TEKS

Texas Essential Knowledge and Skills over the course of K-12 Government

Kindergarten 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.

(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.

(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.  (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 Texas; (B) recite the Pledge of Allegiance; and (C) explain the use of voting as a method for group decision making.

_

First Grade

(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 Texas. 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.

(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. (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; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) describe the roles of public officials including mayor, governor, and president; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) identify the responsibilities of authority figures in the home, school, and community. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify historic figures such as Clara Barton, Nathan Hale, and Eleanor Roosevelt who have exemplified good citizenship; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) identify ordinary people who exemplify good citizenship and exhibit a love of individualism and inventiveness. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) explain selected national and state patriotic symbols such as the U.S. and Texas flags, the Liberty Bell, and the Alamo; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) recite and explain the meaning of the Pledge of Allegiance and the Pledge to the Texas Flag; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) use voting as a way of making choices and decisions; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(D) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.

Second Grade

(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (11) Government. The student understands the purpose of governments. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) identify functions of governments; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify some governmental services in the community such as libraries, schools, and parks and explain their value to the community; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) describe how governments establish order, provide security, and manage conflict.

(12) Government. The student understands the role of public officials. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) compare the roles of public officials including mayor, governor, and president; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify ways that public officials are selected, including election and appointment to office. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (13) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify historic figures such as Florence Nightingale, Paul Revere, and Sojourner Truth who have exemplified good citizenship; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) identify ordinary people who exemplify good citizenship. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) identify selected patriotic songs such as America the Beautiful; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) explain how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom.

Third Grade Introduction. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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.

(9) Government. The student understands the basic structure and functions of local government. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) describe the basic structure of government in the local community; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify services commonly provided by local governments; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) identify local government officials and explain how they are chosen; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(D) explain how local government services are financed; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(E) explain the importance of the consent of the governed to the functions of local government. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify historic figures such as Jane Addams, Helen Keller, and Harriet Tubman who have exemplified good citizenship; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) identify and explain the importance of acts of civic responsibility, including obeying laws and voting; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(D) identify ordinary people who exemplify good citizenship. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (11) Citizenship. The student understands the impact of individual and group decisions on communities in a democratic society. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) give examples of community changes that result from individual or group decisions; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify examples of actions individuals and groups can take to improve the community; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.

Fourth Grade Introduction. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (1) In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of the Western Hemisphere. Historical content focuses on Texas history including the Texas revolution, establishment of the Republic of Texas, 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 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 settlement in Texas further enhances the concept of regions. Students describe how early Native Americans in Texas and 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 in Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and make generalizations and predictions. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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.

(15) Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) compare how selected Native-American groups governed themselves; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify characteristics of Spanish and Mexican colonial governments and their influence on inhabitants of Texas. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (16) Government. The student understands important ideas in historic documents of Texas. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and the Treaty of Velasco; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify and explain the basic functions of the three branches of state government. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (17) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) explain the meaning of selected patriotic symbols and landmarks of Texas, including the six flags over Texas, San José Mission, and the San Jacinto Monument; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) sing or recite Texas, Our Texas; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) recite and explain the meaning of the Pledge to the Texas Flag; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (18) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) explain how individuals can participate voluntarily in civic affairs at state and local levels; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) explain the role of the individual in state and local elections; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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 <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(D) explain how to contact elected and appointed leaders in state and local governments. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (19) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify leadership qualities of state and local leaders, past and present.

Fifth Grade Introduction. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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.
 * (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.

(15) Government. The student understands how people organized governments in colonial America. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) compare the systems of government of early European colonists; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (16) Government. The student understands important ideas in the Declaration of Independence and the U.S. Constitution. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) identify the purposes and explain the importance of the Declaration of Independence; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) explain the purposes of the U.S. Constitution as identified in the Preamble to the Constitution. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (17) Government. The student understands the framework of government created by the U.S. Constitution. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) identify and explain the basic functions of the three branches of government; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) distinguish between national and state governments and compare their responsibilities in the U.S. federal system.

(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: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) sing or recite The Star-Spangled Banner and explain its history; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) recite and explain the meaning of the Pledge of Allegiance; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(D) describe the origins and significance of national celebrations such as Memorial Day, Labor Day, and Columbus Day. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (19) Citizenship. The student understands the importance of individual participation in the democratic process. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) explain how individuals can participate in civic affairs and political parties at the national level; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) analyze the role of the individual in national elections; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(C) identify significant individuals such as César Chávez and Benjamin Franklin who modeled active participation in the democratic process; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(D) explain how to contact elected and appointed leaders in the national governments. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (20) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) identify leaders in the national governments, including the president and selected members of Congress, and their political parties; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) identify and compare leadership qualities of national leaders, past and present. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(A) summarize the reasons for the creation of the Bill of Rights; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) describe important individual rights including freedom of religion, speech, and press and the right to assemble and petition the government; <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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.

Sixth Grade Introduction. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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.

(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: <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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.

(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> Seventh Grade Introduction. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (1) In Grade 7, students study the history of Texas from early times to the present. Content is presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including the cultures of Native Americans living in Texas 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 Texas and the distribution of population within and among the regions and explain the factors that caused Texas 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 Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary and secondary sources to examine the rich and diverse cultural background of Texas as they identify the different racial and ethnic groups that settled in Texas 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 Texas. Students use primary and secondary sources to acquire information about Texas. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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. Selections may include a biography of Barbara Jordan or Lorenzo de Zavala and William B. Travis' letter "To the People of Texas and All Americans in the World." Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(14) Government. The student understands the basic principles reflected in the Texas Constitution. The student is expected to: (A) identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and (B) identify the influence of ideas from the U.S. Constitution on the Texas Constitution. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(15) Government. The student understands the structure and functions of government created by the Texas 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 Texas public education. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(16) Citizenship. The student understands the rights and responsibilities of Texas citizens. The student is expected to: (A) summarize the rights guaranteed in the Texas Bill of Rights; and (B) identify civic responsibilities of Texas citizens. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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 Texas 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 Texas. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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 Texas, past and present, including Texans who have been President of the United States; and (B) analyze the contributions of Texas leaders such as Henry B. González, Phil Gramm, Barbara Jordan, and Sam Rayburn. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> Eight Grade Introduction. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> High School <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Introduction. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> (1) In Government, the focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government at the national, state, and local levels. This course is the culmination of the civic and governmental content and concepts studied from Kindergarten through required secondary courses. Students learn major political ideas and forms of government in history. A significant focus of the course is on the U.S. Constitution, its underlying principles and ideas, and the form of government it created. Students analyze major concepts of republicanism, federalism, checks and balances, separation of powers, popular sovereignty, and individual rights and compare the U.S. system of government with other political systems. Students identify the role of government in the U.S. free enterprise system and examine the strategic importance of places to the United States. Students analyze the impact of individuals, political parties, interest groups, and the media on the American political system, evaluate the importance of voluntary individual participation in a democratic society, and analyze the rights guaranteed by the U.S. Constitution. Students examine the relationship between governmental policies and the culture of the United States. Students identify examples of government policies that encourage scientific research and use critical-thinking skills to create a product on a contemporary government issue. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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; selected Federalist Papers; landmark cases of the U.S. Supreme Court; biographies, autobiographies, and memoirs; speeches and letters; and periodicals that feature analyses of political issues and events is encouraged. Selections may include excerpts from John Locke's Two Treatises of Government, Federalist 51, and Miranda v. Arizona. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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 (c) 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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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 as referenced in the Texas Education Code, §28.002(h). <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(c) Knowledge and skills. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(1) History. The student understands major political ideas and forms of government in history. The student is expected to: (A) explain major political ideas in history such as natural law, natural rights, divine right of kings, and social contract theory; and (B) identify the characteristics of classic forms of government such as absolute monarchy, authoritarianism, classical republic, despotism, feudalism, liberal democracy, and totalitarianism.

(2) History. The student understands how constitutional government, as developed in the United States, has been influenced by people, ideas, and historical documents. The student is expected to: (A) analyze the principles and ideas that underlie the Declaration of Independence and the U.S. Constitution, including those of Thomas Hobbes, John Locke, and Charles de Montesquieu; (B) analyze the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, and James Madison, on the development of the U.S. government; (C) analyze debates and compromises necessary to reach political decisions using historical documents; and (D) identify significant individuals in the field of government and politics, including Abraham Lincoln, George Washington, and selected contemporary leaders. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(3) History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to: (A) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and (B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(4) Geography. The student understands why certain places and regions are important to the United States. The student is expected to: (A) analyze the political significance to the United States of the location and geographic characteristics of selected places or regions such as Cuba and Taiwan; and (B) analyze the economic significance to the United States of the location and geographic characteristics of selected places and regions such as oil fields in the Middle East. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(5) Geography. The student understands how government policies can affect the physical and human characteristics of places and regions. The student is expected to: (A) analyze and evaluate the consequences of a government policy that affects the physical characteristics of a place or region; and (B) analyze and evaluate the consequences of a government policy that affects the human characteristics of a place or region. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(6) Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to: (A) analyze government policies that influence the economy at the local, state, and national levels; (B) identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy; and (C) compare the role of government in the U.S. free enterprise system and other economic systems. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(7) Economics. The student understands the relationship between U.S. government policies and international trade. The student is expected to: (A) explain the effects of international trade on U.S. economic and political policies; and (B) explain the government's role in setting international trade policies. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(8) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution. The student is expected to: (A) explain the importance of a written constitution; (B) evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution; (C) analyze how the Federalist Papers explain the principles of the American constitutional system of government; (D) evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; (E) analyze the processes by which the U.S. Constitution can be changed and evaluate their effectiveness; and (F) analyze how the American beliefs and principles reflected in the U.S. Constitution contribute to our national identity. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(9) Government. The student understands the structure and functions of the government created by the U.S. Constitution. The student is expected to: (A) analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws; (B) analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments; (C) analyze the structure and functions of the judicial branch of government, including the federal court system and types of jurisdiction; (D) analyze the functions of selected independent executive agencies and regulatory commissions such as the National Aeronautics and Space Administration and the Federal Communications Commission; (E) explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government; (F) analyze selected issues raised by judicial activism and judicial restraint; (G) explain the major responsibilities of the federal government for domestic and foreign policy; (H) compare the structure and functions of the Texas state government to the federal system; and (I) analyze the structure and functions of local government. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(10) Government. The student understands the concept of federalism. The student is expected to: (A) explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system; (B) categorize government powers as national, state, or shared; (C) analyze historical conflicts over the respective roles of national and state governments; and (D) evaluate the limits on the national and state governments in the U.S. federal system of government. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(11) Government. The student understands the processes for filling public offices in the U.S. system of government. The student is expected to: (A) compare different methods of filling public offices, including elected and appointed offices, at the local, state, and national levels; and (B) analyze and evaluate the process of electing the President of the United States. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(12) Government. The student understands the role of political parties in the U.S. system of government. The student is expected to: (A) identify the functions of political parties; (B) analyze the two-party system and evaluate the role of third parties in the United States; (C) analyze the role of political parties in the electoral process at local, state, and national levels; and (D) identify opportunities for citizens to participate in political party activities at local, state, and national levels. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(13) Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student is expected to: (A) compare the U.S. system of government with other political systems; (B) analyze advantages and disadvantages of federal, confederate, and unitary systems of government; and (C) analyze advantages and disadvantages of presidential and parliamentary systems of government. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(14) Citizenship. The student understands rights guaranteed by the U.S. Constitution. The student is expected to: (A) understand the roles of limited government and the rule of law to the protection of individual rights; (B) analyze the rights guaranteed by the Bill of Rights, including first amendment freedoms; (C) analyze issues addressed in selected cases such as Engel v. Vitale, Miranda v. Arizona, and Schenck v. U.S. that involve Supreme Court interpretations of rights guaranteed by the U.S. Constitution; (D) analyze the role of each branch of government in protecting the rights of individuals; (E) explain the importance of due process rights to the protection of individual rights and to the limits on the powers of government; and (F) analyze the impact of the incorporation doctrine involving due process and the Bill of Rights on individual rights, federalism, and majority rule. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(15) Citizenship. The student understands the difference between personal and civic responsibilities. The student is expected to: (A) explain the difference between personal and civic responsibilities; (B) evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good; (C) evaluate whether and/or when the rights of individuals are inviolable even against claims for the public good; and (D) analyze the consequences of political decisions and actions on society. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(16) Citizenship. The student understands the importance of voluntary individual participation in the U.S. democratic society. The student is expected to: (A) analyze the effectiveness of various methods of participation in the political process at local, state, and national levels; (B) analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity; (C) analyze the factors that influence an individual's political attitudes and actions; and (D) compare and evaluate characteristics, style, and effectiveness of state and national leaders, past and present. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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) analyze different points of view of political parties and interest groups on important contemporary issues; (B) analyze the importance of free speech and press in a democratic society; and (C) express and defend a point of view on an issue of contemporary interest in the United States. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(18) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to: (A) evaluate a political policy or decision in the United States that was a result of changes in American culture; and (B) analyze changes in American culture brought about by government policies such as voting rights, the GI bill, and racial integration; and (C) describe an example of a government policy that has affected a particular racial, ethnic, or religious group. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(19) Science, technology, and society. The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations. The student is expected to: (A) identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies; and <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(B) analyze how U.S. government policies fostering competition and entrepreneurship have resulted in scientific discoveries and technological innovations.

(20) Science, technology, and society. The student understands the impact of advances in science and technology on government and society. The student is expected to: (A) analyze the potential impact on society of recent scientific discoveries and technological innovations; and (B) analyze the reaction of government to scientific discoveries and technological innovations. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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) 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; (B) create a product on a contemporary government issue or topic using critical methods of inquiry; (C) explain a point of view on a government issue; (D) analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference; (E) evaluate government data using charts, tables, graphs, and maps; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">(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. <span style="font-size: 10pt; color: windowtext; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">//Source: The provisions of this §113.35 adopted to be effective September 1, 1998, 22 TexReg 7684//