)Citizenship.Thestudentunderstandstheimportanceoftheexpressionofdifferentpointsofviewin
ademocraticsociety.Thestudentisexpectedto:
(A)identifydifferentpointsofviewofpoliticalpartiesandinterestgroupsonimportantTexas
issues,pastandpresent
(B)describetheimportanceoffreespeechandpressinademocraticsocietyand
(C)expressanddefendapointofviewonanissueofhistoricalorcontemporaryinterestin
Texas.
(18)Citizenship.Thestudentunderstandstheimportanceofeffectiveleadershipinademocraticsociety.
(A)identifytheleadershipqualitiesofelectedandappointedleadersofTexas,pastandpresent,
includingTexanswhohavebeenpresidentoftheUnitedStatesand
(B)identifythecontributionsofTexasleaders,includingLawrenceSullivan"Sul"Ross,John
NanceGarner("CactusJack"),JamesA.BakerIII,HenryB.Gonzlez,KayBaileyHutchison,
BarbaraJordan,RaymondL.Telles,SamRayburn,andRaulA.GonzalezJr.
(19)Culture.ThestudentunderstandstheconceptofdiversitywithinunityinTexas.Thestudentis
expectedto:
(A)explainhowthediversityofTexasisreflectedinavarietyofculturalactivities,celebrations,
andperformances
(B)describehowpeoplefromvariousracial,ethnic,andreligiousgroupsattempttomaintain
theirculturalheritagewhileadaptingtothelargerTexasculture
(C)identifyexamplesofSpanishinfluenceandtheinfluenceofotherculturesonTexassuchas
placenames,vocabulary,religion,architecture,food,andtheartsand
(D)identifycontributionstotheartsbyTexanssuchasRoyBedichek,DianeGonzalesBertrand,
J.FrankDobie,ScottJoplin,ElisabetNey,AmadoPeaJr.,WalterPrescottWebb,andHorton
Foote.
(20)Science,technology,andsociety.Thestudentunderstandstheimpactofscientificdiscoveriesand
technologicalinnovationsonthepolitical,economic,andsocialdevelopmentofTexas.Thestudentis
expectedto:
(A)comparetypesandusesoftechnology,pastandpresent
(B)identifyTexasleadersinscienceandtechnologysuchasWalterCunningham,Michael
DeBakey,DentonCooley,BenjyBrooks,MichaelDell,andHowardHughesSr.
(C)analyzetheeffectsofvariousscientificdiscoveriesandtechnologicalinnovationsonthe
developmentofTexassuchasadvancementsintheagricultural,energy,medical,computer,and
aerospaceindustries
(D)evaluatetheeffectsofscientificdiscoveriesandtechnologicalinnovationsontheuseof
resourcessuchasfossilfuels,water,andlandand
(E)analyzehowscientificdiscoveriesandtechnologicalinnovationshaveresultedinan
interdependenceamongTexas,theUnitedStates,andtheworld.
software,databases,mediaandnewsservices,biographies,interviews,andartifactstoacquire
informationaboutTexas
(D)identifypointsofviewfromthehistoricalcontextsurroundinganeventandtheframeof
referencethatinfluencedtheparticipants
(E)supportapointofviewonasocialstudiesissueorevent
(F)identifybiasinwritten,oral,andvisualmaterial
(G)evaluatethevalidityofasourcebasedonlanguage,corroborationwithothersources,and
informationabouttheauthorand
(H)useappropriatemathematicalskillstointerpretsocialstudiesinformationsuchasmapsand
graphs.
expectedto:
(B)usestandardgrammar,spelling,sentencestructure,punctuation,andpropercitationof
sources
(C)transferinformationfromonemediumtoanother,includingwrittentovisualandstatisticalto
writtenorvisual,usingcomputersoftwareasappropriateand
(D)createwritten,oral,andvisualpresentationsofsocialstudiesinformation.
(a)Introduction.
(1)InGrade8,studentsstudythehistoryoftheUnitedStatesfromtheearlycolonialperiodthrough
Reconstruction.Theknowledgeandskillsinsubsection(b)ofthissectioncomprisethefirstpartofa
twoyearstudyofU.S.history.Thesecondpart,comprisingU.S.historyfromReconstructiontothe
present,isprovidedin113.41ofthistitle(relatingtoUnitedStatesHistoryStudiesSince1877(One
Credit),BeginningwithSchoolYear20112012).ThecontentinGrade8buildsuponthatfromGrade5
butprovidesmoredepthandbreadth.Historicalcontentfocusesonthepolitical,economic,religious,and
socialeventsandissuesrelatedtothecolonialandrevolutionaryeras,thecreationandratificationofthe
U.S.Constitution,challengesoftheearlyrepublic,theAgeofJackson,westwardexpansion,
sectionalism,CivilWar,andReconstruction.StudentsdescribethephysicalcharacteristicsoftheUnited
Statesandtheirimpactonpopulationdistributionandsettlementpatternsinthepastandpresent.
StudentsanalyzethevariouseconomicfactorsthatinfluencedthedevelopmentofcolonialAmericaand
theearlyyearsoftherepublicandidentifytheoriginsofthefreeenterprisesystem.Studentsexaminethe
Americanbeliefsandprinciples,includinglimitedgovernment,checksandbalances,federalism,
separationofpowers,andindividualrights,reflectedintheU.S.Constitutionandotherhistorical
documents.StudentsevaluatetheimpactofSupremeCourtcasesandmajorreformmovementsofthe
19thcenturyandexaminetherightsandresponsibilitiesofcitizensoftheUnitedStatesaswellasthe
importanceofeffectiveleadershipinaconstitutionalrepublic.Studentsevaluatetheimpactofscientific
discoveriesandtechnologicalinnovationsonthedevelopmentoftheUnitedStates.Studentsusecritical
thinkingskills,includingtheidentificationofbiasinwritten,oral,andvisualmaterial.
secondarysourcematerialsuchasthecompletetextoftheU.S.ConstitutionandtheDeclarationof
Independence,landmarkcasesoftheU.S.SupremeCourt,biographies,autobiographies,novels,
speeches,letters,diaries,poetry,songs,andartworksisencouraged.Motivatingresourcesareavailable
frommuseums,historicalsites,presidentiallibraries,andlocalandstatepreservationsocieties.
FreedomWeek.
(1)History.ThestudentunderstandstraditionalhistoricalpointsofreferenceinU.S.historythrough
1877.Thestudentisexpectedto:
(A)identifythemajorerasandeventsinU.S.historythrough1877,includingcolonization,
revolution,draftingoftheDeclarationofIndependence,creationandratificationofthe
Constitution,religiousrevivalssuchastheSecondGreatAwakening,earlyrepublic,theAgeof
Jackson,westwardexpansion,reformmovements,sectionalism,CivilWar,andReconstruction,
anddescribetheircausesandeffects
(B)applyabsoluteandrelativechronologythroughthesequencingofsignificantindividuals,
events,andtimeperiodsand
(C)explainthesignificanceofthefollowingdates:1607,foundingofJamestown1620,arrival
ofthePilgrimsandsigningoftheMayflowerCompact1776,adoptionoftheDeclarationof
Independence1787,writingoftheU.S.Constitution1803,LouisianaPurchaseand18611865,
CivilWar.
(2)History.Thestudentunderstandsthecausesofexplorationandcolonizationeras.Thestudentis
expectedto:
(A)identifyreasonsforEuropeanexplorationandcolonizationofNorthAmericaand
(B)comparepolitical,economic,religious,andsocialreasonsfortheestablishmentofthe13
Englishcolonies.
(3)History.ThestudentunderstandsthefoundationsofrepresentativegovernmentintheUnitedStates.
(A)explainthereasonsforthegrowthofrepresentativegovernmentandinstitutionsduringthe
colonialperiod
(B)analyzetheimportanceoftheMayflowerCompact,theFundamentalOrdersofConnecticut,
andtheVirginiaHouseofBurgessestothegrowthofrepresentativegovernmentand
(C)describehowreligionandvirtuecontributedtothegrowthofrepresentativegovernmentin
theAmericancolonies.
(4)History.Thestudentunderstandssignificantpoliticalandeconomicissuesoftherevolutionaryera.
(A)analyzecausesoftheAmericanRevolution,includingtheProclamationof1763,the
IntolerableActs,theStampAct,mercantilism,lackofrepresentationinParliament,andBritish
economicpoliciesfollowingtheFrenchandIndianWar
(B)explaintherolesplayedbysignificantindividualsduringtheAmericanRevolution,including
AbigailAdams,JohnAdams,WentworthCheswell,SamuelAdams,MercyOtisWarren,James
Armistead,BenjaminFranklin,BernardodeGlvez,CrispusAttucks,KingGeorgeIII,Haym
Salomon,PatrickHenry,ThomasJefferson,theMarquisdeLafayette,ThomasPaine,andGeorge
Washington
(C)explaintheissuessurroundingimportanteventsoftheAmericanRevolution,including
declaringindependencewritingtheArticlesofConfederationfightingthebattlesofLexington,
Concord,Saratoga,andYorktownenduringthewinteratValleyForgeandsigningtheTreatyof
Parisof1783
(D)analyzetheissuesoftheConstitutionalConventionof1787,includingtheGreat
CompromiseandtheThreeFifthsCompromiseand
(E)analyzetheargumentsforandagainstratification.
(5)History.Thestudentunderstandsthechallengesconfrontedbythegovernmentanditsleadersinthe
earlyyearsoftherepublicandtheAgeofJackson.Thestudentisexpectedto:
(A)describemajordomesticproblemsfacedbytheleadersofthenewrepublicsuchas
maintainingnationalsecurity,buildingamilitary,creatingastableeconomicsystem,settingup
thecourtsystem,anddefiningtheauthorityofthecentralgovernment
(B)summarizeargumentsregardingprotectivetariffs,taxation,andthebankingsystem
(C)explaintheoriginanddevelopmentofAmericanpoliticalparties
(D)explainthecauses,importantevents,andeffectsoftheWarof1812
(E)identifytheforeignpoliciesofpresidentsWashingtonthroughMonroeandexplaintheimpact
ofWashington'sFarewellAddressandtheMonroeDoctrine
(F)explaintheimpactoftheelectionofAndrewJackson,includingexpandedsuffrageand
(G)analyzethereasonsfortheremovalandresettlementofCherokeeIndiansduringthe
Jacksonianera,includingtheIndianRemovalAct,Worcesterv.Georgia,andtheTrailofTears.
(6)History.Thestudentunderstandswestwardexpansionanditseffectsonthepolitical,economic,and
socialdevelopmentofthenation.Thestudentisexpectedto:
(A)explainhowtheNorthwestOrdinanceestablishedprinciplesandproceduresfororderly
expansionoftheUnitedStates
(B)explainthepolitical,economic,andsocialrootsofManifestDestiny
(C)analyzetherelationshipbetweentheconceptofManifestDestinyandthewestwardgrowth
ofthenation
(D)explainthecausesandeffectsoftheU.S.MexicanWarandtheirimpactontheUnited
Statesand
(E)identifyareasthatwereacquiredtoformtheUnitedStates,includingtheLouisianaPurchase.
(7)History.Thestudentunderstandshowpolitical,economic,andsocialfactorsledtothegrowthof
sectionalismandtheCivilWar.Thestudentisexpectedto:
(A)analyzetheimpactoftariffpoliciesonsectionsoftheUnitedStatesbeforetheCivilWar
(B)comparetheeffectsofpolitical,economic,andsocialfactorsonslavesandfreeblacks
(C)analyzetheimpactofslaveryondifferentsectionsoftheUnitedStatesand
(D)identifytheprovisionsandcomparetheeffectsofcongressionalconflictsandcompromises
priortotheCivilWar,includingtherolesofJohnQuincyAdams,JohnC.Calhoun,HenryClay,
andDanielWebster.
(8)History.Thestudentunderstandsindividuals,issues,andeventsoftheCivilWar.Thestudentis
expectedto:
(A)explaintherolesplayedbysignificantindividualsduringtheCivilWar,includingJefferson
Davis,UlyssesS.Grant,RobertE.Lee,andAbrahamLincoln,andheroessuchascongressional
MedalofHonorrecipientsWilliamCarneyandPhilipBazaar
(B)explainthecausesoftheCivilWar,includingsectionalism,states'rights,andslavery,and
significanteventsoftheCivilWar,includingthefiringonFortSumterthebattlesofAntietam,
Gettysburg,andVicksburgtheannouncementoftheEmancipationProclamationLee'ssurrender
atAppomattoxCourtHouseandtheassassinationofAbrahamLincolnand
(C)analyzeAbrahamLincoln'sideasaboutliberty,equality,union,andgovernmentascontained
inhisfirstandsecondinauguraladdressesandtheGettysburgAddressandcontrastthemwiththe
ideascontainedinJeffersonDavis'sinauguraladdress.
(9)History.ThestudentunderstandstheeffectsofReconstructiononthepolitical,economic,andsocial
lifeofthenation.Thestudentisexpectedto:
(A)evaluatelegislativereformprogramsoftheRadicalReconstructionCongressand
reconstructedstategovernments
(B)evaluatetheimpactoftheelectionofHiramRhodesRevels
(C)explaintheeconomic,political,andsocialproblemsduringReconstructionandevaluatetheir
impactondifferentgroupsand
(D)identifytheeffectsoflegislativeactssuchastheHomesteadAct,theDawesAct,andthe
MorrillAct.
(10)Geography.Thestudentunderstandsthelocationandcharacteristicsofplacesandregionsofthe
UnitedStates,pastandpresent.Thestudentisexpectedto:
(A)locateplacesandregionsofimportanceintheUnitedStatesduringthe17th,18th,and19th
centuries
(B)compareplacesandregionsoftheUnitedStatesintermsofphysicalandhuman
characteristicsand
(C)analyzetheeffectsofphysicalandhumangeographicfactorsonmajorhistoricaland
contemporaryeventsintheUnitedStates.
(11)Geography.ThestudentunderstandsthephysicalcharacteristicsofNorthAmericaandhowhumans
adaptedtoandmodifiedtheenvironmentthroughthemid19thcentury.Thestudentisexpectedto:
(A)analyzehowphysicalcharacteristicsoftheenvironmentinfluencedpopulationdistribution,
settlementpatterns,andeconomicactivitiesintheUnitedStatesduringthe17th,18th,and19th
centuries
(B)describethepositiveandnegativeconsequencesofhumanmodificationofthephysical
environmentoftheUnitedStatesand
(C)describehowdifferentimmigrantgroupsinteractedwiththeenvironmentintheUnitedStates
duringthe17th,18th,and19thcenturies.
(12)Economics.ThestudentunderstandswhyvarioussectionsoftheUnitedStatesdevelopeddifferent
patternsofeconomicactivity.Thestudentisexpectedto:
(A)identifyeconomicdifferencesamongdifferentregionsoftheUnitedStates
(B)explainreasonsforthedevelopmentoftheplantationsystem,thetransatlanticslavetrade,
andthespreadofslavery
(C)explainthereasonsfortheincreaseinfactoriesandurbanizationand
(D)analyzethecausesandeffectsofeconomicdifferencesamongdifferentregionsoftheUnited
StatesatselectedtimesinU.S.history.
(13)Economics.ThestudentunderstandshowvariouseconomicforcesresultedintheIndustrial
Revolutioninthe19thcentury.Thestudentisexpectedto:
(A)analyzetheWarof1812asacauseofeconomicchangesinthenationand
(B)identifytheeconomicfactorsthatbroughtaboutrapidindustrializationandurbanization.
(14)Economics.Thestudentunderstandstheoriginsanddevelopmentofthefreeenterprisesystemin
theUnitedStates.Thestudentisexpectedto:
(A)explainwhyafreeenterprisesystemofeconomicsdevelopedinthenewnation,including
minimalgovernmentintrusion,taxation,andpropertyrightsand
(B)describethecharacteristicsandthebenefitsoftheU.S.freeenterprisesystemduringthe18th
and19thcenturies.
(15)Government.ThestudentunderstandstheAmericanbeliefsandprinciplesreflectedinthe
DeclarationofIndependence,theU.S.Constitution,andotherimportanthistoricdocuments.Thestudent
isexpectedto:
(A)identifytheinfluenceofideasfromhistoricdocuments,includingtheMagnaCarta,the
EnglishBillofRights,theMayflowerCompact,theFederalistPapers,andselectedAnti
Federalistwritings,ontheU.S.systemofgovernment
(B)summarizethestrengthsandweaknessesoftheArticlesofConfederation
(C)identifycolonialgrievanceslistedintheDeclarationofIndependenceandexplainhowthose
grievanceswereaddressedintheU.S.ConstitutionandtheBillofRightsand
(D)analyzehowtheU.S.Constitutionreflectstheprinciplesoflimitedgovernment,
republicanism,checksandbalances,federalism,separationofpowers,popularsovereignty,and
individualrights.
(16)Government.ThestudentunderstandstheprocessofchangingtheU.S.Constitutionandtheimpact
ofamendmentsonAmericansociety.Thestudentisexpectedto:
(A)summarizethepurposesforandprocessofamendingtheU.S.Constitutionand
(B)describetheimpactof19thcenturyamendments,includingthe13th,14th,and15th
amendments,onlifeintheUnitedStates.
(17)Government.Thestudentunderstandsthedynamicnatureofthepowersofthenationalgovernment
andstategovernmentsinafederalsystem.Thestudentisexpectedto:
(A)analyzetheargumentsoftheFederalistsandAntiFederalists,includingthoseofAlexander
Hamilton,PatrickHenry,JamesMadison,andGeorgeMasonand
(B)explainconstitutionalissuesarisingovertheissueofstates'rights,includingtheNullification
CrisisandtheCivilWar.
(18)Government.ThestudentunderstandstheimpactoflandmarkSupremeCourtcases.Thestudentis
expectedto:
(A)identifytheoriginofjudicialreviewandanalyzeexamplesofcongressionalandpresidential
responses
(B)summarizetheissues,decisions,andsignificanceoflandmarkSupremeCourtcases,
includingMarburyv.Madison,McCullochv.Maryland,andGibbonsv.Ogdenand
(C)evaluatetheimpactofselectedlandmarkSupremeCourtdecisions,includingDredScottv.
Sandford,onlifeintheUnitedStates.
(19)Citizenship.ThestudentunderstandstherightsandresponsibilitiesofcitizensoftheUnitedStates.
(A)defineandgiveexamplesofunalienablerights
(B)summarizerightsguaranteedintheBillofRights
(C)explaintheimportanceofpersonalresponsibilities,includingacceptingresponsibilityfor
one'sbehaviorandsupportingone'sfamily
(D)identifyexamplesofresponsiblecitizenship,includingobeyingrulesandlaws,staying
informedonpublicissues,voting,andservingonjuries
(E)summarizethecriteriaandexplaintheprocessforbecominganaturalizedcitizenofthe
UnitedStatesand
(F)explainhowtherightsandresponsibilitiesofU.S.citizensreflectournationalidentity.
(20)Citizenship.Thestudentunderstandstheimportanceofvoluntaryindividualparticipationinthe
democraticprocess.Thestudentisexpectedto:
(A)explaintheroleofsignificantindividualssuchasThomasHooker,CharlesdeMontesquieu,
JohnLocke,WilliamBlackstone,andWilliamPenninthedevelopmentofselfgovernmentin
colonialAmerica
(B)evaluatethecontributionsoftheFoundingFathersasmodelsofcivicvirtueand
(C)analyzereasonsforandtheimpactofselectedexamplesofcivildisobedienceinU.S.history
suchastheBostonTeaPartyandHenryDavidThoreau'srefusaltopayatax.
(21)Citizenship.Thestudentunderstandstheimportanceoftheexpressionofdifferentpointsofviewin
aconstitutionalrepublic.Thestudentisexpectedto:
(A)identifydifferentpointsofviewofpoliticalpartiesandinterestgroupsonimportant
historicalandcontemporaryissues
(B)describetheimportanceoffreespeechandpressinaconstitutionalrepublicand
(C)summarizeahistoricaleventinwhichcompromiseresultedinapeacefulresolution.
(22)Citizenship.Thestudentunderstandstheimportanceofeffectiveleadershipinaconstitutional
republic.Thestudentisexpectedto:
(A)analyzetheleadershipqualitiesofelectedandappointedleadersoftheUnitedStatessuchas
GeorgeWashington,JohnMarshall,andAbrahamLincolnand
(B)describethecontributionsofsignificantpolitical,social,andmilitaryleadersoftheUnited
StatessuchasFrederickDouglass,JohnPaulJones,JamesMonroe,StonewallJackson,SusanB.
Anthony,andElizabethCadyStanton.
(23)Culture.Thestudentunderstandstherelationshipsbetweenandamongpeoplefromvariousgroups,
includingracial,ethnic,andreligiousgroups,duringthe17th,18th,and19thcenturies.Thestudentis
expectedto:
(A)identifyselectedracial,ethnic,andreligiousgroupsthatsettledintheUnitedStatesand
explaintheirreasonsforimmigration
(B)explaintherelationshipbetweenurbanizationandconflictsresultingfromdifferencesin
religion,socialclass,andpoliticalbeliefs
(C)identifywaysconflictsbetweenpeoplefromvariousracial,ethnic,andreligiousgroupswere
resolved
(D)analyzethecontributionsofpeopleofvariousracial,ethnic,andreligiousgroupstoour
nationalidentityand
(E)identifythepolitical,social,andeconomiccontributionsofwomentoAmericansociety.
(24)Culture.Thestudentunderstandsthemajorreformmovementsofthe19thcentury.Thestudentis
expectedto:
(A)describethehistoricaldevelopmentoftheabolitionistmovementand
(B)evaluatetheimpactofreformmovements,includingeducationalreform,temperance,the
women'srightsmovement,prisonreform,abolition,thelaborreformmovement,andcareofthe
disabled.
(25)Culture.ThestudentunderstandstheimpactofreligionontheAmericanwayoflife.Thestudentis
expectedto:
(A)tracethedevelopmentofreligiousfreedomintheUnitedStates
(B)describereligiousmotivationforimmigrationandinfluenceonsocialmovements,including
theimpactofthefirstandsecondGreatAwakeningsand
(C)analyzetheimpactoftheFirstAmendmentguaranteesofreligiousfreedomontheAmerican
wayoflife.
(26)Culture.Thestudentunderstandstherelationshipbetweentheartsandthetimesduringwhichthey
werecreated.Thestudentisexpectedto:
(A)describedevelopmentsinart,music,andliteraturethatareuniquetoAmericanculturesuch
astheHudsonRiverSchoolartists,JohnJamesAudubon,"BattleHymnoftheRepublic,"
transcendentalism,andotherculturalactivitiesinthehistoryoftheUnitedStates
(B)identifyexamplesofAmericanart,music,andliteraturethatreflectsocietyindifferenteras
and
(C)analyzetherelationshipbetweenfineartsandcontinuityandchangeintheAmericanwayof
life.
(27)Science,technology,andsociety.Thestudentunderstandstheimpactofscienceandtechnologyon
theeconomicdevelopmentoftheUnitedStates.Thestudentisexpectedto:
(A)explaintheeffectsoftechnologicalandscientificinnovationssuchasthesteamboat,the
cottongin,andinterchangeableparts
(B)analyzetheimpactoftransportationandcommunicationsystemsonthegrowth,
development,andurbanizationoftheUnitedStates
(C)analyzehowtechnologicalinnovationschangedthewaygoodsweremanufacturedand
marketed,nationallyandinternationallyand
(D)explainhowtechnologicalinnovationsbroughtabouteconomicgrowthsuchashowthe
factorysystemcontributedtorapidindustrializationandtheTranscontinentalRailroadledtothe
openingofthewest.
(28)Science,technology,andsociety.Thestudentunderstandstheimpactofscientificdiscoveriesand
technologicalinnovationsondailylifeintheUnitedStates.Thestudentisexpectedto:
(A)comparetheeffectsofscientificdiscoveriesandtechnologicalinnovationsthathave
influenceddailylifeindifferentperiodsinU.S.historyand
(B)identifyexamplesofhowindustrializationchangedlifeintheUnitedStates.
software,databases,mediaandnewsservices,biographies,interviews,andartifactstoacquire
informationabouttheUnitedStates
(D)identifypointsofviewfromthehistoricalcontextsurroundinganeventandtheframeof
referencewhichinfluencedtheparticipants
(E)supportapointofviewonasocialstudiesissueorevent
(F)identifybiasinwritten,oral,andvisualmaterial
(G)evaluatethevalidityofasourcebasedonlanguage,corroborationwithothersources,and
informationabouttheauthor
(H)useappropriatemathematicalskillstointerpretsocialstudiesinformationsuchasmapsand
graphs
(I)createthematicmaps,graphs,charts,models,anddatabasesrepresentingvariousaspectsof
theUnitedStatesand
(J)poseandanswerquestionsaboutgeographicdistributionsandpatternsshownonmaps,
graphs,charts,models,anddatabases.
expectedto:
(B)usestandardgrammar,spelling,sentencestructure,punctuation,andpropercitationof
sources
(C)transferinformationfromonemediumtoanother,includingwrittentovisualandstatisticalto
writtenorvisual,usingcomputersoftwareasappropriateand
(D)createwritten,oral,andvisualpresentationsofsocialstudiesinformation.
Foradditionalinformation,emailrules@tea.state.tx.us.

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