Skills for Social Studies
A. Elementary
§113.1. Skills
for Social Studies, Elementary.
The provisions of this written curriculum shall be implemented
by September 1, 1997.
§113.2. Social
Studies, Kindergarten.
(a) Introduction.
(1) In Kindergarten, the focus is on the self, home,
family, and classroom. The study of our state and
national heritage begins with an examination of
the celebration of patriotic holidays and the
contributions of historical people. The concept of
chronology is introduced. Students discuss
geographic concepts of location and physical and
human characteristics of places. Students are
introduced to the basic human needs of food,
clothing, and shelter and to ways that people meet
these needs. Students learn the purpose of rules
and the role of authority figures in the home and
school. Students learn customs, symbols, and
celebrations that represent American beliefs and
principles and contribute to our national
identity. Students compare family customs and
traditions and describe examples of technology in
the home and school. Students acquire information
from a variety of oral and visual sources.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich material
such as biographies; folktales, myths, and
legends; and poetry, songs, and artworks is
encouraged. Selections may include You're a Grand
Old Flag and a children's biography of George
Washington. Motivating resources are also
available from museums, historical sites,
presidential libraries, and local and state
preservation societies.
(3) The eight strands of the essential knowledge and
skills for social studies are intended to be
integrated for instructional purposes. Skills
listed in the geography and social studies skills
strands in subsection (b) of this section should
be incorporated into the teaching of all essential
knowledge and skills for social studies. A greater
depth of understanding of complex content material
can be attained when integrated social studies
content from the various disciplines and critical-
thinking skills are taught together.
(4) Throughout social studies in Kindergarten-Grade
12, students build a foundation in history;
geography; economics; government; citizenship;
culture; science, technology, and society; and
social studies skills. The content, as appropriate
for the grade level or course, enables students to
understand the importance of patriotism, function
in a free enterprise society, and appreciate the
basic values of their state and nation.
(b) Knowledge and skills.
(K.1)History. The student understands that holidays are
celebrations of special events. The student is
expected to:
(A) explain the reasons for national patriotic
holidays such as Presidents' Day and
Independence Day; and
(B) identify customs associated with national
patriotic holidays such as parades and
fireworks on Independence Day.
(K.2)History. The student understands how historical
figures and ordinary people helped to shape the
community, state, and nation. The student is
expected to:
(A) identify the contributions of historical
figures such as Stephen F. Austin and George
Washington who helped to shape our state and
nation; and
(B) identify ordinary people who have shaped the
community.
(K.3)History. The student understands the concept of
chronology. The student is expected to:
(A) place events in chronological order; and
(B) use vocabulary related to time and chronology,
including before, after, next, first, and
last.
(K.4)Geography. The student understands the concept of
location. The student is expected to:
(A) use terms, including over, under, near, far,
left, and right, to describe relative
location; and
(B) locate places on the school campus and
describe their relative locations.
(K.5)Geography. The student understands the physical
and human characteristics of the environment. The
student is expected to:
(A) identify the physical characteristics of
places such as landforms, bodies of water,
natural resources, and weather; and
(B) identify the human characteristics of places
such as types of houses and ways of earning a
living.
(K.6)Economics. The student understands that basic
human needs are met in many ways. The student is
expected to:
(A) identify basic human needs; and
(B) explain how basic human needs of food,
clothing, and shelter can be met.
(K.7)Economics. The student understands the importance
of jobs. The student is expected to:
(A) identify jobs in the home, school, and
community; and
(B) explain why people have jobs.
(K.8)Government. The student understands the purpose of
rules. The student is expected to:
(A) identify purposes for having rules; and
(B) identify rules that provide order, security,
and safety in the home and school.
(K.9)Government. The student understands the role of
authority figures. The student is expected to:
(A) identify authority figures in the home,
school, and community; and
(B) explain how authority figures make and enforce
rules.
(K.10) Citizenship. The student understands important
customs, symbols, and celebrations that represent
American beliefs and principles and contribute to
our national identity. The student is expected to:
(A) identify the flags of the United States and
states;
(B) recite the Pledge of Allegiance; and
(C) explain the use of voting as a method for
group decision making.
(K.11) Culture. The student understands similarities
and differences among people. The student is
expected to:
(A) identify personal attributes common to all
people such as physical characteristics; and
(B) identify differences among people.
(K.12) Culture. The student understands how people
learn about themselves through family customs and
traditions. The student is expected to:
(A) identify family customs and traditions and
explain their importance;
(B) compare family customs and traditions; and
(C) describe customs of the local community.
(K.13) Science, technology, and society. The student
understands ways technology is used in the home and
school. The student is expected to:
(A) identify examples of technology used in the
home and school; and
(B) describe how technology helps accomplish
specific tasks.
(K.14) Science, technology, and society. The student
understands ways in which technology has changed
how people live. The student is expected to:
(A) describe how his or her life might be
different without modern technology; and
(B) list ways in which technology meets people's
needs.
(K.15) Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of sources
including electronic technology. The student is
expected to:
(A) obtain information about a topic using a
variety of oral sources such as conversations,
interviews, and music;
(B) obtain information about a topic using a
variety of visual sources such as pictures,
symbols, television, maps, computer images,
print material, and artifacts;
(C) sequence and categorize information; and
(D) identify main ideas from oral, visual, and
print sources.
(K.16) Social studies skills. The student
communicates in oral and visual forms. The student
is expected to:
(A) express ideas orally based on knowledge and
experiences; and
(B) create and interpret visuals including
pictures and maps.
(K.17) Social studies skills. The student uses
problem-solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(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
(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.
§113.3. Social
Studies, Grade 1.
(a) Introduction.
(1) In Grade 1, students learn about their
relationship to the classroom, school, and
community. The concepts of time and chronology are
developed by distinguishing among past, present,
and future events. Students identify anthems and
mottoes of the United States and states. Students
make simple maps to identify the location of
places in the classroom, school, and community.
The concepts of goods and services and the value
of work are introduced. Students identify historic
figures and ordinary people who exhibit good
citizenship. Students describe the importance of
family customs and traditions and identify how
technology has changed family life. Students
sequence and categorize information.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich material
such as biographies; folktales, myths, and
legends; and poetry, songs, and artworks is
encouraged. Selections may include a children's
biography of Abraham Lincoln. Motivating resources
are also available from museums, historical sites,
presidential libraries, and local and state
preservation societies.
(3) The eight strands of the essential knowledge and
skills for social studies are intended to be
integrated for instructional purposes. Skills
listed in the geography and social studies skills
strands in subsection (b) of this section should
be incorporated into the teaching of all essential
knowledge and skills for social studies. A greater
depth of understanding of complex content material
can be attained when integrated social studies
content from the various disciplines and critical-
thinking skills are taught together.
(4) Throughout social studies in Kindergarten-Grade
12, students build a foundation in history;
geography; economics; government; citizenship;
culture; science, technology, and society; and
social studies skills. The content, as appropriate
for the grade level or course, enables students to
understand the importance of patriotism, function
in a free enterprise society, and appreciate the
basic democratic values of our state and nation.
(b) Knowledge and skills.
(1.1)History. The student understands how historical
figures helped to shape our community, state, and
nation. The student is expected to:
(A) identify contributions of historical figures
such as Sam Houston and Abraham Lincoln who
have influenced the community, state, and
nation;
(B) identify historic figures such as Alexander
Graham Bell and Thomas Edison who have
exhibited a love of individualism and
inventiveness; and
(C) compare the similarities and differences among
the lives and activities of historical figures
who have influenced the community, state, and
nation.
(1.2)History. The student understands the origins of
customs, holidays, and celebrations. The student is
expected to:
(A) describe the origins of selected customs,
holidays, and celebrations of the community,
state, and nation such as Martin Luther King,
Jr. Day, Independence Day, and Veterans' Day;
(B) compare the observance of holidays and
celebrations, past and present; and
(C) identify anthems and mottoes of the United
States and the 50 states.
(1.3)History. The student understands the concepts of
time and chronology. The student is expected to:
(A) distinguish among past, present, and future;
(B) create a calendar or timeline; and
(C) use vocabulary related to chronology,
including yesterday, today, and tomorrow.
(1.4)Geography. The student understands the relative
location of places. The student is expected to:
(A) locate places using the four cardinal
directions; and
(B) describe the location of self and objects
relative to other locations in the classroom
and school.
(1.5)Geography. The student understands the purpose of
maps and globes. The student is expected to:
(A) create and use simple maps to identify the
location of places in the classroom, school,
community, and beyond; and
(B) locate places of significance on maps and
globes such as the local community, state, and
the United States.
(1.6)Geography. The student understands various
physical and human characteristics of the
environment. The student is expected to:
(A) identify and describe the physical
characteristics of places such as landforms,
bodies of water, natural resources, and
weather;
(B) identify examples of and uses for natural
resources in the community, state, and nation;
and
(C) identify and describe the human
characteristics of places such as types of
houses and ways of earning a living.
(1.7)Economics. The student understands the concepts of
goods and services. The student is expected to:
(A) identify examples of goods and services in the
home, school, and community;
(B) identify ways people exchange goods and
services; and
(C) identify the role of markets in the exchange
of goods and services.
(1.8)Economics. The student understands the condition
of not being able to have all the goods and
services one wants. The student is expected to:
(A) identify examples of people wanting more than
they can have;
(B) explain why wanting more than they can have
requires that people make choices; and
(C) identify examples of choices families make
when buying goods and services.
(1.9)Economics. The student understands the value of
work. The student is expected to:
(A) describe the requirements of various jobs and
the characteristics of a job well-performed;
and
(B) describe how specialized jobs contribute to
the production of goods and services.
(1.10) Government. The student understands the
purpose of rules and laws. The student is expected
to:
(A) explain the need for rules and laws in the
home, school, and community; and
(B) give examples of rules or laws that establish
order, provide security, and manage conflict.
(1.11) Government. The student understands the role
of authority figures and public officials. The
student is expected to:
(A) identify leaders in the community, state, and
nation;
(B) describe the roles of public officials
including mayor, governor, and president; and
(C) identify the responsibilities of authority
figures in the home, school, and community.
(1.12) Citizenship. The student understands
characteristics of good citizenship as exemplified
by historic figures and ordinary people. The
student is expected to:
(A) identify characteristics of good citizenship
such as a belief in justice, truth, equality,
and responsibility for the common good;
(B) identify historic figures such as Clara
Barton, Nathan Hale, and Eleanor Roosevelt who
have exemplified good citizenship; and
(C) identify ordinary people who exemplify good
citizenship and exhibit a love of
individualism and inventiveness.
(1.13) Citizenship. The student understands important
customs, symbols, and celebrations that represent
American beliefs and principles and contribute to
our national identity. The student is expected to:
(A) explain selected national and state patriotic
symbols such as the U.S. and states' flags, the
Liberty Bell, and the Alamo;
(B) recite and explain the meaning of the Pledge
of Allegiance and the Pledge to the state
Flag;
(C) use voting as a way of making choices and
decisions; and
(D) explain how selected customs, symbols, and
celebrations reflect an American love of
individualism, inventiveness, and freedom.
(1.14) Culture. The student understands how families
meet basic human needs. The student is expected to:
(A) describe ways that families meet basic human
needs; and
(B) describe similarities and differences in ways
families meet basic human needs.
(1.15) Culture. The student understands the
importance of family beliefs, customs, language,
and traditions. The student is expected to:
(A) describe various beliefs, customs, and
traditions of families and explain their
importance; and
(B) retell stories from selected folktales and
legends such as Aesop's fables.
(1.16) Science, technology, and society. The student
understands how technology has affected daily life,
past and present. The student is expected to:
(A) describe how household tools and appliances
have changed the ways families live;
(B) describe how technology has changed
communication, transportation, and recreation;
and
(C) describe how technology has changed the way
people work.
(1.17) Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of sources
including electronic technology. The student is
expected to:
(A) obtain information about a topic using a
variety of oral sources such as conversations,
interviews, and music;
(B) obtain information about a topic using a
variety of visual sources such as pictures,
graphics, television, maps, computer images,
literature, and artifacts;
(C) sequence and categorize information; and
(D) identify main ideas from oral, visual, and
print sources.
(1.18) Social studies skills. The student
communicates in written, oral, and visual forms.
The student is expected to:
(A) express ideas orally based on knowledge and
experiences; and
(B) create visual and written material including
pictures, maps, timelines, and graphs.
(1.19) Social studies skills. The student uses
problem-solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(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
(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.
§113.4. Social
Studies, Grade 2.
(a) Introduction.
(1) In Grade 2, students focus on a study of their
local community by examining the impact of
significant individuals and events on the history
of the community as well as on the state and
nation. Students begin to develop the concepts of
time and chronology by measuring calendar time by
days, weeks, months, and years. The relationship
between the physical environment and human
activities is introduced as are the concepts of
consumers and producers. Students identify
functions of government as well as services
provided by the local government. Students
continue to acquire knowledge of important
customs, symbols, and celebrations that represent
American beliefs and principles. Students identify
the significance of works of art in the local
community and explain how technological
innovations have changed transportation and
communication. Students communicate what they have
learned in written, oral, and visual forms.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich material
such as biographies; folktales, myths, and
legends; and poetry, songs, and artworks is
encouraged. Selections may include the legend of
the bluebonnet. Motivating resources are also
available from museums, historical sites,
presidential libraries, and local and state
preservation societies.
(3) The eight strands of the essential knowledge and
skills for social studies are intended to be
integrated for instructional purposes. Skills
listed in the geography and social studies skills
strands in subsection (b) of this section should
be incorporated into the teaching of all essential
knowledge and skills for social studies. A greater
depth of understanding of complex content material
can be attained when integrated social studies
content from the various disciplines and critical-
thinking skills are taught together.
(4) Throughout social studies in Kindergarten-Grade
12, students build a foundation in history;
geography; economics; government; citizenship;
culture; science, technology, and society; and
social studies skills. The content, as appropriate
for the grade level or course, enables students to
understand the importance of patriotism, function
in a free enterprise society, and appreciate the
basic democratic values of our states and nation.
(b) Knowledge and skills.
(2.1)History. The student understands the historical
significance of landmarks and celebrations in the
community, state, and nation. The student is
expected to:
(A) explain the significance of various community,
state, and national celebrations such as
Memorial Day, Independence Day, and
Thanksgiving; and
(B) identify and explain the significance of
various community, state, and national
landmarks such as the county courthouse and
state and national capitol buildings.
(2.2)History. The student understands the concepts of
time and chronology. The student is expected to:
(A) describe the order of events by using
designations of time periods such as ancient
times and modern times;
(B) use vocabulary related to chronology,
including past, present, and future;
(C) create and interpret timelines; and
(D) describe and measure calendar time by days,
weeks, months, and years.
(2.3)History. The student understands how various
sources provide information about the past. The
student is expected to:
(A) name several sources of information about a
given period or event; and
(B) compare various interpretations of the same
time period using evidence such as photographs
and interviews.
(2.4)History. The student understands how historical
figures and ordinary people helped to shape our
community, state, and nation. The student is
expected to:
(A) identify contributions of historical figures
such as Henrietta King and Thurgood Marshall
who have influenced the community, state, and
nation;
(B) identify historic figures such as Amelia
Earhart and Robert Fulton who have exhibited a
love of individualism and inventiveness; and
(C) explain how local people and events have
influenced local community history.
(2.5)Geography. The student uses simple geographic
tools such as maps, globes, and photographs. The
student is expected to:
(A) use symbols, find locations, and determine
directions on maps and globes; and
(B) draw maps to show places and routes.
(2.6)Geography. The student understands the locations
and characteristics of places and regions. The
student is expected to:
(A) identify major landforms and bodies of water,
including continents and oceans, on maps and
globes;
(B) locate the community, state, the United
States, and selected countries on maps and
globes; and
(C) compare information from different sources
about places and regions.
(2.7)Geography. The student understands how physical
characteristics of places and regions affect
people's activities and settlement patterns. The
student is expected to:
(A) describe how weather patterns, natural
resources, seasonal patterns, and natural
hazards affect activities and settlement
patterns; and
(B) explain how people depend on the physical
environment and its natural resources to
satisfy their basic needs.
(2.8)Geography. The student understands how humans use
and modify the physical environment. The student is
expected to:
(A) identify ways in which people depend on the
physical environment, including natural
resources, to meet basic needs;
(B) identify ways in which people have modified
the physical environment such as building
roads, clearing land for urban development,
and mining coal;
(C) identify consequences of human modification of
the physical environment such as the use of
irrigation to improve crop yields; and
(D) identify ways people can conserve and
replenish natural resources.
(2.9)Economics. The student understands the importance
of work. The student is expected to:
(A) explain how work provides income to purchase
goods and services; and
(B) explain the choices people in the U.S. free
enterprise system can make about earning,
spending, and saving money, and where to live
and work.
(2.10) Economics. The student understands the roles
of producers and consumers in the production of
goods and services. The student is expected to:
(A) distinguish between producing and consuming;
(B) identify ways in which people are both
producers and consumers; and
(C) trace the development of a product from a
natural resource to a finished product.
(2.11) Government. The student understands the
purpose of governments. The student is expected to:
(A) identify functions of governments;
(B) identify some governmental services in the
community such as libraries, schools, and
parks and explain their value to the
community; and
(C) describe how governments establish order,
provide security, and manage conflict.
(2.12) Government. The student understands the role
of public officials. The student is expected to:
(A) compare the roles of public officials
including mayor, governor, and president; and
(B) identify ways that public officials are
selected, including election and appointment
to office.
(2.13) Citizenship. The student understands
characteristics of good citizenship as exemplified
by historic figures and ordinary people. The
student is expected to:
(A) identify characteristics of good citizenship
such as a belief in justice, truth, equality,
and responsibility for the common good;
(B) identify historic figures such as Florence
Nightingale, Paul Revere, and Sojourner Truth
who have exemplified good citizenship; and
(C) identify ordinary people who exemplify good
citizenship.
(2.14) Citizenship. The student understands important
customs, symbols, and celebrations that represent
American beliefs and principles and contribute to
our national identity. The student is expected to:
(A) identify selected patriotic songs such as
America the Beautiful;
(B) identify selected symbols such as state and
national birds and flowers and patriotic
symbols such as the U.S. and state flags and
Uncle Sam; and
(C) explain how selected customs, symbols, and
celebrations reflect an American love of
individualism, inventiveness, and freedom.
(2.15) Culture. The student understands the
significance of works of art in the local
community. The student is expected to:
(A) identify selected stories, poems, statues,
paintings, and other examples of the local
cultural heritage; and
(B) explain the significance of selected stories,
poems, statues, paintings, and other examples
of the local cultural heritage.
(2.16) Science, technology, and society. The student
understands how science and technology have
affected life, past and present. The student is
expected to:
(A) describe how science and technology have
changed communication, transportation, and
recreation; and
(B) explain how science and technology have
changed the ways in which people meet basic
needs.
(2.17) Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of sources
including electronic technology. The student is
expected to:
(A) obtain information about a topic using a
variety of oral sources such as conversations,
interviews, and music;
(B) obtain information about a topic using a
variety of visual sources such as pictures,
graphics, television, maps, computer software,
literature, reference sources, and artifacts;
(C) use various parts of a source, including the
table of contents, glossary, and index, as
well as keyword computer searches, to locate
information;
(D) sequence and categorize information; and
(E) interpret oral, visual, and print material by
identifying the main idea, predicting, and
comparing and contrasting.
(2.18) Social studies skills. The student
communicates in written, oral, and visual forms.
The student is expected to:
(A) express ideas orally based on knowledge and
experiences; and
(B) create written and visual material such as
stories, poems, maps, and graphic organizers
to express ideas.
(2.19) Social studies skills. The student uses
problem-solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(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
(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.
§113.5. Social
Studies, Grade 3.
(a) Introduction.
(1) In Grade 3, students learn how individuals have
changed their communities and world. Students
study the effects inspiring heroes have had on
communities, past and present. Students learn
about the lives of heroic men and women who made
important choices, overcame obstacles, sacrificed
for the betterment of others, and embarked on
journeys that resulted in new ideas, new
inventions, and new communities. Students expand
their knowledge through the identification and
study of people who made a difference, influenced
public policy and decision making, and
participated in resolving issues that are
important to all people. Throughout Grade 3,
students develop an understanding of the economic,
cultural, and scientific contributions made by
individuals.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich material
such as biographies; folktales, myths, and
legends; and poetry, songs, and artworks is
encouraged. Selections may include the legend of
Paul Bunyan. Motivating resources are also
available from museums, historical sites,
presidential libraries, and local and state
preservation societies.
(3) The eight strands of the essential knowledge and
skills for social studies are intended to be
integrated for instructional purposes. Skills
listed in the geography and social studies skills
strands in subsection (b) of this section should
be incorporated into the teaching of all essential
knowledge and skills for social studies. A greater
depth of understanding of complex content material
can be attained when integrated social studies
content from the various disciplines and critical-
thinking skills are taught together.
(4) Throughout social studies in Kindergarten-Grade
12, students build a foundation in history;
geography; economics; government; citizenship;
culture; science, technology, and society; and
social studies skills. The content, as appropriate
for the grade level or course, enables students to
understand the importance of patriotism, function
in a free enterprise society, and appreciate the
basic democratic values of our state and nation.
(b) Knowledge and skills.
(3.1)History. The student understands how individuals,
events, and ideas have influenced the history of
various communities. The student is expected to:
(A) describe how individuals, events, and ideas
have changed communities over time;
(B) identify individuals such as Pierre-Charles
L'Enfant who have helped to shape communities;
and
(C) describe how individuals such as Christopher
Columbus and Meriwether Lewis and William
Clark have contributed to the expansion of
existing communities or to the creation of new
communities.
(3.2)History. The student understands common
characteristics of communities, past and present.
The student is expected to:
(A) identify reasons people have formed
communities, including a need for security,
law, and material well-being; and
(B) compare ways in which people in the local
community and communities around the world
meet their needs for government, education,
communication, transportation, and recreation,
over time and in the present.
(3.3)History. The student understands the concepts of
time and chronology. The student is expected to:
(A) use vocabulary related to chronology,
including ancient and modern times and past,
present, and future times;
(B) create and interpret timelines; and
(C) describe historical times in terms of years,
decades, and centuries.
(3.4)Geography. The student understands how humans
adapt to variations in the physical environment.
The student is expected to:
(A) describe and explain variations in the
physical environment including climate,
landforms, natural resources, and natural
hazards;
(B) compare how people in different communities
adapt to or modify the physical environment;
(C) describe the effects of physical and human
processes in shaping the landscape; and
(D) identify and compare the human characteristics
of selected regions.
(3.5)Geography. The student understands the concepts of
location, distance, and direction on maps and
globes. The student is expected to:
(A) use cardinal and intermediate directions to
locate places such as the Amazon River,
Himalayan Mountains, and Washington D.C. on
maps and globes;
(B) use a scale to determine the distance between
places on maps and globes;
(C) identify and use the compass rose, grid, and
symbols to locate places on maps and globes;
and
(D) draw maps of places and regions that contain
map elements including a title, compass rose,
legend, scale, and grid system.
(3.6)Economics. The student understands the purposes of
spending and saving money. The student is expected
to:
(A) identify ways of earning, spending, and saving
money; and
(B) analyze a simple budget that allocates money
for spending and saving.
(3.7)Economics. The student understands the concept of
an economic system. The student is expected to:
(A) define and identify examples of scarcity;
(B) explain the impact of scarcity on the
production, distribution, and consumption of
goods and services;
(C) explain the impact of scarcity on
interdependence within and among communities;
and
(D) explain the concept of a free market.
(3.8)Economics. The student understands how businesses
operate in the U.S. free enterprise system. The
student is expected to:
(A) give examples of how a simple business
operates;
(B) explain how supply and demand affect the price
of a good or service;
(C) explain how the cost of production and selling
price affect profits; and
(D) identify historic figures, such as Henry Ford,
and ordinary people in the community who have
started new businesses.
(3.9)Government. The student understands the basic
structure and functions of local government. The
student is expected to:
(A) describe the basic structure of government in
the local community;
(B) identify services commonly provided by local
governments;
(C) identify local government officials and
explain how they are chosen;
(D) explain how local government services are
financed; and
(E) explain the importance of the consent of the
governed to the functions of local government.
(3.10) Citizenship. The student understands
characteristics of good citizenship as exemplified
by historic figures and ordinary people. The
student is expected to:
(A) identify characteristics of good citizenship
such as a belief in justice, truth, equality,
and responsibility for the common good;
(B) identify historic figures such as Jane Addams,
Helen Keller, and Harriet Tubman who have
exemplified good citizenship;
(C) identify and explain the importance of acts of
civic responsibility, including obeying laws
and voting; and
(D) identify ordinary people who exemplify good
citizenship.
(3.11) Citizenship. The student understands the
impact of individual and group decisions on
communities in a democratic society. The student is
expected to:
(A) give examples of community changes that result
from individual or group decisions;
(B) identify examples of actions individuals and
groups can take to improve the community; and
(C) identify examples of nonprofit and/or civic
organizations such as the Red Cross and
explain how they serve the common good.
(3.12) Culture. The student understands ethnic and/or
cultural celebrations of the United States and
other nations. The student is expected to:
(A) explain the significance of selected ethnic
and/or cultural celebrations in states, the
United States, and other nations such as St.
Patrick's Day, Cinco de Mayo, and Kwanzaa; and
(B) compare ethnic and/or cultural celebrations in
states, the United States, and other nations.
(3.13) Culture. The student understands the role of
real and mythical heroes in shaping the culture of
communities, the state, and the nation. The student
is expected to:
(A) identify the heroic deeds of state and
national heroes such as Daniel Boone and Davy
Crockett;
(B) retell the heroic deeds of characters from
American folktales and legends such as Pecos
Bill and Paul Bunyan;
(C) retell the heroic deeds of characters of Greek
and Roman myths; and
(D) identify how selected fictional characters
such as Robinson Crusoe created new
communities.
(3.14) Culture. The student understands the
importance of writers and artists to the cultural
heritage of communities. The student is expected
to:
(A) identify selected individual writers and
artists and their stories, poems, statues,
paintings, and other examples of cultural
heritage from communities around the world;
and
(B) explain the significance of selected
individual writers and artists and their
stories, poems, statues, paintings, and other
examples of cultural heritage to communities
around the world.
(3.15) Science, technology, and society. The student
understands how individuals have created or
invented new technology and affected life in
communities around the world, past and present. The
student is expected to:
(A) identify scientists and inventors such as
Louis Daguerre, Cyrus McCormick, Louis
Pasteur, and Jonas Salk who have created or
invented new technology; and
(B) identify the impact of new technology in
photography, farm equipment, pasteurization,
and medical vaccines on communities around the
world.
(3.16) Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of sources
including electronic technology. The student is
expected to:
(A) obtain information, including historical and
geographic data about the community, using a
variety of print, oral, visual, and computer
sources;
(B) sequence and categorize information;
(C) interpret oral, visual, and print material by
identifying the main idea, identifying cause
and effect, and comparing and contrasting;
(D) use various parts of a source, including the
table of contents, glossary, and index, as
well as keyword computer searches, to locate
information;
(E) interpret and create visuals including graphs,
charts, tables, timelines, illustrations, and
maps; and
(F) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(3.17) Social studies skills. The student
communicates effectively in written, oral, and
visual forms. The student is expected to:
(A) express ideas orally based on knowledge and
experiences;
(B) create written and visual material such as
stories, poems, pictures, maps, and graphic
organizers to express ideas; and
(C) use standard grammar, spelling, sentence
structure, and punctuation.
(3.18) Social studies skills. The student uses
problem-solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(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
(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.
§113.6. Social
Studies, Grade 4.
(a) Introduction.
(1) In Grade 4, students examine the history of states
from the early beginnings to the present within
the context of influences of the Western
Hemisphere. Historical content focuses on states'
history including the Texas revolution,
establishment of the Republic of Texas, the California gold rush
and subsequent annexation to the United States.
Students discuss important issues, events, and
individuals of the 19th and 20th centuries.
Students conduct a thorough study of regions in
Texas, California and the Western Hemisphere that result from
human activity and from physical features. A focus
on the location, distribution, and patterns of
economic activities and of states' settlement
further enhances the concept of regions. Students
describe how early Native Americans in
the Western Hemisphere met their basic economic
needs and identify economic motivations for
European exploration and colonization and reasons
for the establishment of Spanish missions.
Students explain how Native Americans governed
themselves and identify characteristics of Spanish
and Mexican colonial governments. Students identify the
contributions of people of various racial, ethnic,
and religious groups and describe the
impact of science and technology on life in the
states. Students use critical-thinking skills to
identify cause-and-effect relationships, compare
and contrast, and make generalizations and
predictions.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich primary
and secondary source material such as biographies;
novels; speeches and letters; and poetry, songs,
and artworks is encouraged. Selections may include
a children's biography of Stephen F. Austin.
Motivating resources are also available from
museums, historical sites, presidential libraries,
and local and state preservation societies.
(3) The eight strands of the essential knowledge and
skills for social studies are intended to be
integrated for instructional purposes with the
history and geography strands establishing a sense
of time and a sense of place. Skills listed in the
geography and social studies skills strands in
subsection (b) of this section should be
incorporated into the teaching of all essential
knowledge and skills for social studies. A greater
depth of understanding of complex content material
can be attained when integrated social studies
content from the various disciplines and critical-
thinking skills are taught together.
(4) Throughout social studies in Kindergarten-Grade
12, students build a foundation in history;
geography; economics; government; citizenship;
culture; science, technology, and society; and
social studies skills. The content, as appropriate
for the grade level or course, enables students to
understand the importance of patriotism, function
in a free enterprise society, and appreciate the
basic democratic values of our state and nation.
(b) Knowledge and skills.
(4.1)History. The student understands the similarities
and differences of Native-American groups in the Western Hemisphere before European
exploration. The student is expected to:
(A) identify Native-American groups in
the Western Hemisphere before European
exploration and describe the regions in which
they lived; and
(B) compare the ways of life of Native-American
groups in student's state and the Western Hemisphere
before European exploration.
(4.2)History. The student understands the causes and
effects of European exploration and colonization of
the Western Hemisphere. The student is
expected to:
(A) summarize reasons for European exploration and
settlement of Texas, California and the Western
Hemisphere;
(B) identify the accomplishments of significant
explorers such as Cabeza de Vaca; Christopher
Columbus; Francisco Coronado; and René Robert
Cavelier, Sieur de la Salle and explain their
impact on the settlement of Texas and California;
(C) explain when, where, and why the Spanish
established Catholic missions in Texas and California;
(D) identify the accomplishments of significant
empresarios including Moses Austin, Stephen F.
Austin, and Martín de León and explain their
impact on the settlement of Texas; and
(E) identify the impact of Mexico's independence
from Spain on the events in Texas and California.
(4.3)History. The student understands the causes and
effects of the Texas Revolution, the Republic of
Texas, and the annexation of student's state to the United
States. The student is expected to:
(A) analyze the causes, major events, and effects
of the Texas Revolution, including the battles
of the Alamo and San Jacinto;
(B) describe the successes and problems of the
Republic of Texas;
(C) explain the events that led to the annexation
of Texas and California to the United States;
(D) explain the impact of the Mexican War on
Texas and California; and
(E) identify leaders important to the founding of
Texas as a republic and state, including Sam
Houston, Mirabeau Lamar, and Anson Jones.
(4.4)History. The student understands the political,
economic, and social changes in student's state during the
last half of the 19th century. The student is
expected to:
(A) describe the impact of the Civil War and
Reconstruction on Texas;
(B) explain the growth and development of the
cattle and oil industries;
(C) identify the impact of railroads on life in
Texas and California, including changes to cities and major
industries; and
(D) describe the effects of political, economic,
and social changes on Native Americans
(4.5)History. The student understands important issues,
events, and individuals of the 20th century in
Western expansion. The student is expected to:
(A) identify the impact of various issues and
events on life in the west such as urbanization,
increased use of oil and gas, and the growth
of aerospace and other technology industries;
and
(B) identify the accomplishments of notable
individuals such as Henry Cisneros, Miriam A.
Ferguson, Audie Murphy, Cleto Rodríguez.
(4.6)Geography. The student uses geographic tools to
collect, analyze, and interpret data. The student
is expected to:
(A) apply geographic tools, including grid
systems, legends, symbols, scales, and compass
roses, to construct and interpret maps; and
(B) translate geographic data into a variety of
formats such as raw data to graphs and maps.
(4.7)Geography. The student understands the concept of
regions. The student is expected to:
(A) describe a variety of regions in the 50 states and the
Western Hemisphere such as political,
population, and economic regions that result
from patterns of human activity;
(B) describe a variety of regions in the United States and the
Western Hemisphere such as landform, climate,
and vegetation regions that result from
physical characteristics; and
(C) compare the regions of the U.S. with regions of
the United States and other parts of the
world.
(4.8)Geography. The student understands the location
and patterns of settlement and the geographic
factors that influence where people live. The
student is expected to:
(A) identify clusters of settlement in West and
explain their distribution;
(B) explain patterns of settlement at different
time periods ;
(C) describe the location of cities and
explain their distribution, past and present;
and
(D) explain the geographic factors that influence
patterns of settlement and the distribution of
population in Texas and Califronia, past and present.
(4.9)Geography. The student understands how people
adapt to and modify their environment. The student
is expected to:
(A) describe ways people have adapted to and
modified their environment in the U.S., past and
present;
(B) identify reasons why people have adapted to
and modified their environment in the U.S., past
and present, such as the use of natural
resources to meet basic needs; and
(C) analyze the consequences of human modification
of the environment in the West, past and present.
(4.10) Economics. The student understands the basic
economic patterns of early societies in the U.S. and
the Western Hemisphere. The student is expected to:
(A) explain the economic patterns of various early
Native-American groups in the U.S. and the
Western Hemisphere; and
(B) explain the economic patterns of early
European immigrants to student's state and the Western
Hemisphere.
(4.11) Economics. The student understands the reasons
for exploration and colonization. The student is
expected to:
(A) identify the economic motivations for European
exploration and settlement in student's state and the
Western Hemisphere; and
(B) identify the economic motivations for Anglo-
American colonization in student's state.
(4.12) Economics. The student understands the
characteristics and benefits of the free enterprise
system . The student is expected to:
(A) describe the development of the free
enterprise system;
(B) describe how the free enterprise system works
; and
(C) give examples of the benefits of the free
enterprise system .
(4.13) Economics. The student understands patterns of
work and economic activities. The student
is expected to:
(A) explain how people in different regions of
Texas earn their living, past and present;
(B) explain how geographic factors have influenced
the location of economic activities;
(C) analyze the effects of immigration, migration,
and limited resources on the economic
development and growth of the United States;
(D) describe the impact of mass production,
specialization, and division of labor on the
economic growth;
(E) explain how developments in transportation and
communication have influenced economic
activities; and
(F) explain the impact of American ideas about
progress and equality of opportunity on the
economic development and growth .
(4.14) Economics. The student understands how student's state,
the United States, and other parts of the world are
economically interdependent. The student is
expected to:
(A) identify ways in which technological changes
have resulted in increased interdependence
among the United States, and the world;
(B) identify oil and gas, agricultural, and
technological products of Texas that are
purchased to meet needs in the United States
and around the world; and
(C) explain how Americans meet some of their needs
through the purchase of products from the
United States and the rest of the world.
(4.15) Government. The student understands how people
organized governments in different ways during the
early development of the West. The student is expected
to:
(A) compare how selected Native-American groups
governed themselves; and
(B) identify characteristics of Spanish and
Mexican colonial governments and their
influence on inhabitants of the U.S.
(4.16) Government. The student understands important
ideas in historic documents. The student
is expected to:
(A) identify the purposes and explain the
importance of the Declaration of
Independence, the Constitution; and
(B) identify and explain the basic functions of
the three branches of state government.
(4.17) Citizenship. The student understands important
customs, symbols, and celebrations of the U.S. The
student is expected to:
(A) explain the meaning of selected patriotic
symbols and landmarks of Texas, California, and
the Southwest including the flags which flew over Texas and
California, San José Mission, and the San Jacinto
Monument;
(B) Sing or recite the state song.
(C) recite and explain the meaning of the Pledge
to the student's state flag; and
(D) describe the origins and significance of state
celebrations .
(4.18) Citizenship. The student understands the
importance of voluntary individual participation in
the democratic process. The student is expected to:
(A) explain how individuals can participate
voluntarily in civic affairs at state and
local levels;
(B) explain the role of the individual in state
and local elections;
(C) identify the importance of historical figures
such as Sam Houston, Barbara Jordan, and
Lorenzo de Zavala who modeled active
participation in the democratic process; and
(D) explain how to contact elected and appointed
leaders in state and local governments.
(4.19) Citizenship. The student understands the
importance of effective leadership in a democratic
society. The student is expected to:
(A) identify leaders in state and local
governments, including the governor, selected
members of the state's Legislature, and state citizens
who have been President of the United States,
and their political parties; and
(B) identify leadership qualities of state and
local leaders, past and present.
(4.20) Culture. The student understands the
contributions of people of various racial, ethnic,
and religious groups to student's state. The student is
expected to:
(A) identify the similarities and differences
within and among selected racial, ethnic, and
religious groups in their state;
(B) identify customs, celebrations, and traditions
of various culture groups in student's state; and
(C) summarize the contributions of people of
various racial, ethnic, and religious groups
in the development of Texas.
(4.21) Science, technology, and society. The student
understands the impact of science and technology on
life in student's state. The student is expected to:
(A) identify famous inventors and scientists such
as Gail Borden, Joseph Glidden, and Patillo
Higgins and their contributions;
(B) describe how scientific discoveries and
technological innovations have benefited
individuals, businesses, and society in student's state;
and
(C) predict how future scientific discoveries and
technological innovations might affect life in
Texas.
(4.22) Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of sources
including electronic technology. The student is
expected to:
(A) differentiate between, locate, and use primary
and secondary sources such as computer
software; interviews; biographies; oral,
print, and visual material; and artifacts to
acquire information about the United States
and student's state;
(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;
(C) organize and interpret information in
outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps;
(D) identify different points of view about an
issue or topic;
(E) identify the elements of frame of reference
that influenced the participants in an event;
and
(F) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(4.23) Social studies skills. The student
communicates in written, oral, and visual forms.
The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in
verbal and written communication;
(C) express ideas orally based on research and
experiences;
(D) create written and visual material such as
journal entries, reports, graphic organizers,
outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence
structure, and punctuation.
(4.24) Social studies skills. The student uses
problem-solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(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
(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.
§113.7. Social
Studies, Grade 5.
(a) Introduction.
(1) In Grade 5, students learn about the history of
the United States from its early beginnings to the
present with a focus on colonial times through the
20th century. Historical content includes the
colonial and revolutionary periods, the
establishment of the United States, and issues
that led to the Civil War. An overview of major
events and significant individuals of the late-
19th century and the 20th century is provided.
Students learn about a variety of regions in the
United States that result from physical features
and human activity and identify how people adapt
to and modify the environment. Students explain
the characteristics and benefits of the free
enterprise system and describe economic activities
in the United States. Students identify the roots
of representative government in this nation as
well as the important ideas in the Declaration of
Independence and the U.S. Constitution. Students
recite and explain the meaning of the Pledge of
Allegiance. Students examine the importance of
effective leadership in a democratic society and
identify important leaders in the national
government. Students examine fundamental rights
guaranteed in the Bill of Rights. Students
describe customs and celebrations of various
racial, ethnic, and religious groups in the nation
and identify the contributions of famous inventors
and scientists. Students use critical-thinking
skills including sequencing, categorizing, and
summarizing information and drawing inferences and
conclusions.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich primary
and secondary source material such as biographies;
novels; speeches and letters; and poetry, songs,
and artworks is encouraged. Selections may include
Yankee Doodle. Motivating resources are also
available from museums, historical sites,
presidential libraries, and local and state
preservation societies.
(3) The eight strands of the essential knowledge and
skills for social studies are intended to be
integrated for instructional purposes with the
history and geography strands establishing a sense
of time and a sense of place. Skills listed in the
geography and social studies skills strands in
subsection (b) of this section should be
incorporated into the teaching of all essential
knowledge and skills for social studies. A greater
depth of understanding of complex content material
can be attained when integrated social studies
content from the various disciplines and critical-
thinking skills are taught together.
(4) Throughout social studies in Kindergarten-Grade
12, students build a foundation in history;
geography; economics; government; citizenship;
culture; science, technology, and society; and
social studies skills. The content, as appropriate
for the grade level or course, enables students to
understand the importance of patriotism, function
in a free enterprise society, and appreciate the
basic democratic values of student's state and nation.
(b) Knowledge and skills.
(5.1)History. The student understands the causes and
effects of European colonization in the United
States. The student is expected to:
(A) explain when, where, and why groups of people
colonized and settled in the United States;
and
(B) describe the accomplishments of significant
colonial leaders such as Anne Hutchinson,
William Penn, John Smith, and Roger Williams.
(5.2)History. The student understands how conflict
between the American colonies and Great Britain led
to American independence. The student is expected
to:
(A) identify the contributions of significant
individuals during the revolutionary period,
including Thomas Jefferson and George
Washington;
(B) analyze the causes and effects of events prior
to and during the American Revolution such as
the Boston Tea Party; and
(C) summarize the results of the American
Revolution, including the establishment of the
United States and the origins of U.S. military
institutions.
(5.3)History. The student understands the events that
led from the Articles of Confederation to the
creation of the U.S. Constitution and the
government it established. The student is expected
to:
(A) identify the contributions of individuals
including James Madison and Roger Sherman who
helped create the U.S. Constitution; and
(B) summarize the events that led to the creation
of the U.S. Constitution.
(5.4)History. The student understands political,
economic, and social changes that occurred in the
United States during the 19th century. The student
is expected to:
(A) identify changes in society resulting from the
Industrial Revolution and explain how these
changes led to conflict among sections of the
United States;
(B) identify reasons people moved west;
(C) identify examples of U.S. territorial
expansion;
(D) describe the causes and effects of the Civil
War;
(E) explain the reasons for and rights provided by
the 13th, 14th, and 15th amendments to the
U.S. Constitution;
(F) explain how industry and the mechanization of
agriculture changed the American way of life;
and
(G) identify the challenges, opportunities, and
contributions of people from selected Native-
American and immigrant groups.
(5.5)History. The student understands important issues,
events, and individuals of the 20th century in the
United States. The student is expected to:
(A) analyze various issues and events of the 20th
century such as urbanization,
industrialization, increased use of oil and
gas, world wars, and the Great Depression; and
(B) identify the accomplishments of notable
individuals such as Carrie Chapman Catt,
Dwight Eisenhower, Martin Luther King, Jr.,
Rosa Parks, Colin Powell, and Franklin D.
Roosevelt who have made contributions to
society in the areas of civil rights, women's
rights, military actions, and politics.
(5.6)Geography. The student uses geographic tools to
collect, analyze, and interpret data. The student
is expected to:
(A) apply geographic tools, including grid
systems, legends, symbols, scales, and compass
roses, to construct and interpret maps; and
(B) translate geographic data into a variety of
formats such as raw data to graphs and maps.
(5.7)Geography. The student understands the concept of
regions. The student is expected to:
(A) describe a variety of regions in the United
States such as political, population, and
economic regions that result from patterns of
human activity;
(B) describe a variety of regions in the United
States such as landform, climate, and
vegetation regions that result from physical
characteristics; and
(C) locate the fifty states on a map and identify
regions such as New England and the Great
Plains made up of various groups of states.
(5.8)Geography. The student understands the location
and patterns of settlement and the geographic
factors that influence where people live. The
student is expected to:
(A) identify and describe the types of settlement
and patterns of land use in the United States;
(B) describe clusters of settlement in the United
States and explain their distribution;
(C) analyze the location of cities in the United
States, including capital cities, and explain
their distribution, past and present; and
(D) explain the geographic factors that influence
patterns of settlement and the distribution of
population in the United States, past and
present.
(5.9)Geography. The student understands how people
adapt to and modify their environment. The student
is expected to:
(A) describe ways people have adapted to and
modified their environment in the United
States, past and present;
(B) identify reasons why people have adapted to
and modified their environment in the United
States, past and present, such as the use of
human resources to meet basic needs; and
(C) analyze the consequences of human modification
of the environment in the United States, past
and present.
(5.10) Economics. The student understands the basic
economic patterns of early societies in the United
States. The student is expected to:
(A) explain the economic patterns of various early
Native-American groups in the United States;
and
(B) explain the economic patterns of early
European colonists.
(5.11) Economics. The student understands the reasons
for exploration and colonization. The student is
expected to:
(A) identify the economic motivations for European
exploration and settlement in the United
States; and
(B) identify major industries of colonial America.
(5.12) Economics. The student understands the
characteristics and benefits of the free enterprise
system in the United States. The student is
expected to:
(A) describe the development of the free
enterprise system in colonial America and the
United States;
(B) describe how the free enterprise system works
in the United States; and
(C) give examples of the benefits of the free
enterprise system in the United States.
(5.13) Economics. The student understands the impact
of supply and demand on consumers and producers in
a free enterprise system. The student is expected
to:
(A) explain how supply and demand affects
consumers in the United States; and
(B) evaluate the effects of supply and demand on
business, industry, and agriculture, including
the plantation system, in the United States.
(5.14) Economics. The student understands patterns of
work and economic activities in the United States.
The student is expected to:
(A) analyze how people in different parts of the
United States earn a living, past and present;
(B) identify and explain how geographic factors
have influenced the location of economic
activities in the United States;
(C) analyze the effects of immigration, migration,
and limited resources on the economic
development and growth of the United States;
(D) describe the impact of mass production,
specialization, and division of labor on the
economic growth of the United States;
(E) analyze how developments in transportation and
communication have influenced economic
activities in the United States; and
(F) explain the impact of American ideas about
progress and equality of opportunity on the
economic development and growth of the United
States.
(5.15) Government. The student understands how people
organized governments in colonial America. The
student is expected to:
(A) compare the systems of government of early
European colonists; and
(B) identify examples of representative government
in the American colonies, including the
Mayflower Compact and the Virginia House of
Burgesses.
(5.16) Government. The student understands important
ideas in the Declaration of Independence and the
U.S. Constitution. The student is expected to:
(A) identify the purposes and explain the
importance of the Declaration of Independence;
and
(B) explain the purposes of the U.S. Constitution
as identified in the Preamble to the
Constitution.
(5.17) Government. The student understands the
framework of government created by the U.S.
Constitution. The student is expected to:
(A) identify and explain the basic functions of
the three branches of government;
(B) identify the reasons for and describe the
system of checks and balances outlined in the
U.S. Constitution; and
(C) distinguish between national and state
governments and compare their responsibilities
in the U.S. federal system.
(5.18) Citizenship. The student understands important
customs, symbols, and celebrations that represent
American beliefs and principles and contribute to
our national identity. The student is expected to:
(A) explain selected patriotic symbols and
landmarks such as the Statue of Liberty and
the White House and political symbols such as
the donkey and elephant;
(B) sing or recite The Star-Spangled Banner and
explain its history;
(C) recite and explain the meaning of the Pledge
of Allegiance; and
(D) describe the origins and significance of
national celebrations such as Memorial Day,
Labor Day, and Columbus Day.
(5.19) Citizenship. The student understands the
importance of individual participation in the
democratic process. The student is expected to:
(A) explain how individuals can participate in
civic affairs and political parties at the
national level;
(B) analyze the role of the individual in national
elections;
(C) identify significant individuals such as César
Chávez and Benjamin Franklin who modeled
active participation in the democratic
process; and
(D) explain how to contact elected and appointed
leaders in the national governments.
(5.20) Citizenship. The student understands the
importance of effective leadership in a democratic
society. The student is expected to:
(A) identify leaders in the national governments,
including the president and selected members
of Congress, and their political parties; and
(B) identify and compare leadership qualities of
national leaders, past and present.
(5.21) Citizenship. The student understands the
fundamental rights of American citizens guaranteed
in the Bill of Rights and other amendments to the
U.S. Constitution. The student is expected to:
(A) summarize the reasons for the creation of the
Bill of Rights;
(B) describe important individual rights including
freedom of religion, speech, and press and the
right to assemble and petition the government;
(C) describe important due process rights
including trial by jury and the right to an
attorney; and
(D) summarize selected amendments to the U.S.
Constitution such as those that extended
voting rights of U.S. citizens.
(5.22) Culture. The student understands the
relationship between the arts and the times during
which they were created. The student is expected
to:
(A) identify significant examples of art, music,
and literature from various periods in U.S.
history; and
(B) explain how examples of art, music, and
literature reflect the times during which they
were created.
(5.23) Culture. The student understands the
contributions of people of various racial, ethnic,
and religious groups to the United States. The
student is expected to:
(A) identify the similarities and differences
within and among selected racial, ethnic, and
religious groups in the United States;
(B) describe customs, celebrations, and traditions
of selected racial, ethnic, and religious
groups in the United States; and
(C) summarize the contributions of people of
selected racial, ethnic, and religious groups
to our national identity.
(5.24) Science, technology, and society. The student
understands the impact of science and technology on
life in the United States. The student is expected
to:
(A) describe the contributions of famous inventors
and scientists such as Neil Armstrong, John J.
Audubon, Benjamin Banneker, Clarence Birdseye,
George Washington Carver, Thomas Edison, and
Carl Sagan;
(B) identify how scientific discoveries and
technological innovations such as the
transcontinental railroad, the discovery of
oil, and the rapid growth of technology
industries have advanced the economic
development of the United States;
(C) explain how scientific discoveries and
technological innovations in the fields of
medicine, communication, and transportation
have benefited individuals and society in the
United States;
(D) analyze environmental changes brought about by
scientific discoveries and technological
innovations such as air conditioning and
fertilizers; and
(E) predict how future scientific discoveries and
technological innovations could affect life in
the United States.
(5.25) Social studies skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of sources
including electronic technology. The student is
expected to:
(A) differentiate between, locate, and use primary
and secondary sources such as computer
software; interviews; biographies; oral,
print, and visual material; and artifacts to
acquire information about the United States
and Texas;
(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;
(C) organize and interpret information in
outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps;
(D) identify different points of view about an
issue or topic;
(E) identify the elements of frame of reference
that influenced the participants in an event;
and
(F) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(5.26) Social studies skills. The student
communicates in written, oral, and visual forms.
The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in
verbal and written communication;
(C) express ideas orally based on research and
experiences;
(D) create written and visual material such as
journal entries, reports, graphic organizers,
outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence
structure, and punctuation.
(5.27) Social studies skills. The student uses
problem-solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(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
(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.