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What Are The Texas Essential Knowledge and Skills (TEKS)?

World History

SAISD Social Studies Department

406 Barrera Street • San Antonio, Texas • 78210




What Are The TEKS?

The Texas Essential Knowledge and Skills (or TEKS for short) is a list of what you need to know and what you should be able to do by the time you finish a course in any subject area. If you went to any school in the state of Texas since Kindergarten, your teachers were provided with the TEKS for what they were teaching.

Why Are They Important?

It is important to know what the TEKS are so you know what is expected of you during the year. Also, since you are going to be assessed by a state exam (STAAR) this year, the TEKS let you know what information might be on the test.

Where Can I Find Them?

The TEKS are posted on the Texas Education Agency’s website found at http://ritter.tea.state.tx.us/rules/tac/chapter113. You can also search for them on the internet by using “U.S. History Since 1877 TEKS” as your keywords.

How Do I Read Them?

At first glance, the TEKS for any subject look like an outline for a research paper.

They appear like that because they are part of the Texas Education Code (TEC) and the Texas Administrative Code (TAC). In other words, they are part of state law.

(3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;

(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;

(C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and

(D) describe the optimism of the many immigrants who sought a better life in America.

How the TEKS look online

http://ritter.tea.state.tx.us/rules/tac/chapter113

http://ritter.tea.state.tx.us/rules/tac/chapter113




What Am I Looking At?

When you look at the TEKS, they seem complicated at first. However, when you first look at anything new, you tend to look at different pieces before understanding the big picture. For example, when you are shown a picture, most will look at the different details before determining whether or not you like the picture as a whole. Understanding the TEKS and what you need to know by the end of the year is like the same thing.

What Are The Parts Of The TEKS?

Whether you are in science, social studies, math, language arts, band, or physical education, there are TEKS that outline what is to be taught. No matter which subject area, all TEKS have four basic parts.

Part 1: The Strand

The strand is a group of TEKS that have a common theme or concept that they share. In social studies, there are eight different strands that the TEKS are classified by:

1. History - The people, places, and events 2. Geography - How people affect the planet, how people affect people, and how

the planet affects people 3. Economics - How people/governments create/lose wealth 4. Government - How different types of governments are created, how they operate,

and how they change over time 5. Citizenship - How people in different societies participate in government 6. Culture - How different societies live and interact with other societies 7. Science, Technology and Society - How advancements in technology, science,

and medicine affect societies 8. Social Studies Skills - How to develop research, reading, thinking, writing, and

communication skills

Part 2: The Knowledge Statement

The knowledge statement is always the sentence that follows a number in the TEKS. The knowledge statement gives you the big idea or concept that has to be understood.

Part 3: The Student Expectation

The student expectation is the part of the TEKS that always follow a letter in the TEKS. The student expectation tells you exactly what you need to know as it relates to the knowledge statement.

More importantly, student expectations are not just lists of stuff you have to memorize and repeat back. They tell you how much you have to understand something and how you are going to show how well you know it.




So What Do I Do?

The important thing to remember when looking at the TEKS is understanding exactly what you need to know and how you can explain it back to someone else. Before going any further, lets take some time to break down a few of the TEKS for U.S. History for practice.

So, in our example above, the student expectations (A-D) belong in the HISTORY strand. Therefore, we know that the student expectations have to do with people, places, and events from the past. Also, we read the stem and we then find out that the student expectations (A-D) have something to do with the political, economic, and social changes in the United States during the years 1877-1898. Finally, we read the student expectations to find out what specific things we need to find out about and at what level do we need to understand them.






Strand Knowledge Statement

Student Expectations




To take a deeper look, let’s take one student expectation and make a sentence out of it:

(3) (A) The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism.

Now, break down the sentence into pieces:

• Students are expected to analyze the political issue of Indian Policies. • Students are expected to analyze the political issue of the growth of political

machines. • Students are expected to analyze the political issue of civil service reform. • Students are expected to analyze the political issue of the beginnings of Populism.

Keep in mind that the four items listed above are things that were going on from 1877-1898. (We know this from the Stem portion)

Notice that the word analyze is underlined in each of the sentences above. Another important feature of the student expectations is the verb. All student expectations have verbs and the state uses different verbs throughout the TEKS. The verbs are clues to how much you know about a certain topic.

Sometimes, the state expects you to identify (recall) something. Other times, the state wants you to analyze (examine what something means and understand why something is important) people, places, and events. Therefore, it is important to look at the entire sentence to find out not only the what you need to know but also the skills you need to show.









Returning to Breaking It Down

Now we have examined one single student expectation, lets go back to it one more time to string together what we need to do.

The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism.

Now that we have defined what we have to know, we have to investigate political issues during the years between 1877 and 1898 and:

• Define political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism.

• Explain how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism were political issues during 1877 through 1898.

• Analyze how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism affected people and events politically during 1877 through 1898.

We have just examined one student expectation out of the 130 student expectations in U.S. History Since 1877.

Putting All The Pieces Together:

If you examine the chart on Page 10, you will see the people, places, events and concepts that are covered in your TEKS. It seems overwhelming in the beginning to look at all of the student expectations and trying to figure out how all of this information will stay in your memory. However, when examining the student expectations, you will begin to notice patterns of how things are connected together!




The TEKS is not only about people, places, and events from the past. The TEKS are also about developing your skills to think as a historian, economist, geographer, and political scientist. The Social Studies Skills are a series of student expectations that are listed at the end of every subject and grade level since Kindergarten. The reason they exist is because we want you to develop and use your critical- thinking skills. You should also be able to use a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.

Basically, the state and your teachers want you to become a researcher and reporter of the past and present. The way to accomplish this is to use a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks during the year.

When it comes to assessing your skills on STAAR, in the 8th and 11th grades, it is expected that you can analyze a visual and draw a historical conclusion based on that visual. Look at the examples below to find out how visuals can make a question more difficult: Example 1

President Franklin D. Roosevelt’s goal concerning the Supreme Court was to A) increase ethnic and racial diversity B) insure support for New Deal legislation C) appoint justices who would use a strict interpretation of the Constitution D) strengthen judicial independence

Example 2

Base your answer to question 32 on the cartoonbelow and on your knowledge of social studies.

QUALIFYING TEST FORSUPREME COURT JOBS

Source: Edward S. Brown, New York Herald Tribune, February 12, 1937 (adapted)

32 Based on this cartoon, President Franklin D.Roosevelt’s goal concerning the Supreme Courtwas to(1) increase ethnic and racial diversity(2) insure support for New Deal legislation(3) appoint justices who would use a strict

interpretation of the Constitution(4) strengthen judicial independence

33 What was the major purpose of the Lend-LeaseAct (1941)?(1) sending United States troops to defend France(2) keeping the Soviet Union from invading China(3) helping Great Britain without going to war(4) profiting from Germany’s demand for steel

and oil from the United States

Base your answer to question 34 on the cartoonbelow and on your knowledge of social studies.

Stretched Around the World

Source: Fred O. Seibel, Richmond Times Dispatch, October 29, 1942 (adapted)

34 Which statement most accurately expresses themain idea of this 1942 cartoon?(1) Allied goals in World War II will affect every

nation.(2) The Atlantic Charter will help only Europe

and Asia.(3) The United States intends to rule the entire

world.(4) American strategy will be to win the war in

the Pacific first.

U.S. Hist. & Gov’t. – Aug. ’13 [8]

According to the opinion of the cartoonist -

A) President Roosevelt was looking to increase his power over the Supreme Court.

B) the Supreme Court at that time needed to go along with the New Deal policies.

C) the Supreme Court was not following the Constitution.

D) President Roosevelt was agreeing with the justices of the Supreme Court.

During your studies, you will be shown how to analyze visuals, speeches, and other types of documents so you can explain what they mean by using your skills!




The chart below and on the next page show you the verbs used in the TEKS for social studies. When you are looking at a student expectation and are not sure how much of something you need to know, refer to this list.

Word Dictionary Definition(s)

Acquire to gain for oneself through one's actions or efforts: to acquire learning.

Analyze to examine carefully and in detail so as to identify causes, key factors, possible results, etc.

Aspect part or a piece

Bias prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

Categorizing to arrange in categories or classes; classify

Cause and Effect

to understand why events happen and what happens because of events

Comparing and Contrasting

to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences

Consequences a result or effect of an action or condition

Corroboration evidence that confirms or supports a statement, theory, or finding; confirmation

Decision-Making the process of examining a situation, weighing the options, and making a choice

Drawing Conclusions

to frame or formulate a conclusion based on information presented to examine the evidence and come to a final idea/picture

Drawing Inferences

to examine evidence carefully and then judge or draw a conclusion based on the evidence

Frame of Reference

making judgements in relation to personal ideals or values

Geographic Distributions

how things are distributed over space (especially over the surface of the Earth)

Geographic Patterns

a repetition in distributions over space (especially over the surface of the Earth)

Historical Context

the political, social, cultural, and economic environment related to historical moments, events, and trends

Historiography the study of historical writing

Identify to recognize or establish as being a particular person or thing

Implement to put into action or to include as part of an action

Inquiry the act of asking for information

Interpret explain the meaning of

Main Idea what something is about

Making Generalizations

to make broad statements based on either facts or presented evidence




Information adapted from: http://dictionary.reference.com/ and en.wiktionary.org

Word Dictionary Definition(s)

Point of View a particular attitude or way of considering a matter

Predict to make statements about future events based on patterns or presented evidence

Primary Source an artifact, a document, a recording, or other source of information that was created at the time under study. It serves as an original source of information about the topic.

Problem-Solving the process of finding solutions to difficult or complex issues

Secondary Source

any source about an event, period, or issue in history that was produced after that event, period or issue has passed.

Sequencing to place things in chronological order

Statistical practice of collecting and analyzing numerical data in large quantities

Summarizing give a brief statement of the main points

Terminology the body of words used with a particular subject of study (language of the profession)

Thematic Map type of map or chart especially designed to show a particular theme connected with a specific geographic area

Validity to be factually sound

http://dictionary.reference.com/

http://en.wiktionary.org

http://dictionary.reference.com/

http://en.wiktionary.org



“Big Picture”- World HistoryPeople Events Primary Source

Documents Concepts Vocabulary

Adam Smith Karl Marx Mao Zedong Woodrow Wilson Bolshevik Benito Mussolini Adolph Hitler Hideki Tojo Joseph Stalin Franklin D. Roosevelt Winston Churchill Ronald Reagan Mikhail Gorbachev Lech Walesa Pope John Paul II Elizabeth I Queen Victoria Mother Teresa Indira Gandhi Margaret Thatcher Golda Meir John Locke Thomas Hobbes Voltaire Charles de Montesquieu Jean Jacques Rousseau Thomas Aquinas John Calvin Thomas Jefferson William Blackstone Nelson Mandela Mohandas Gandhi Oscar Romero Netan Sharansky Las Madres de la Playa de Mayo Chinese Student Protesters in Tienanmen Square Archimedes Copernius Eratosthenes Galileo Pythagoras Isaac Newton Robert Boyle Marie Curie Thomas Edison Albert Einstein Louis Pasteur James Watt William Wilberforce Mongol Simon Bolivar United Nations League of Nations Napoleon Bonaparte Al Qaeda

Neolithic Revolution Crusades Black Death Hundred Years’ War English Civil War Enlightenment Great Schism Silk Road Gold-Salt Trade Middle Ages Renaissance Reformation Columbian Exchange Atlantic Slave Trade Commercial Revolution Industrial Revolution Scientific Revolution Napoleonic Wars American Revolution French Revolution Glorious Revolution World War I & II Mandate System Russian Revolution Holocaust Pearl Harbor Normandy Landing Dropping of Atomic Bomb Cold War Korean War Vietnam War September 11, 2001 Opening of the Panama and Suez Canals Palestinian Terrorism Indian Ocean Trade

Treaty of Versailles Fourteen Points Hammurabi’s Code Jewish Ten Commandments Justinian’s Code of Law Magna Carta English Bill of Rights The Declaration of Independence U.S. Constitution Declaration of the Rights of Man and the Citizen Wealth of Nations

Human Geographic Factors Physical Geographic Factors Exploration Colonization Civilization Expansion Western Civilization Classic Civilization Rule of Law Oppression Conflict/Compromise Revolution Representative Government Economy/Economic System Conflict/Compromise “trial by a jury of your peers” “innocent until proven guilty” “equality before the law” Institutions Technology Government Civic Participation Non-citizens

Monotheism Feudalism Manoralism Imperialism Nationalism Militarism Alliance System Totalitarianism Arms Race Global Depression Separation of Powers Checks and Balances Liberty Equality Democracy Popular Sovereignty Human Rights Constitutionalism Casualty Islamic Fundamentalism Terrorism Secularism Individualism Monarchy Absolute Monarchy Democracy Republic Oligarchy Limited Monarchy Fascism Socialism Democratic Republican Government Theocracy Judeo-Christian Legal Tradition Genocide Astronomy Communism Global Trade Invasion Total War Trench Warfare Resistance Diffusion Fundamental Ideas Fundamental Institutions Factory System Medieval Agricultural

Religions

Judaism Christianity Islam Roman Catholicism Eastern Orthodoxy Buddhism Confucianism Sikhism Hinduism

Civilizations

River Valley civilizations Classic Persia Maurya India Gupta China Israel Classic Greece Classic Rome Germany Middle East Russia/Soviet Union Maya Inca Aztec Byzantine Empire Ottoman Empire Ming Dynasty Tang Dynasty Song Dynasty Yuan Dynasty Zhou Dynasty Qin Dynasty Han Dynasty

Dates / Eras

8000 BC to 500 BC 500 BC to AD 600 600 to 1450 1450 to 1750 1750 to 1914 1914 to the present



World History Texas Essential Knowledge and Skills

Introduction

(1) World History Studies is a survey of the history of humankind. Due to the expanse of world history and the time limitations of the school year, the scope of this course should focus on "essential" concepts and skills that can be applied to various eras, events, and people within the standards in subsection (c) of this section. The major emphasis is on the study of significant people, events, and issues from the earliest times to the present. Traditional historical points of reference in world history are identified as students analyze important events and issues in western civilization as well as in civilizations in other parts of the world. Students evaluate the causes and effects of political and economic imperialism and of major political revolutions since the 17th century. Students examine the impact of geographic factors on major historic events and identify the historic origins of contemporary economic systems. Students analyze the process by which constitutional governments evolved as well as the ideas from historic documents that influenced that process. Students trace the historical development of important legal and political concepts. Students examine the history and impact of major religious and philosophical traditions. Students analyze the connections between major developments in science and technology and the growth of industrial economies, and they use the process of historical inquiry to research, interpret, and use multiple sources of evidence.

(2) The following periodization should serve as the framework for the organization of this course: 8000 BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era); 600-1450 (Post-classical Era); 1450-1750 (Connecting Hemispheres); 1750-1914 (Age of Revolutions); and 1914-present (20th Century to the Present). Specific events and processes may transcend these chronological boundaries.

(3) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as state papers, legal documents, charters, constitutions, biographies, autobiographies, speeches, letters, literature, music, art, and architecture is encouraged. Motivating resources are available from museums, art galleries, and historical sites.

(4) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies.

(5) A greater depth of understanding of complex content material can be attained by integrating social studies content and skills and by analyzing connections between and among historical periods and events. The list of events and people in this course curriculum should not be considered exhaustive. Additional examples can and should be incorporated. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(6) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

(7) 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 (TEC), §28.002(h).

(8) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(9) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.

(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts.



World History Texas Essential Knowledge and Skills

Introduction

The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."

(10) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

TEKS Description

WH.1AThe student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations.

WH.1B

The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions.

WH.1C

The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia.

WH.1D

The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation.

WH.1E

The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modem economic systems, European imperialism, and the Enlightenment's impact on political revolutions.

WH.1F

The student understands traditional historical points of reference in world history. The student is expected to identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.

WH.2AThe student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations.

WH.2B The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to identify the characteristics of civilization.

WH.2C The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to explain how major river valley civilizations influenced the development of the classical civilizations.

WH.3A

The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity.

WH.3B The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to explain the impact of the fall of Rome on Western Europe.

WH.3CThe student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to compare the factors that led to the collapse of Rome and Han China.

WH.4AThe student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire.

WH.4BThe student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to explain the characteristics of Roman Catholicism and Eastern Orthodoxy.

HIS

TORY



TEKS Description

WH.4C

The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism.

WH.4DThe student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to explain the political, economic, and social impact of Islam on Europe, Asia, and Africa.

WH.4E

The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa.

WH.4F

The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to describe the interactions between Muslim and Hindu societies in South Asia.

WH.4GThe student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe

WH.4HThe student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia.

WH.4I The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to explain the development of the slave trade.

WH.4JThe student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade.

WH.4KThe student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.

WH.5AThe student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to explain the political, intellectual, artistic, economic, and religious impact of the Renaissance.

WH.5BThe student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to explain the political, intellectual, artistic, economic, and religious impact of the Reformation.

WH.6AThe student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development.

WH.6B The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to explain how the Inca and Aztec empires were impacted by European exploration/colonization.

WH.7A The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to analyze the causes of European expansion from 1450 to 1750.

WH.7B The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain the impact of the Columbian Exchange on the Americas and Europe.

WH.7C The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain the impact of the Atlantic slave trade on West Africa and the Americas.

WH.7D The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain the impact of the Ottoman Empire on Eastern Europe and global trade.

WH.7E The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain Ming China's impact on global trade.

WH.7F The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution.

WH.8AThe student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to explain how 17th and 18th century European scientific advancements led to the Industrial Revolution.

WH.8BThe student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to explain how the Industrial Revolution led to political, economic, and social changes in Europe.

WH.8CThe student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to identify the major political, economic, and social motivations that influenced European imperialism.

WH.8DThe student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to explain the major characteristics and impact of European imperialism.

WH.8EThe student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to 1914. The student is expected to explain the effects of free enterprise in the Industrial Revolution.

HIS

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TEKS Description

WH.9AThe student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to compare the causes, characteristics, and consequences of the American and French revolutions, emphasizing the role of the Enlightenment, the Glorious Revolution, and religion.

WH.9B The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America.

WH.9CThe student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to trace the influence of the American and French revolutions on Latin America, including the role of Sim6n Bolivar.

WH.9DThe student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.

WH.10A The student understands the causes and impact of World War I. The student is expected to identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I.

WH.10BThe student understands the causes and impact of World War I. The student is expected to identify major characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty rates.

WH.10CThe student understands the causes and impact of World War I. The student is expected to explain the political impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles, including changes in boundaries and the mandate system.

WH.10DThe student understands the causes and impact of World War I. The student is expected to identify the causes of the February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the Bolshevik establishment of the Union of Soviet Socialist Republics.

WH.11A The student understands the causes and impact of the global economic depression immediately following World War I. The student is expected to summarize the international, political, and economic causes of the global depression.

WH.11BThe student understands the causes and impact of the global economic depression immediately following World War I. The student is expected to explain the responses of governments in the United States, Germany, and the Soviet Union to the global depression.

WH.12A The student understands the causes and impact of World War II. The student is expected to describe the emergence and characteristics of totalitarianism.

WH.12BThe student understands the causes and impact of World War II. The student is expected to explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II.

WH.12CThe student understands the causes and impact of World War II. The student is expected to explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.

WH.13A The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to summarize how the outcome of World War II contributed to the development of the Cold War.

WH.13BThe student understands the impact of major events associated with the Cold War and independence movements. The student is expected to summarize the factors that contributed to communism in China, including Mao Zedong's role in its rise, and how it differed from Soviet communism.

WH.13CThe student understands the impact of major events associated with the Cold War and independence movements. The student is expected to identify the following major events of the Cold War, including the Korean War, the Vietnam War, and the arms race.

WH.13DThe student understands the impact of major events associated with the Cold War and independence movements. The student is expected to explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II in the collapse of communism in Eastern Europe and the Soviet Union.

WH.13EThe student understands the impact of major events associated with the Cold War and independence movements. The student is expected to summarize the rise of independence movements in Africa, the Middle East, and South Asia and reasons for ongoing conflicts.

WH.13F The student understands the impact of major events associated with the Cold War and independence movements. The student is expected to explain how Arab rejection of the State of Israel has led to ongoing conflict.

WH.14A

The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to summarize the development and impact of radical Islamic fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al Qaeda.

WH.14BThe student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by some of its adherents. The student is expected to explain the U.S. response to terrorism from September 11, 2001, to the present.

WH.15AThe student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation.

WH.15BThe student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.

WH.16AThe student understands the impact of geographic factors on major historic events and processes. The student is expected to locate places and regions of historical significance directly related to major eras and turning points in world history.

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TEKS Description

WH.16B

The student understands the impact of geographic factors on major historic events and processes. The student is expected to analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals.

WH.16C

The student understands the impact of geographic factors on major historic events and processes. The student is expected to interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.

WH.17AThe student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution.

WH.17BThe student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution.

WH.17C The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to summarize the economic and social impact of 20th century globalization.

WH.18A

The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations.

WH.18BThe student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of communism, including the influences of Karl Marx.

WH.18C The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of socialism.

WH.18D The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to identify the historical origins and characteristics of fascism.

WH.18EThe student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to explain why communist command economies collapsed in competition with free market economies at the end of the 20th century.

WH.18F

The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th-century free market economies, compared to communist command communities.

WH.19A The student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of monarchies and theocracies as forms of government in early civilizations.

WH.19BThe student understands the characteristics of major political systems throughout history. The student is expected to identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.

WH.20AThe student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the development of democratic-republican government from its beginnings in the Judea-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment.

WH.20B

The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen.

WH.20C

The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone.

WH.20D The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to explain the significance of the League of Nations and the United Nations.

WH.21AThe student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to describe how people have participated in supporting or changing their governments.

WH.21BThe student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history.

WH.21CThe student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to identify examples of key persons who were successful in shifting political thought, including William Wilberforce.

WH.22AThe student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to summarize the development of the rule of law from ancient to modern times.

WH.22B

The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that originated from the Judea-Christian legal tradition and in Greece and Rome.

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TEKS Description

WH.22CThe student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia.

WH.22DThe student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to identify examples of genocide, including the Holocaust and genocide in the Balkans, Rwanda, and Darfur.

WH.22E

The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to identify examples of individuals who led resistance to political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la Plaza de Mayo, and Chinese student protestors in Tiananmen Square.

WH.22FThe student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world.

WH.23A

The student understands the history and relevance of major religious and philosophical traditions. The student is expected to describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism.

WH.23B The student understands the history and relevance of major religious and philosophical traditions. The student is expected to identify examples of religious influence on various events referenced in the major eras of world history.

WH.24A The student understands the roles of women, children, and families in different historical cultures. The student is expected to describe the changing roles of women, children, and families during major eras of world history.

WH.24BThe student understands the roles of women, children, and families in different historical cultures. The student is expected to describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history.

WH.25AThe student understands how the development of ideas has influenced institutions and societies. The student is expected to summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India.

WH.25BThe student understands how the development of ideas has influenced institutions and societies. The student is expected to summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome.

WH.25CThe student understands how the development of ideas has influenced institutions and societies. The student is expected to explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments.

WH.25D The student understands how the development of ideas has influenced institutions and societies. The student is expected to explain how Islam influences law and government in the Muslim world.

WH.26AThe student understands the relationship between the arts and the times during which they were created. The student is expected to identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures.

WH.26BThe student understands the relationship between the arts and the times during which they were created. The student is expected to analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced.

WH.26CThe student understands the relationship between the arts and the times during which they were created. The student is expected to identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.

WH.27A

The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties.

WH.27BThe student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations.

WH.27CThe student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to explain the impact of the printing press on the Renaissance and the Reformation in Europe.

WH.27DThe student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide.

WH.27EThe student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.

WH.28A

The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution.

WH.28B

The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism.

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TEKS Description

WH.28CThe student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the effects of major new military technologies on World War I, World War II, and the Cold War.

WH.28D

The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modem global economy and society.

WH.28EThe student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.

WH.29AThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence.

WH.29BThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events.

WH.29CThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view.

WH.29DThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to evaluate the validity of a source based on language, corroboration with other sources, and information about the author.

WH.29E The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to identify bias in written, oral, and visual material.

WH.29F

The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time.

WH.29GThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to construct a thesis on a social studies issue or event supported by evidence.

WH.29HThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs.

WH.30A The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly.

WH.30B The student communicates in written, oral, and visual forms. The student is expected to use standard grammar, spelling, sentence structure, and punctuation.

WH.30C The student communicates in written, oral, and visual forms. The student is expected to interpret and create written, oral, and visual presentations of social studies information.

WH.30DThe student communicates in written, oral, and visual forms. The student is expected to transfer information from one medium to another.

WH.31A

The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to 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.

WH.31BThe student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to 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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Materials Organized and Provided By:

The Social Studies Department “At Your Service”

406 Barrera St. San Antonio, TX 78210 Phone: 210•554•2630

Fax: 210•224•6448

Content ®SAISD Social Studies Department Except Where Noted