Skills for Social Studies
B. Middle School
§113.21. Skills
for Social Studies, Middle School.
The provisions of this written curriculum shall be implemented
by September 1, 1997.
§113.22. Social
Studies, Grade 6.
(a) Introduction.
(1) In Grade 6, students study people and places of
the contemporary world. Societies selected for
study are chosen from the following regions of the
world: Europe, Russia and the Eurasian republics,
North America, Middle America, South America,
Southwest Asia-North Africa, Sub-Saharan Africa,
South Asia, East Asia, Southeast Asia, Australia,
and the Pacific Realm. Students describe the
influence of individuals and groups on historical
and contemporary events in those societies and
identify the locations and geographic
characteristics of selected societies. Students
identify different ways of organizing economic and
governmental systems. The concepts of limited and
unlimited government are introduced, and students
describe the nature of citizenship in various
societies. Students compare institutions common to
all societies such as government, education, and
religious institutions. Students explain how the
level of technology affects the development of the
selected societies and identify different points
of view about selected events.
(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
and autobiographies; novels; speeches and letters;
and poetry, songs, and artworks is encouraged.
Selections may include Sadako and the Thousand
Paper Cranes. Motivating resources are also
available from museums, art galleries, and
historical sites.
(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.
(6.1)History. The student understands that historical
events influence contemporary events. The student
is expected to:
(A) describe characteristics of selected
contemporary societies such as Bosnia and
Northern Ireland that resulted from historical
events or factors such as invasion, conquests,
colonization, immigration, and trade; and
(B) analyze the historical background of selected
contemporary societies to evaluate
relationships between past conflicts and
current conditions.
(6.2)History. The student understands the contributions
of individuals and groups from various cultures to
selected historical and contemporary societies. The
student is expected to:
(A) explain the significance of individuals or
groups from selected societies, past and
present; and
(B) describe the influence of individual and group
achievement on selected historical or
contemporary societies.
(6.3)Geography. The student uses maps, globes, graphs,
charts, models, and databases to answer geographic
questions. The student is expected to:
(A) create thematic maps, graphs, charts, models,
and databases depicting various aspects of
world regions and countries such as
population, disease, and economic activities;
(B) pose and answer questions about geographic
distributions and patterns for selected world
regions and countries shown on maps, graphs,
charts, models, and databases; and
(C) compare selected world regions and countries
using data from maps, graphs, charts,
databases, and models.
(6.4)Geography. The student understands the
characteristics and relative locations of major
historical and contemporary societies. The student
is expected to:
(A) locate major historical and contemporary
societies on maps and globes;
(B) identify and explain the geographic factors
responsible for patterns of population in
places and regions;
(C) explain ways in which human migration
influences the character of places and
regions; and
(D) identify and explain the geographic factors
responsible for the location of economic
activities in places and regions.
(6.5)Geography. The student understands how geographic
factors influence the economic development,
political relationships, and policies of societies.
The student is expected to:
(A) explain factors such as location, physical
features, transportation corridors and
barriers, and distribution of natural
resources that influence the economic
development and foreign policies of societies;
and
(B) identify geographic factors that influence a
society's ability to control territory and
that shape the domestic and foreign policies
of the society.
(6.6)Geography. The student understands the impact of
physical processes on patterns in the environment.
The student is expected to:
(A) describe and explain how physical processes
such as erosion, ocean circulation, and
earthquakes have resulted in physical patterns
on Earth's surface;
(B) describe and explain the physical processes
that produce renewable and nonrenewable
natural resources such as fossil fuels,
fertile soils, and timber; and
(C) analyze the effects of physical processes and
the physical environment on humans.
(6.7)Geography. The student understands the impact of
interactions between people and the physical
environment on the development of places and
regions. The student is expected to:
(A) identify and analyze ways people have adapted
to the physical environment in selected places
and regions;
(B) identify and analyze ways people have modified
the physical environment; and
(C) describe ways in which technology influences
human capacity to modify the physical
environment.
(6.8)Economics. The student understands the various
ways in which people organize economic systems. The
student is expected to:
(A) compare ways in which various societies
organize the production and distribution of
goods and services;
(B) identify and differentiate among traditional,
market, and command economies in selected
contemporary societies, including the benefits
of the U.S. free enterprise system; and
(C) explain the impact of scarcity on
international trade and economic
interdependence among societies.
(6.9)Economics. The student understands the role
factors of production play in a society's economy.
The student is expected to:
(A) describe ways in which factors of production
(natural resources, labor, capital, and
entrepreneurs) influence the economies of
selected contemporary societies; and
(B) identify problems and issues that may arise
when one or more of the factors of production
is in relatively short supply.
(6.10) Economics. The student understands categories
of economic activities and the means used to
measure a society's economic level. The student is
expected to:
(A) define and give examples of primary,
secondary, tertiary, and quaternary
industries; and
(B) describe and measure levels of economic
development using various indicators such as
individual purchasing power, life expectancy,
and literacy.
(6.11) Government. The student understands the
concepts of limited governments, such as
constitutional and democratic governments, and
unlimited governments, such as totalitarian and
nondemocratic governments. The student is expected
to:
(A) describe characteristics of limited and
unlimited governments;
(B) identify examples of limited and unlimited
governments;
(C) identify reasons for limiting the power of
government; and
(D) compare limited and unlimited governments.
(6.12) Government. The student understands
alternative ways of organizing governments. The
student is expected to:
(A) identify alternative ways of organizing
governments such as rule by one, few, or many;
(B) identify examples of governments with rule by
one, few, or many;
(C) identify historical origins of democratic
forms of government; and
(D) compare how governments function in selected
world societies such as China, Germany, India,
and Russia.
(6.13) Citizenship. The student understands that the
nature of citizenship varies among societies. The
student is expected to:
(A) describe roles and responsibilities of
citizens in selected contemporary societies
including the United States;
(B) explain how opportunities for citizens to
participate in and influence the political
process vary among selected contemporary
societies; and
(C) compare the role of citizens in the United
States with the role of citizens from selected
democratic and nondemocratic contemporary
societies.
(6.14) Citizenship. The student understands the
relationship among individual rights,
responsibilities, and freedoms in democratic
societies. The student is expected to:
(A) identify and explain the importance of
voluntary civic participation in democratic
societies; and
(B) explain relationships among rights and
responsibilities in democratic societies.
(6.15) Culture. The student understands the
similarities and differences within and among
cultures in different societies. The student is
expected to:
(A) define the concepts of culture and culture
region;
(B) describe some traits that define cultures;
(C) analyze the similarities and differences among
selected world societies; and
(D) identify and explain examples of conflict and
cooperation between and among cultures within
selected societies such as Belgium, Canada,
and Rwanda.
(6.16) Culture. The student understands that certain
institutions are basic to all societies, but
characteristics of these institutions may vary from
one society to another. The student is expected to:
(A) identify institutions basic to all societies,
including government, economic, educational,
and religious institutions; and
(B) compare characteristics of institutions in
selected contemporary societies.
(6.17) Culture. The student understands relationships
that exist among world cultures. The student is
expected to:
(A) explain aspects that link or separate cultures
and societies;
(B) explain the impact of political boundaries
that cut across culture regions;
(C) analyze how culture traits spread;
(D) explain why cultures borrow from each other;
(E) evaluate how cultural borrowing affects world
cultures; and
(F) evaluate the consequences of improved
communication among cultures.
(6.18) Culture. The student understands the
relationship that exists between artistic,
creative, and literary expressions and the
societies that produce them. The student is
expected to:
(A) explain the relationships that exist between
societies and their architecture, art, music,
and literature;
(B) relate ways in which contemporary expressions
of culture have been influenced by the past;
(C) describe ways in which societal issues
influence creative expressions; and
(D) identify examples of art, music, and
literature that have transcended the
boundaries of societies and convey universal
themes.
(6.19) Culture. The student understands the
relationships among religion, philosophy, and
culture. The student is expected to:
(A) explain the relationship among religious
ideas, philosophical ideas, and cultures; and
(B) explain the significance of religious holidays
and observances such as Christmas and Easter,
Ramadan, and Yom Kippur and Rosh Hashanah in
selected contemporary societies.
(6.20) Science, technology, and society. The student
understands the relationships among science and
technology and political, economic, and social
issues and events. The student is expected to:
(A) give examples of scientific discoveries and
technological innovations, including the roles
of scientists and inventors, that have
transcended the boundaries of societies and
have shaped the world;
(B) explain how resources, belief systems,
economic factors, and political decisions have
affected the use of technology from place to
place, culture to culture, and society to
society; and
(C) make predictions about future social,
economic, and environmental consequences that
may result from future scientific discoveries
and technological innovations.
(6.21) 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 selected world
cultures;
(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 from
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 participants in an event; and
(F) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(6.22) 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.
(6.23) 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.
§113.23. Social
Studies, Grade 7.
(a) Introduction.
(1) In Grade 7, students study the student's state
from early times to the present. Content is
presented with more depth and breadth than in
Grade 4. Students examine the full scope of student's state
history, including the cultures of Native
Americans living in student's state prior to European
exploration and the eras of mission-building,
colonization, revolution, republic, and statehood.
The focus in each era is on key individuals,
events, and issues and their impact. Students
identify regions of student's state and the distribution of
population within and among the regions and
explain the factors that caused state to change
from an agrarian to an urban society. Students
describe the structure and functions of municipal,
county, and state governments, explain the
influence of the U.S. Constitution on the student's state
Constitution, and examine the rights and
responsibilities of state citizens. Students use
primary and secondary sources to examine the rich
and diverse cultural background of student's state as they
identify the different racial and ethnic groups
that settled in student's state to build a republic and then
a state. Students analyze the impact of scientific
discoveries and technological innovations such as
barbed wire and the oil and gas industries on the
development of student's state. Students use primary and
secondary sources to acquire information about
student's state.
(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
and autobiographies; novels; speeches, letters,
and diaries; and poetry, songs, and artworks is
encouraged. 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.
(7.1)History. The student understands traditional
historical points of reference in student's state history.
The student is expected to:
(A) identify the major eras in the student's state history and
describe their defining characteristics;
(B) apply absolute and relative chronology through
the sequencing of significant individuals,
events, and time periods; and
(C) explain the significance of dates.
(7.2)History. The student understands how individuals,
events, and issues that shaped the history of student's state.
The student is expected to:
(A) compare the cultures of Native Americans in
student's state prior to European colonization;
(B) identify important individuals, events, and
issues related to European exploration and
colonization of student's state, including the
establishment of Catholic missions;
(C) identify the contributions of significant
individuals;
(D) identify the impact of the early exploration
prior to 1824 on events in student's state;
(E) trace the development of events that led to
the expansion of the student's state; and
(F) contrast French, Spanish and Anglo purposes for and
methods of settlement in student's state.
(7.3)History. The student understands how individuals,
events, and issues related to the founding of the student's state.
The student is expected to:
(A) explain the roles played by significant
individuals; and
(B) explain the issues surrounding significant
events of the Texas Revolution, including the
battle of Gonzales, the siege of the Alamo,
the convention of 1836, Fannin's surrender at
Goliad, and the battle of San Jacinto and any
relationships that may exist with the student's state.
(7.4)History. The student understands how individuals,
events, and issues shaped the history of the
student's state. The student is expected to:
(A) identify individuals, events, and issues
during the early statehood in student's state; and
(B) analyze the causes of and events leading to
student's state's statehood.
(7.5)History. The student understands how events and
issues shaped the history of student's state during the Civil
War and Reconstruction. The student is expected to:
(A) explain reasons for the involvement or noninvolvement of student's state
in the Civil War; and
(B) analyze the political, economic, and social
effects of the Civil War and Reconstruction student's state.
(7.6)History. The student understands how individuals,
events, and issues shaped the history of student's state from
Reconstruction through the beginning of the 20th
century. The student is expected to:
(A) identify significant individuals, events, and
issues from Reconstruction through the
beginning of the 20th century, including the
factors leading to the expansion of the student's state
frontier, the effects of westward expansion on
Native Americans, the development of the
cattle industry from its Spanish beginnings,
the myth and realities of the cowboy way of
life, the effects of the growth of railroads,
the buffalo soldiers, James Hogg, Cynthia
Parker, and Spindletop; and
(B) explain the political, economic, and social
impact of the cattle and oil industries and
the development of West Texas resulting from
the close of the frontier.
(7.7)History. The student understands how individuals,
events, and issues shaped the history of student's state
during the 20th century. The student is expected
to:
(A) define the impact of "boom and bust" and trace
the boom-and-bust cycle of leading
industries throughout the 20th century,
including farming, oil and gas, cotton, cattle
ranching, real estate, and banking;
(B) evaluate the Progressive and other reform
movements in student's state in the 19th and 20th
centuries;
(C) trace the civil rights and equal rights
movements of various groups in student's state in the
20th century and identify key leaders in these
movements;
(D) analyze the political, economic, and social
impact of major wars, including World War I
and World War II, on the history of student's state;
(E) trace the emergence of the two-party system in
student's state during the second half of the 20th
century.
(7.8)Geography. The student uses geographic tools to
collect, analyze, and interpret data. The student
is expected to:
(A) create thematic maps, graphs, charts, models,
and databases representing various aspects of
student's state during the 19th and 20th centuries; and
(B) pose and answer questions about geographic
distributions and patterns in student's state during the
19th and 20th centuries.
(7.9)Geography. The student understands the location
and characteristics of places and regions of student's state.
The student is expected to:
(A) locate places and regions of importance in
student's state during the 19th and 20th centuries;
(B) compare places and regions of student's state in terms
of physical and human characteristics; and
(C) analyze the effects of physical and human
factors such as climate, weather, landforms,
irrigation, transportation, and communication
on major events in student's state.
(7.10) Geography. The student understands the effects
of the interaction between humans and the
environment in student's state during the 19th and 20th
centuries. The student is expected to:
(A) identify ways in which state's citizens have adapted to
and modified the environment and analyze the
consequences of the modifications; and
(B) explain ways in which geographic factors have
affected the political, economic, and social
development of student's state.
(7.11) Geography. The student understands the
characteristics, distribution, and migration of
population in student's state in the 19th and 20th centuries.
The student is expected to:
(A) analyze why immigrant groups came to student's state and
where they settled;
(B) analyze how immigration and migration to student's state
in the 19th and 20th centuries have influenced
state;
(C) analyze the effects of the changing population
distribution in student's state during the 20th century;
and
(D) describe the structure of the population of
student's state using demographic concepts such as
growth rate and age distribution.
(7.12) Economics. The student understands the factors
that caused student's state to change from an agrarian to an
urban society. The student is expected to:
(A) explain economic factors that led to the
urbanization of student's state;
(B) trace the development of major industries that
contributed to the urbanization of student's state; and
(C) explain the changes in the types of jobs and
occupations that have resulted from the
urbanization of student's state.
(7.13) Economics. The student understands the
interdependence of the student's state economy with the
United States and the world. The student is
expected to:
(A) analyze the impact of national and
international markets and events on the
production of goods and services in student's state;
(B) analyze the impact of economic phenomena
within the free enterprise system such as
supply and demand, profit, government
regulation, and world competition on the
economy of student's state; and
(C) analyze the impact of significant industries
in Texas such as oil and gas, aerospace, and
medical technology on local, national, and
international markets.
(7.14) Government. The student understands the basic
principles reflected in the student's State Constitution. The
student is expected to:
(A) identify how the State Constitution reflects
the principles of limited government, checks
and balances, federalism, separation of
powers, popular sovereignty, and individual
rights; and
(B) identify the influence of ideas from the U.S.
Constitution on the State Constitution.
(7.15) Government. The student understands the
structure and functions of government created by
the State Constitution. The student is expected to:
(A) describe the structure and functions of
government at municipal, county, and state
levels;
(B) identify major sources of revenue for state
and local governments; and
(C) describe the structure and governance of student's state
public education.
(7.16) Citizenship. The student understands the
rights and responsibilities of state citizens. The
student is expected to:
(A) summarize the rights guaranteed in the state
Bill of Rights; and
(B) identify civic responsibilities of state
citizens.
(7.17) Citizenship. The student understands the
importance of the expression of different points of
view in a democratic society. The student is
expected to:
(A) identify different points of view of political
parties and interest groups on important state
issues;
(B) describe the importance of free speech and
press in a democratic society; and
(C) express and defend a point of view on an issue
of historical or contemporary interest in
student's state.
(7.18) Citizenship. The student understands the
importance of effective leadership in a democratic
society. The student is expected to:
(A) identify the leadership qualities of elected
and appointed leaders of student's state, past and
present, including Texans who have been
President of the United States; and
(B) analyze the contributions of state leaders.
(7.19) Culture. The student understands the concept
of diversity within unity in student's state. The student is
expected to:
(A) explain how the diversity of student's state is
reflected in a variety of cultural activities,
celebrations, and performances;
(B) describe how people from selected racial,
ethnic, and religious groups attempt to
maintain their cultural heritage while
adapting to the larger state culture; and
(C) identify examples of Spanish influence on
place names such as Amarillo and Río Grande
and on vocabulary in student's state, including words
that originated from the Spanish cattle
industry.
(7.20) Science, technology, and society. The student
understands the impact of scientific discoveries
and technological innovations on the political,
economic, and social development of student's state. The
student is expected to:
(A) compare types and uses of technology, past and
present;
(B) identify state leaders in science and
technology ;
(C) analyze the effects of scientific discoveries
and technological innovations, such as barbed
wire, the windmill, and oil, gas, and
aerospace industries, on the developments of
student's state;
(D) evaluate the effects of scientific discoveries
and technological innovations on the use of
resources such as fossil fuels, water, and
land;
(E) analyze how scientific discoveries and
technological innovations have resulted in an
interdependence among student's state, the United
States, and the world; and
(F) make predictions about economic, social, and
environmental consequences that may result
from future scientific discoveries and
technological innovations.
(7.21) Social studies skills. The student applies
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, databases, media and news services,
biographies, interviews, and artifacts to
acquire information about 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 from
outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps;
(D) identify points of view from the historical
context surrounding an event and the frame of
reference that influenced the participants;
(E) support a point of view on a social studies
issue or event;
(F) identify bias in written, oral, and visual
material;
(G) evaluate the validity of a source based on
language, corroboration with other sources,
and information about the author; and
(H) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(7.22) Social studies skills. The student
communicates in written, oral, and visual forms.
The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation;
(C) transfer information from one medium to
another, including written to visual and
statistical to written or visual, using
computer software as appropriate; and
(D) create written, oral, and visual presentations
of social studies information.
(7.23) 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.
§113.24. Social
Studies, Grade 8.
(a) Introduction.
(1) In Grade 8, students study the history of the
United States from the early colonial period
through Reconstruction. The knowledge and skills
in subsection (b) of this section comprise the
first part of a two-year study of U.S. history.
The second part, comprising U.S. history since
Reconstruction to the present, is provided in
§113.32 of this title (relating to United States
History Studies Since Reconstruction (One
Credit)). The content builds upon that from Grade
5 but provides more depth and breadth. Historical
content focuses on the political, economic, and
social events and issues related to the colonial
and revolutionary eras, the creation and
ratification of the U.S. Constitution, challenges
of the early Republic, westward expansion,
sectionalism, Civil War, and Reconstruction.
Students describe the physical characteristics of
the United States and their impact on population
distribution and settlement patterns in the past
and present. Students analyze the various economic
factors that influenced the development of
colonial America and the early years of the
Republic and identify the origins of the free
enterprise system. Students examine the American
beliefs and principles, including limited
government, checks and balances, federalism,
separation of powers, and individual rights,
reflected in the U.S. Constitution and other
historical documents. Students evaluate the impact
of Supreme Court cases and major reform movements
of the 19th century and examine the rights and
responsibilities of citizens of the United States
as well as the importance of effective leadership
in a democratic society. Students evaluate the
impact of scientific discoveries and technological
innovations on the development of the United
States. Students use critical-thinking skills,
including the identification of bias in written,
oral, and visual material.
(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 the complete
text of the U.S. Constitution and the Declaration
of Independence; landmark cases of the U.S.
Supreme Court; biographies and autobiographies;
novels; speeches, letters, and diaries; and
poetry, songs, and artworks is encouraged.
Selections may include excerpts from the letters
of John and Abigail Adams, an excerpt from the
Seneca Falls Declaration of Sentiments and
Resolutions, and poems of the Civil War era.
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.
(8.1)History. The student understands traditional
historical points of reference in U.S. history
through 1877. The student is expected to:
(A) identify the major eras in U.S. history
through 1877 and describe their defining
characteristics;
(B) apply absolute and relative chronology through
the sequencing of significant individuals,
events, and time periods; and
(C) explain the significance of the following
dates: 1607, 1776, 1787, 1803, and 1861-1865.
(8.2)History. The student understands the causes of
exploration and colonization eras. The student is
expected to:
(A) identify reasons for European exploration and
colonization of North America; and
(B) compare political, economic, and social
reasons for establishment of the 13 colonies.
(8.3)History. The student understands the foundations
of representative government in the United States.
The student is expected to:
(A) explain the reasons for the growth of
representative government and institutions
during the colonial period;
(B) evaluate the importance of the Mayflower
Compact, the Fundamental Orders of
Connecticut, and the Virginia House of
Burgesses to the growth of representative
government; and
(C) describe how religion contributed to the
growth of representative government in the
American colonies.
(8.4)History. The student understands significant
political and economic issues of the revolutionary
era. The student is expected to:
(A) analyze causes of the American Revolution,
including mercantilism and British economic
policies following the French and Indian War;
(B) explain the roles played by significant
individuals during the American Revolution,
including Samuel Adams, Benjamin Franklin,
King George III, Thomas Jefferson, the Marquis
de Lafayette, Thomas Paine, and George
Washington;
(C) explain the issues surrounding important
events of the American Revolution, including
declaring independence; writing the Articles
of Confederation; fighting the battles of
Lexington, Concord, Saratoga, and Yorktown;
and signing the Treaty of Paris; and
(D) analyze the issues of the Philadelphia
Convention of 1787, including major
compromises and arguments for and against
ratification.
(8.5)History. The student understands the challenges
confronted by the government and its leaders in the
early years of the Republic. The student is
expected to:
(A) describe major domestic problems faced by the
leaders of the new Republic such as
maintaining national security, creating a
stable economic system, setting up the court
system, and defining the authority of the
central government;
(B) summarize arguments regarding protective
tariffs, taxation, and the banking system;
(C) explain the origin and development of American
political parties;
(D) explain the causes of and issues surrounding
important events of the War of 1812;
(E) trace the foreign policies of Presidents
Washington through Monroe and explain the
impact of Washington's Farewell Address and
the Monroe Doctrine;
(F) explain the impact of the election of Andrew
Jackson, including the beginning of the modern
Democratic Party; and
(G) analyze federal and state Indian policies and
the removal and resettlement of Cherokee
Indians during the Jacksonian era.
(8.6)History. The student understands westward
expansion and its effects on the political,
economic, and social development of the nation. The
student is expected to:
(A) explain how the Northwest Ordinance
established principles and procedures for
orderly expansion of the United States;
(B) explain the political, economic, and social
roots of Manifest Destiny;
(C) analyze the relationship between the concept
of Manifest Destiny and the westward growth of
the nation;
(D) explain the major issues and events of the
Mexican War and their impact on the United
States; and
(E) identify areas that were acquired to form the
United States.
(8.7)History. The student understands how political,
economic, and social factors led to the growth of
sectionalism and the Civil War. The student is
expected to:
(A) analyze the impact of tariff policies on
sections of the United States before the Civil
War;
(B) compare the effects of political, economic,
and social factors on slaves and free blacks;
(C) analyze the impact of slavery on different
sections of the United States; and
(D) compare the provisions and effects of
congressional conflicts and compromises prior
to the Civil War, including the roles of John
C. Calhoun, Henry Clay, and Daniel Webster.
(8.8)History. The student understands individuals,
issues, and events of the Civil War. The student is
expected to:
(A) explain the roles played by significant
individuals during the Civil War, including
Jefferson Davis, Ulysses S. Grant, Robert E.
Lee, and Abraham Lincoln;
(B) explain the issues surrounding significant
events of the Civil War, including the firing
on Fort Sumter, the battles of Gettysburg and
Vicksburg, the announcement of the
Emancipation Proclamation, the assassination
of Lincoln, and Lee's surrender at Appomattox
Court House; and
(C) analyze Abraham Lincoln's ideas about liberty,
equality, union, and government as contained
in his first and second inaugural addresses
and the Gettysburg Address.
(8.9)History. The student understands the effects of
Reconstruction on the political, economic, and
social life of the nation. The student is expected
to:
(A) evaluate legislative reform programs of the
Radical Reconstruction Congress and
reconstructed state governments;
(B) describe the economic difficulties faced by
the United States during Reconstruction; and
(C) explain the social problems that faced the
South during Reconstruction and evaluate their
impact on different groups.
(8.10) Geography. The student uses geographic tools
to collect, analyze, and interpret data. The
student is expected to:
(A) create thematic maps, graphs, charts, models,
and databases representing various aspects of
the United States; and
(B) pose and answer questions about geographic
distributions and patterns shown on maps,
graphs, charts, models, and databases.
(8.11) Geography. The student understands the
location and characteristics of places and regions
of the United States, past and present. The student
is expected to:
(A) locate places and regions of importance in the
United States during the 18th and 19th
centuries;
(B) compare places and regions of the United
States in terms of physical and human
characteristics; and
(C) analyze the effects of physical and human
geographic factors on major historical and
contemporary events in the United States.
(8.12) Geography. The student understands the
physical characteristics of the United States
during the 18th and 19th centuries and how humans
adapted to and modified the environment. The
student is expected to:
(A) analyze how physical characteristics of the
environment influenced population
distribution, settlement patterns, and
economic activities in the United States
during the 18th and 19th centuries;
(B) describe the consequences of human
modification of the physical environment of
the United States; and
(C) describe how different immigrant groups
interacted with the environment in the United
States during the 18th and 19th centuries.
(8.13) Economics. The student understands why various
sections of the United States developed different
patterns of economic activity. The student is
expected to:
(A) identify economic differences among different
regions of the United States;
(B) explain reasons for the development of the
plantation system, the growth of the slave
trade, and the spread of slavery; and
(C) analyze the causes and effects of economic
differences among different regions of the
United States at selected times in U.S.
history.
(8.14) Economics. The student understands how various
economic forces resulted in the Industrial
Revolution in the 19th century. The student is
expected to:
(A) analyze the War of 1812 as a cause of economic
changes in the nation; and
(B) identify the economic factors that brought
about rapid industrialization and
urbanization.
(8.15) Economics. The student understands the origins
and development of the free enterprise system in
the United States. The student is expected to:
(A) explain why a free enterprise system of
economics developed in the new nation; and
(B) describe the characteristics and the benefits
of the U.S. free enterprise system during the
18th and 19th centuries.
(8.16) Government. The student understands the
American beliefs and principles reflected in the
U.S. Constitution and other important historic
documents. The student is expected to:
(A) identify the influence of ideas from historic
documents including the Magna Carta, the
English Bill of Rights, the Mayflower Compact,
the Declaration of Independence, the
Federalist Papers, and selected anti-
federalist writings on the U.S. system of
government;
(B) summarize the strengths and weaknesses of the
Articles of Confederation;
(C) identify colonial grievances listed in the
Declaration of Independence and explain how
those grievances were addressed in the U.S.
Constitution and the Bill of Rights; and
(D) analyze how the U.S. Constitution reflects the
principles of limited government,
republicanism, checks and balances,
federalism, separation of powers, popular
sovereignty, and individual rights.
(8.17) Government. The student understands the
process of changing the U.S. Constitution and the
impact of amendments on American society. The
student is expected to:
(A) summarize the purposes for and processes of
changing the U.S. Constitution;
(B) describe the impact of 19th-century amendments
including the 13th, 14th, and 15th amendments
on life in the United States; and
(C) identify the origin of judicial review and
analyze examples of congressional and
presidential responses.
(8.18) Government. The student understands the
dynamic nature of the powers of the national
government and state governments in a federal
system. The student is expected to:
(A) analyze the arguments of the Federalists and
Anti-Federalists, including those of Alexander
Hamilton, Patrick Henry, James Madison, and
George Mason; and
(B) describe historical conflicts arising over the
issue of states' rights, including the
Nullification Crisis and the Civil War.
(8.19) Government. The student understands the impact
of landmark Supreme Court cases. The student is
expected to:
(A) summarize the issues, decisions, and
significance of landmark Supreme Court cases
including Marbury v. Madison, McCulloch v.
Maryland, and Gibbons v. Ogden; and
(B) evaluate the impact of selected landmark
Supreme Court decisions including Dred Scott
v. Sandford on life in the United States.
(8.20) Citizenship. The student understands the
rights and responsibilities of citizens of the
United States. The student is expected to:
(A) define and give examples of unalienable
rights;
(B) summarize rights guaranteed in the Bill of
Rights;
(C) explain the importance of personal
responsibilities such as accepting
responsibility for one's behavior and
supporting one's family;
(D) identify examples of responsible citizenship,
including obeying rules and laws, voting, and
serving on juries;
(E) summarize the criteria and explain the process
for becoming a naturalized citizen of the
United States; and
(F) explain how the rights and responsibilities of
U.S. citizens reflect our national identity.
(8.21) Citizenship. The student understands the
importance of voluntary individual participation in
the democratic process. The student is expected to:
(A) explain the role of significant individuals
such as William Penn in the development of
self-government in colonial America;
(B) evaluate the contributions of the Founding
Fathers as models of civic virtue; and
(C) identify reasons for and the impact of
selected examples of civil disobedience in
U.S. history such as Henry David Thoreau's
refusal to pay a tax.
(8.22) Citizenship. The student understands the
importance of the expression of different points of
view in a democratic society. The student is
expected to:
(A) identify different points of view of political
parties and interest groups on important
historical and contemporary issues;
(B) describe the importance of free speech and
press in a democratic society; and
(C) summarize a historical event in which
compromise resulted in a peaceful resolution.
(8.23) Citizenship. The student understands the
importance of effective leadership in a democratic
society. The student is expected to:
(A) analyze the leadership qualities of elected
and appointed leaders of the United States
such as Abraham Lincoln, John Marshall, and
George Washington; and
(B) describe the contributions of significant
political, social, and military leaders of the
United States such as Frederick Douglass, John
Paul Jones, James Monroe, and Elizabeth Cady
Stanton.
(8.24) Culture. The student understands the
relationships between and among people from various
groups, including racial, ethnic, and religious
groups, during the 17th, 18th, and 19th centuries.
The student is expected to:
(A) identify selected racial, ethnic, and
religious groups that settled in the United
States and their reasons for immigration;
(B) explain the relationship between urbanization
and conflicts resulting from differences in
religion, social class, and political beliefs;
(C) identify ways conflicts between people from
various racial, ethnic, and religious groups
were resolved;
(D) analyze the contributions of people of various
racial, ethnic, and religious groups to our
national identity; and
(E) identify the political, social, and economic
contributions of women to American society.
(8.25) Culture. The student understands the major
reform movements of the 19th century. The student
is expected to:
(A) describe the historical development of the
abolitionist movement; and
(B) evaluate the impact of reform movements
including public education, temperance,
women's rights, prison reform, and care of the
disabled.
(8.26) Culture. The student understands the impact of
religion on the American way of life. The student
is expected to:
(A) trace the development of religious freedom in
the United States;
(B) describe religious influences on immigration
and on social movements, including the impact
of the first and second Great Awakenings; and
(C) analyze the impact of the first amendment
guarantees of religious freedom on the
American way of life.
(8.27) Culture. The student understands the
relationship between the arts and the times during
which they were created. The student is expected
to:
(A) describe developments in art, music,
literature, drama, and other cultural
activities in the history of the United
States;
(B) analyze the relationship between fine arts and
continuity and change in the American way of
life; and
(C) identify examples of American art, music, and
literature that transcend American culture and
convey universal themes.
(8.28) Science, technology, and society. The student
understands the impact of science and technology on
the economic development of the United States. The
student is expected to:
(A) explain the effects of technological and
scientific innovations such as the steamboat,
the cotton gin, and the Bessemer steel
process;
(B) analyze the impact of transportation systems
on the growth, development, and urbanization
of the United States;
(C) analyze how technological innovations changed
the way goods were manufactured and marketed,
nationally and internationally; and
(D) explain how technological innovations led to
rapid industrialization.
(8.29) Science, technology, and society. The student
understands the impact of scientific discoveries
and technological innovations on daily life in the
United States. The student is expected to:
(A) compare the effects of scientific discoveries
and technological innovations that have
influenced daily life in different periods in
U.S. history;
(B) describe how scientific ideas influenced
technological developments during different
periods in U.S. history; and
(C) identify examples of how industrialization
changed life in the United States.
(8.30) 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, databases, media and news services,
biographies, interviews, and artifacts to
acquire information about the United States;
(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 from
outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps;
(D) identify points of view from the historical
context surrounding an event and the frame of
reference which influenced the participants;
(E) support a point of view on a social studies
issue or event;
(F) identify bias in written, oral, and visual
material;
(G) evaluate the validity of a source based on
language, corroboration with other sources,
and information about the author; and
(H) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(8.31) Social studies skills. The student
communicates in written, oral, and visual forms.
The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation;
(C) transfer information from one medium to
another, including written to visual and
statistical to written or visual, using
computer software as appropriate; and
(D) create written, oral, and visual presentations
of social studies information.
(8.32) 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.