| Texas Essential Knowledge and Skills (TEKS) |
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| Social Studies |
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Grade 4
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| History |
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| SOC-4-4. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. |
 | SOC-4-4.B. Explain the growth and development of the cattle and oil industries. |
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| SOC-4-4.C. Identify the impact of railroads on life in Texas, including changes to cities and major industries. |
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| Geography |
| SOC-4-6. The student uses geographic tools to collect, analyze, and interpret data. |
| SOC-4-6.A. Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps. |
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| Economics |
| SOC-4-13. The student understands patterns of work and economic activities in Texas. |
| SOC-4-13.A. Explain how people in different regions of Texas earn their living, past and present. |
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| SOC-4-13.B. Explain how geographic factors have influenced the location of economic activities in Texas. |
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| SOC-4-13.C. Analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas. |
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| SOC-4-13.E. Explain how developments in transportation and communication have influenced economic activities in Texas. |
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| Social studies skills |
| SOC-4-22. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. |
| SOC-4-22.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. |
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| SOC-4-22.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. |
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| SOC-4-22.C. Organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps. |
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| SOC-4-22.D. Identify different points of view about an issue or topic. |
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| SOC-4-22.E. Identify the elements of frame of reference that influenced the participants in an event. |
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| SOC-4-22.F. Use appropriate mathematical skills to interpret social studies information such as maps and graphs. |
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| SOC-4-23. The student communicates in written, oral, and visual forms. |
| SOC-4-23.B. Incorporate main and supporting ideas in verbal and written communication. |
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| SOC-4-23.C. Express ideas orally based on research and experiences. |
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| SOC-4-23.D. Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. |
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| SOC-4-23.E. Use standard grammar, spelling, sentence structure, and punctuation. |
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| SOC-4-24. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. |
| SOC-4-24.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. |
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| SOC-4-24.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. |
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Grade 7
History |
| SOC-7-1. The student understands traditional historical points of reference in Texas history. |
| SOC-7-1.A. Identify the major eras in Texas history and describe their defining characteristics. |
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| SOC-7-1.B. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. |
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| SOC-7-5. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. |
| SOC-7-5.B. Analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas. |
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| SOC-7-6. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. |
| SOC-7-6.A. Identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas 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. |
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| SOC-7-6.B. Explain the political, economic, and social impact of the cattle and oil industries and the development of West Texas resulting from the close of the frontier. |
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| Social Studies Skills |
| SOC-7-21. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. |
| SOC-7-21.A. Differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas. |
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| SOC-7-21.B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. |
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| SOC-7-21.C. Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps. |
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| SOC-7-21.D. Identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants. |
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| SOC-7-21.E. Support a point of view on a social studies issue or event. |
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| SOC-7-21.F. Identify bias in written, oral, and visual material. |
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| SOC-7-21.G. Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. |
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| SOC-7-21.H. Use appropriate mathematical skills to interpret social studies information such as maps and graphs. |
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| SOC-7-22. The student communicates in written, oral, and visual forms. |
| SOC-7-22.A. Use social studies terminology correctly. |
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| SOC-7-22.B. Use standard grammar, spelling, sentence structure, and punctuation. |
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| SOC-7-22.C. Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. |
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| SOC-7-22.D. Create written, oral, and visual presentations of social studies information. |
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| SOC-7-23. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. |
| SOC-7-23.A. Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. |
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| SOC-7-23.B. Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. |
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Grade 8
History |
| SOC-8-1. The student understands traditional historical points of reference in U.S. history through 1877. |
| SOC-8-1.A. Identify the major eras in U.S. history through 1877 and describe their defining characteristics. |
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| SOC-8-1.B. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. |
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| SOC-8-9. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. |
| SOC-8-9.B. Describe the economic difficulties faced by the United States during Reconstruction. |
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| Geography |
| SOC-8-10. The student uses geographic tools to collect, analyze, and interpret data. |
| SOC-8-10.A. Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States. |
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| Economics |
| SOC-8-13. The student understands why various sections of the United States developed different patterns of economic activity. |
| SOC-8-13.C. Analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history. |
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| Culture |
| SOC-8-27. The student understands the relationship between the arts and the times during which they were created. |
| SOC-8-27.C. Identify examples of American art, music, and literature that transcend American culture and convey universal themes. |
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| Social Studies Skills |
| SOC-8-30. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. |
| SOC-8-30.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. |
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| SOC-8-30.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. |
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| SOC-8-30.C. Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps. |
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| SOC-8-30.D. Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. |
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| SOC-8-30.E. Support a point of view on a social studies issue or event. |
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| SOC-8-31. The student communicates in written, oral, and visual forms. |
| SOC-8-31.A. Use social studies terminology correctly. |
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| SOC-8-31.B. Use standard grammar, spelling, sentence structure, and punctuation. |
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| SOC-8-31.C. Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. |
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| SOC-8-31.D. Create written, oral, and visual presentations of social studies information. |
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| SOC-8-32. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. |
| SOC-8-32.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. |
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| SOC-8-32.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. |
Activities
