Social Studies TEKS PlannerGrade 5, Grade 8, and US History

US HISTORY

Symbol Key New, no old version Removed entirelyDecrease Level of Bloom’s Taxonomy Increase Level of Bloom’s Taxonomy

6 Copyright©2010 Education Service Center Region XIII

New Old Rigor Change

Content Change

1 History The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to:

1 History The student understands the causes and effects of European colonization in the United States. The student is expected to:

None Addition of: colonization beginning in 1565 (the founding of St. Augustine)

1 (A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; and

1 (A) explain when, where, and why groups of people colonized and settled in the United States; and

None Addition of: explored to colonized and settled

Specifi cation added: including the search for religious freedom and economic gain

1 (B) describe the accomplishments of signifi cant individuals during the colonial period, including William Bradford, Anne Hutchinson, William Penn, John Smith, John Wise, and Roger Williams.

1 (B) describe the accomplishments of signifi cant colonial leaders such as Anne Hutchinson, William Penn, John Smith, and Roger Williams.

None changed signifi cant colonial leaders instead of signifi cant individuals

Specifi cation Change: from such as to including

• Specifi cation Added:• William Bradford• John Wise

2 History The student understands how confl ict between the American colonies and Great Britain led to American independence. The student is expected to:

2 History The student understands how confl ict between the American colonies and Great Britain led to American independence. The student is expected to:

None None

2 (B) identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and

2 (A) identify the contributions of signifi cant individuals during the revolutionary period, including Thomas Jefferson and George Washington;

None Elimination of contributions of signifi cant individuals during the revolutionary period

Addition of: founding Fathers and Patriot heroes including

• John Adams• Samuel Adams• Benjamin Franklin• Nathan Hale, • the Sons of Liberty

and their motivations and contributions during the revolutionary period

§113.16. Social Studies, 5th Grade.Knowledge and Skills

Symbol Key New, no old version Removed entirelyDecrease Level of Bloom’s Taxonomy Increase Level of Bloom’s Taxonomy

7 Copyright©2010 Education Service Center Region XIII

New Old Rigor Change

Content Change

2 (A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party;

2 (B) analyze the causes and effects of events prior to and during the American Revolution such as the Boston Tea Party; and

analyze identify and analyze

such as instead of including Specifi cation Added:

• French and Indian War

2 (C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.

2 (C) summarize the results of the American Revolution, including the establishment of the United States and the origins of U.S. military institutions.

None Elimination of: the origins of the U.S. military institutions

Addition of: development of the U.S. military

3 History The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to:

3 History The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to:

None None

3 (B) identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution.

3 (A) identify the contributions of individuals including James Madison and Roger Sherman who helped create the U.S. Constitution; and

None Elimination of: Roger Sherman as part of including

Specifi cation Added: contributions of individuals who helped create the U.S. Constitution such as

• George Mason• Charles Pickney• Roger Sherman

3 (A) identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of the Articles of Confederation; and

3 (B) summarize the events that led to the creation of the U.S. Constitution.

summarize identify

Specifi cation Added:weaknesses of the Articles of Confederation as an issue that led to the creation of the U.S. Constitution

4 History The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:

4 History The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:

None None

4 (A) describe the causes and effects of the War of 1812;

describe causes and effects of the War of 1812

Symbol Key New, no old version Removed entirelyDecrease Level of Bloom’s Taxonomy Increase Level of Bloom’s Taxonomy

8 Copyright©2010 Education Service Center Region XIII

New Old Rigor Change

Content Change

4 (B) identify and explain how changes resulting from the Industrial Revolution led to confl ict among sections of the United States;

4 (A) identify changes in society resulting from the Industrial Revolution and explain how these changes led to confl ict among sections of the United States;

None None

4 (C) identify reasons people moved west; 4 (B) identify reasons people moved west; None None

4 (D) identify signifi cant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;

4 (C) identify examples of U.S. territorial expansion;

None Elimination of: examples of U.S. territorial expansion

Addition of: signifi cant events and concepts associated with U.S. territorial expansion

Specifi cation Added: including

• Louisiana Purchase• expedition of Lewis and

Clark• Manifest Destiny

4 (E) identify the causes of the Civil War, including sectionalism, states’ rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution;

4 (D)

4 (E)

describe the causes and effects of the Civil War;

explain the reasons for and rights provided by the 13th, 14th, and 15th amendments to the U.S. Constitution;

describe identify

explain identify

Specifi cation Added: causes of the Civil War, including

• sectionalism• states’ rights• slavery

Elimination of reasons and rights provided by…

Specifi cation Added: effects of the Civil War, including

• Reconstruction • 13th, 14th, and 15th

amendments to the U.S. Constitution

4 (F) explain how industry and the mechanization of agriculture changed the American way of life; and

4 (F) explain how industry and the mechanization of agriculture changed the American way of life; and

None None

4 (G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.

4 (G) identify the challenges, opportunities, and contributions of people from selected Native-American and immigrant groups.

None Native-American changed to American Indian

Symbol Key New, no old version Removed entirelyDecrease Level of Bloom’s Taxonomy Increase Level of Bloom’s Taxonomy

9 Copyright©2010 Education Service Center Region XIII

New Old Rigor Change

Content Change

5 History The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to:

5 History The student understands important issues, events, and individuals of the 20th century in the United States. The student is expected to:

None Addition of: 21st century

5 (A) analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions;

5 (A) analyze various issues and events of the 20th century such as urbanization, industrialization, increased use of oil and gas, world wars, and the Great Depression; and

None Addition of: • World wars• Civil Rights movement• Military actions

5 (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.

5 (B) identify the accomplishments of notable individuals such as Carrie Chapman Catt, Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell, and Franklin D. Roosevelt who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.

None Elimination of specifi cation:

notable individuals • Carrie Chapman Catt

Specifi cation Added: individuals and groups

• Jane Addams• Susan B. Anthony• Cesar Chavez• Ronald Reagan• Tuskegee Airmen• 442nd Regimental

Combat Team

5 (B) analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election; and

analyze • various issues and events of the 21st Century, such as

• War on Terror• 2008 presidential

election

6 Geography The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

6 Geography The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

None None

6 (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and

6 (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and

None None

6 (B) translate geographic data into a variety of formats such as raw data to graphs and maps.

6 (B) translate geographic data into a variety of formats such as raw data to graphs and maps.

None None

55

Symbol Key New, no old version Removed entirelyDecrease Level of Bloom’s Taxonomy Increase Level of Bloom’s Taxonomy

10 Copyright©2010 Education Service Center Region XIII

New Old Rigor Change

Content Change

7 Geography The student understands the concept of regions in the United States. The student is expected to:

7 Geography The student understands the concept of regions. The student is expected to:

None Addition of: regions in the United States

7 (A) describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity;

7 (A) describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity;

None None

7 (B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains;

7 (B) describe a variety of regions in the United States such as landform, climate, and vegetation regions that result from physical characteristics; and

None Specifi cation Added:• Great Plains• Rocky Mountains• Coastal Plains

7 (C) locate on a map important political features such as the ten largest urban areas in the United States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest; and

7 (C) locate the fi fty states on a map and identify regions such as New England and the Great Plains made up of various groups of states.

None Elimination of: identify regions such as New England and the Great Plains made up of various groups of states.

Specifi cation Added: important political features, such as

• ten largest urban areas in the United States

• 50 states and their capitals

and regions, such as • Northeast• Midwest• Southwest

7 (D) locate on a map important physical features such as the Rocky Mountains, Mississippi River, and Great Plains.

locate on a map, locate physical features, such as

• Rocky Mountains• Mississippi River• Great Plains

8 Geography The student understands the location and patterns of settlement and the geographic factors that infl uence where people live. The student is expected to:

8 Geography The student understands the location and patterns of settlement and the geographic factors that infl uence where people live. The student is expected to:

None None

8 (A) identify and describe the types of settlement and patterns of land use in the United States;

8 (A) identify and describe the types of settlement and patterns of land use in the United States;

None None

77