What Are The Texas Essential Knowledge and Skills (TEKS)?
Sixth Grade
Contemporary World Cultures
and Geography
SAISD Social Studies Department
406 Barrera Street • San Antonio, Texas • 78210
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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.
(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
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.
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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.
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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.
Strand
Knowledge Statement
(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;
Student
Expectations
(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.
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.
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What Are The Texas Essential Knowledge and Skills (TEKS)?
(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.
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.
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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!
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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
Base your answer to question 32 on the cartoon
below and on your knowledge of social studies.
Example 2
QUALIFYING TEST FOR
SUPREME COURT JOBS
Base your answer to question 34 on the cartoon
below and on your knowledge of social studies.
According
to the opinion of the cartoonist Stretched Around the World
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.
Source: Edward S. Brown, New York Herald Tribune,
February 12, 1937 (adapted)
Source: Fred O. Seibel, Richmond Times Dispatch,
October 29, 1942 (adapted)
34 Which statement most accurately expresses the
32 Based on this cartoon, President Franklin D.
During your studies,
you will be shown how to analyze
visuals,
and other types of
main idea
of this 1942speeches,
cartoon?
Roosevelt’s goal concerning the Supreme Court
(1) Allied
goalsyour
in Worldskills!
War II will affect every
documents so youwascan
explain what they mean by
using
to
nation.
(1) increase ethnic and racial diversity
(2) The Atlantic Charter will help only Europe
(2) insure support for New Deal legislation
and Asia.
(3) appoint justices who would use a strict
(3) The United States intends to rule the entire
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interpretation of the Constitution
world.
(4) strengthen judicial
independence
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remains intact.
(4)information
American strategy
will be to win the war in
the Pacific first.
33 What was the major purpose of the Lend-Lease
Page 7
What Are The Texas Essential Knowledge and Skills (TEKS)?
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
Categorizing
Cause and
Effect
prejudice in favor of or against one thing, person, or group compared with another,
usually in a way considered to be unfair.
to arrange in categories or classes; classify
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
Drawing
Conclusions
the process of examining a situation, weighing the options, and making a choice
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
Historiography
Identify
Implement
Inquiry
Interpret
Main Idea
Making
Generalizations
the political, social, cultural, and economic environment related to historical moments,
events, and trends
the study of historical writing
to recognize or establish as being a particular person or thing
to put into action or to include as part of an action
the act of asking for information
explain the meaning of
what something is about
to make broad statements based on either facts or presented evidence
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What Are The Texas Essential Knowledge and Skills (TEKS)?
Word
Dictionary Definition(s)
a particular attitude or way of considering a matter
Point of View
to make statements about future events based on patterns or presented evidence
Predict
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
practice of collecting and analyzing numerical data in large quantities
Statistical
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
to be factually sound
Validity
Information adapted from: http://dictionary.reference.com/ and en.wiktionary.org
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“Big Picture”- Sixth Grade
Geography
Where is it located?
Why is it there?
What is significant about
its location?
How is its location
related to the location
of other people, places,
and environments?
Geographic distributions
Physical features
Human geographic
features
Landforms
Bodies of water
Urban centers
Location of certain
countries (6.4F)
Concepts
Analyze past conflicts and current conditions
Classical Greeks impact on government
American revolution
French Revolution
Create various visuals about various
geographic information Compare regions and
countries using data
Geographic factors related to economic,
politics, and policies
Physical environmental processes
People and environment interaction
Technological influences
Factors of production
U.S. free enterprise system
Various economic systems and industries
Analyze economic data
Limited versus unlimited governments
Types of government (specific countries
6.12B)
Origins of democracy
Citizenship in a variety of societies
Similarities and differences in world cultures
Basic institutions in all societies
Relationships among world cultures
Impact of cultural diffusion
Relationship of arts and societies
Relationship of religion, philosophy and
culture
Impact of technology on societies
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Vocabulary
Invasions
Conquests
Colonization
Immigration
Trade
Latitude
Longitude
Absolute location
Human migration
Urban
Renewable resources
Nonrenewable resources
Physical processes
Erosion
Ocean currents
Earthquakes
Irrigation
Infrastructure
Scarcity
Morality
Ethics
GDP
GDP per capita
Literacy
Socialist economy
Communist economy
Constitutional
Totalitarian
Human rights
Oligarchy
Monarchy
Dictator
Cultural traits
Multicultural
Sustain
Cultural diffusion
Hajj
Yom Kippur
Rosh Hashanah
Diwali
Vaisakhi
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Sixth Grade Texas Essential Knowledge and Skills
(1) In Grade 6, students study people, places, and societies of the contemporary world. Societies for study
are from the following regions of the world: Europe, Russia and the Eurasian republics, North America,
Central America and the Caribbean, 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 various 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 various societies and identify different points of
view about events. The concept of frame of reference is introduced as an influence on an individual's
point of view.
(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, autobiographies, novels, speeches, letters, poetry, songs,
and artworks is encouraged. Motivating resources are available from museums, art galleries, and historical
sites.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated
for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section
should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater
depth of understanding of complex content material can be attained when integrated social studies
content from the various disciplines and critical-thinking skills are taught together. 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.
(4) 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.
Introduction
(5) 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).
(6) 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.
(7) 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. 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."
(8) 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.
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TEKS
HISTORY
6.1A
6.1B
6.2A
6.2B
6.3A
6.3B
6.3C
6.3D
6.4A
6.4B
GEOGRAPHY
6.4C
6.4D
6.4E
6.4F
6.5A
6.5B
6.5C
6.6A
6.6B
Student Expectation
The student understands that historical events influence contemporary events. The student is expected to trace
characteristics of various contemporary societies in regions that resulted from historical events or factors such as
invasion, conquests, colonization, immigration, and trade.
The student understands that historical events influence contemporary events. The student is expected to analyze
the historical background of various contemporary societies to evaluate relationships between past conflicts and
current conditions.
The student understands the influences of individuals and groups from various cultures on various historical and
contemporary societies. The student is expected to identify and describe the influence of individual or group
achievements on various historical or contemporary societies such as the classical Greeks on government and the
American Revolution on the French Revolution.
The student understands the influences of individuals and groups from various cultures on various historical and
contemporary societies. The student is expected to evaluate the social, political, economic, and cultural contributions
of individuals and groups from various societies, past and present.
The student uses geographic tools to answer geographic questions. The student is expected to pose and answer
geographic questions, including: Where is it located? Why is it there? What is significant about its location?
How is its location related to the location of other people, places, and environments?
The student uses geographic tools to answer geographic questions. The student is expected to pose and answer
questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs,
charts, models, and databases
The student uses geographic tools to answer geographic questions. The student is expected to compare various world
regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models.
The student uses geographic tools to answer geographic questions. The student is expected to create thematic maps,
graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of
various world regions and countries.
The student understands the factors that influence the locations and characteristics of locations of various
contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The
student is expected to locate various contemporary societies on maps and globes using latitude and longitude to
determine absolute location.
The student understands the factors that influence the locations and characteristics of locations of various
contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The
student is expected to identify and explain the geographic factors responsible for patterns of population in places and
regions.
The student understands the factors that influence the locations and characteristics of locations of various
contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The
student is expected to explain ways in which human migration influences the character of places and regions
The student understands the factors that influence the locations and characteristics of locations of various
contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The
student is expected to identify and locate major physical and human geographic features such as landforms, water
bodies, and urban centers of various places and regions.
The student understands the factors that influence the locations and characteristics of locations of various
contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The
student is expected to draw sketch maps that illustrate various places and regions.
The student understands the factors that influence the locations and characteristics of locations of various
contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The
student is expected to identify the location of major world countries such as Canada, Mexico, France, Germany, the
United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India,
Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and
Australia.
The student understands how geographic factors influence the economic development, political relationships, and
policies of societies. The student is expected to identify and explain the geographic factors responsible for the
location of economic activities in places and regions.
The student understands how geographic factors influence the economic development, political relationships, and
policies of societies. The student is expected to identify geographic factors such as location, physical features,
transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control
territory
The student understands how geographic factors influence the economic development, political relationships, and
policies of societies. The student is expected to explain the impact of geographic factors on economic development
and the domestic and foreign policies of societies.
The student understands that geographical patterns result from physical environmental processes. The student is
expected to describe and explain the effects of physical environmental processes such as erosion, ocean currents, and
earthquakes on Earth's surface.
The student understands that geographical patterns result from physical environmental processes. The student is
expected to identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels,
fertile soils, and timber.
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TEKS
GEOGRAPHY
6.6C
6.7A
6.7B
6.7C
6.8A
6.8B
6.8C
ECONOMIC
6.9A
6.9B
6.9C
6.9D
6.10A
6.10B
6.10C
GOVERNMENT
6.11A
6.11B
6.11C
6.11D
6.12A
6.12B
6.12C
CITIZENSHIP
6.13A
6.13B
6.13C
6.14A
6.14B
Student Expectation
The student understands that geographical patterns result from physical environmental processes. The student is
expected to analyze the effects of the interaction of physical processes and the environment on humans.
The student understands the impact of interactions between people and the physical environment on the
development and conditions of places and regions. The student is expected to identify and analyze ways people have
adapted to the physical environment in various places and regions.
The student understands the impact of interactions between people and the physical environment on the
development and conditions of places and regions. The student is expected to identify and analyze ways people have
modified the physical environment such as mining, irrigation, and transportation infrastructure.
The student understands the impact of interactions between people and the physical environment on the
development and conditions of places and regions. The student is expected to describe ways in which technology
influences human interactions with the environment such as humans building dams for flood control.
The student understands the factors of production in a society's economy. The student is expected to describe ways in
which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of
various contemporary societies
The student understands the factors of production in a society's economy. The student is expected to identify
problems and issues that may arise when one or more of the factors of production is in relatively short supply.
The student understands the factors of production in a society's economy. The student is expected to explain the
impact of relative scarcity of resources on international trade and economic interdependence among and within
societies.
The student understands the various ways in which people organize economic systems. The student is expected to
compare ways in which various societies organize the production and distribution of goods and services.
The student understands the various ways in which people organize economic systems. The student is expected to
compare and contrast free enterprise, socialist, and communist economies in various contemporary societies,
including the benefits of the U.S free enterprise system.
The student understands the various ways in which people organize economic systems. The student is expected to
understand the importance of morality and ethics in maintaining a functional free enterprise system.
The student understands the various ways in which people organize economic systems. The student is expected to
examine the record of collective, non-free market economic systems in contemporary world societies.
The student understands categories of economic activities and the data used to measure a society's economic level.
The student is expected to define and give examples of agricultural, wholesale, retail, manufacturing (goods), and
service industries.
The student understands categories of economic activities and the data used to measure a society's economic level.
The student is expected to describe levels of economic development of various societies using indicators such as life
expectancy, gross domestic product (GDP), GDP per capita, and literacy.
The student understands categories of economic activities and the data used to measure a society's economic level.
The student is expected to identify and describe the effects of government regulation and taxation on economic
development and business planning.
The student understands the concepts of limited and unlimited governments. The student is expected to identify and
describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited)
The student understands the concepts of limited and unlimited governments. The student is expected to compare the
characteristics of limited and unlimited governments.
The student understands the concepts of limited and unlimited governments. The student is expected to identify
reasons for limiting the power of government,
The student understands the concepts of limited and unlimited governments. The student is expected to review the
record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan.
The student understands various ways in which people organize governments. The student is expected to identify and
give examples of governments with rule by one, few, or many.
The student understands various ways in which people organize governments. The student is expected to compare
ways in which various societies such as China, Germany, India, and Russia organize government and how they function.
The student understands various ways in which people organize governments. The student is expected to identify
historical origins of democratic forms of government such as Ancient Greece.
The student understands that the nature of citizenship varies among societies. The student is expected to describe
roles and responsibilities of citizens in various contemporary societies, including the United States.
The student understands that the nature of citizenship varies among societies. The student is expected to explain how
opportunities for citizens to participate in and influence the political process vary among various contemporary
societies.
The student understands that the nature of citizenship varies among societies. The student is expected to compare
the role of citizens in the United States with the role of citizens from various contemporary societies with
representative and non-representative governments.
The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies
with representative governments. The student is expected to identify and explain the duty of civic participation in
societies with representative governments.
The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies
with representative governments. The student is expected to explain relationships among rights, responsibilities, and
duties in societies with representative governments.
®SAISD Social Studies Department
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TEKS
6.15A
6.15B
6.15C
6.15D
6.15E
6.15F
6.16A
6.16B
CULTURE
6.16C
6.17A
6.17B
6.17C
6.17D
6.17E
6.18A
6.18B
6.18C
6.18D
6.19A
6.19B
S-T-S
6.20A
6.20B
6.20C
Student Expectation
The student understands the similarities and differences within and among cultures in various world societies. The
student is expected to define culture and the common traits that unify a culture region.
The student understands the similarities and differences within and among cultures in various world societies. The
student is expected to identify and describe common traits that define cultures.
The student understands the similarities and differences within and among cultures in various world societies. The
student is expected to define a multicultural society and consider both the positive and negative qualities of
multiculturalism.
The student understands the similarities and differences within and among cultures in various world societies. The
student is expected to analyze the experiences and evaluate the contributions of diverse groups to multicultural
societies.
The student understands the similarities and differences within and among cultures in various world societies. The
student is expected to analyze the similarities and differences among various world societies.
The student understands the similarities and differences within and among cultures in various world societies. The
student is expected to identify and explain examples of conflict and cooperation between and among cultures.
The student understands that all societies have basic institutions in common even though the characteristics of these
institutions may differ. The student is expected to identify institutions basic to all societies, including government,
economic, educational, and religious institutions.
The student understands that all societies have basic institutions in common even though the characteristics of these
institutions may differ. The student is expected to compare characteristics of institutions in various contemporary
societies.
The student understands that all societies have basic institutions in common even though the characteristics of these
institutions may differ. The student is expected to analyze the efforts and activities institutions use to sustain
themselves over time such as the development of an informed citizenry through education and the use of monumental
architecture by religious institutions.
The student understands relationships that exist among world cultures. The student is expected to identify and
describe how culture traits such as trade, travel, and war spread.
The student understands relationships that exist among world cultures. The student is expected to identify and
describe factors that influence cultural change such as improved communication, transportation, and economic
development.
The student understands relationships that exist among world cultures. The student is expected to evaluate the
impact of improved communication technology among cultures.
The student understands relationships that exist among world cultures. The student is expected to identify and define
the impact of cultural diffusion on individuals and world societies.
The student understands relationships that exist among world cultures. The student is expected to identify examples
of positive and negative effects of cultural diffusion.
The student understands the relationship that exists between the arts and the societies in which they are produced.
The student is expected to explain the relationships that exist between societies and their architecture, art, music,
and literature.
The student understands the relationship that exists between the arts and the societies in which they are produced.
The student is expected to relate ways in which contemporary expressions of culture have been influenced by the
past.
The student understands the relationship that exists between the arts and the societies in which they are produced.
The student is expected to describe ways in which contemporary issues influence creative expressions.
The student understands the relationship that exists between the arts and the societies in which they are produced.
The student is expected to identify examples of art, music, and literature that have transcended the boundaries of
societies and convey universal themes such as religion, justice, and the passage of time.
The student understands the relationships among religion, philosophy, and culture. The student is expected to explain
the relationship among religious ideas, philosophical ideas, and cultures.
The student understands the relationships among religion, philosophy, and culture. The student is expected to explain
the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hali, Yom
Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
The student understands the influences of science and technology on contemporary societies. The student is expected
to give examples of scientific discoveries and technological innovations, including the roles of scientists and
inventors,that have transcended the boundaries of societies and have shaped the world.
The student understands the influences of science and technology on contemporary societies. The student is expected
to explain how resources, belief systems, economic factors, and political decisions have affected the use of
technology.
The student understands the influences of science and technology on contemporary societies. The student is expected
to make predictions about future social, political, economic, cultural, and environmental impacts that may result
from future scientific discoveries and technological innovations.
®SAISD Social Studies Department
Page 14
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TEKS
6.21A
6.21B
6.21C
SKILLS
6.21D
6.21E
6.21F
6.22A
6.22B
6.22C
6.22D
6.22E
6.22F
6.23A
Student Expectation
The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to
differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews;
biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures.
The student applies critical-thinking skills to organize and use information acquired through established research
methodologies 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, and drawing inferences and conclusions.
The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to organize
and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and
maps.
The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to identify
different points of view about an issue or current topic.
The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to identify the
elements of frame of reference that influenced participants in an event.
The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to use
appropriate mathematical skills to interpret social studies information such as maps and graphs.
The student communicates in written, oral, and visual forms. The student is expected to use social studies
terminology correctly.
The student communicates in written, oral, and visual forms. The student is expected to incorporate main and
supporting ideas in verbal and written communication based on research.
The student communicates in written, oral, and visual forms. The student is expected to express ideas orally based on
research and experiences.
The student communicates in written, oral, and visual forms. The student is expected to create written and visual
material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.
The student communicates in written, oral, and visual forms. The student is expected to use standard grammar,
spelling, sentence structure, and punctuation.
The student communicates in written, oral, and visual forms. The student is expected to use proper citations to avoid
plagiarism.
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.
®SAISD Social Studies Department
Page 15
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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
®SAISD Social Studies Department
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Reproduction rights granted only if copyright information remains intact.