What Are The Texas Essential Knowledge and Skills (TEKS)?
Seventh Grade
Texas History
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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Essentials for 7th Grade Texas History
Major Eras: Natural Texas and its people; Age of Contact; Spanish Colonial; Mexican National; Revolution and
Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil;
Picture”Seventh
Grade
Texas in the Great Depression“Big
and World
War II; Civil Rights
Era; Contemporary
Texas
People
Events
Dates
Concepts
Vocabulary
Alonso Alvarez de Pineda
Alvar Nunez Cabeza de
Vaca
Fray Damian Massanet
Jose de Escandon
Antonio Margil de Jesus
Francisco Hidalgo
Jose Gutierrez de Lara
Moses Austin
Stephen F. Austin
Erasmo Seguin
Martin DeLeon
Green DeWitt
George Childress
Lorenzo de Zavala
James Fannin
Sam Hosuton
Antonio Lopez de Santa
Anna
Juan N. Seguin
William B. Travis
Texas President Houston
Texas President Lamar
Texas President Jones
Edwin W. Moore
Jack Coffee Hays
Chief Bowles
William Goyens
Mary Maverick
Jose Antonio Navarro
Cordova Rebellion
John Bell Hood
John Regean
Francis Lubbock
Thomas Green
John Magruder
Quanah Parker
James Hogg
James L. Farmer
Hector P. Garcia
Oveta Culp Hobby
Lyndon B. Johnson
Jane McCallum
Lulu Belle Madison White
LULAC
Lawrence Sullivan “Sul”
Ross
Battle of Medina
Fredonian Rebellion
Mier y Teran Report
Arrest of Stephen F.
Austin
Battle of Gonzalez
Siege of the Alamo
Constitutional
Convention of 1836
Fannin’s surrender at
Goliad
Battle of San Jacinto
Council House Fight
Santa Fe Expedition
Battle of Galveston
Battle of Sabine Pass
Battle of Palmito
Ranch
1519: mapping of
Texas coast and first
Spanish mainland
settlement
1718: founding of San
Antonio
1821: Independence
from Spain
1836: Texas
Independence
1845: annexation
1861: Civil War
begins
1876: adopt current
constitution
1901: Spindletop
American Indians in Texas
prior to colonization
Mexican Independence
impact on Texas
Texas Revolution
Republic Of Texas
Early Statehood
Cause and effect of Texas
annexation
Impact of Civil War on Texas
Impact of Reconstruction on
Texas
Role of racial and ethnic
groups in the Republic of
Texas
Expansion of the Texas
frontier
Growth of the cattle industry
and railroads
Impact of the oil industry on
Texas
Impact of various industries
in Texas
Impact of reform movements
in Texas
Impact of civil right
movement in Texas
Impact of World War I and II
and the great Depression on
Texas
Economics in Texas
Basic principles of the Texas
Constitution
Structure and functions of
Texas Government
Texas public education
Rights and responsibilities in
a democratic society
Influence of various cultures
on Texas
Impact of developing
technology on Texas
Texas navy
Texas Rangers
Tariffs
Sectionalism
States’ rights
Reconstruction
Populists
Suffrage
Immigration
Migration
Demographics
Agrarian society
Urbanization
Supply
Demand
Profit
Republicanism
Checks and
balances
Federalism
Separation of
powers
Popular sovereignty
Individual rights
Municipal
County
Property tax
Sales tax
People (cont.)
John Nance Garner
James Baker III
Henry B. Gonzalez
Kay Bailey
Hutchison
Barbara Jordan
Raymond Telles
Sam Rayburn
Raul A. Gonzalez Jr.
Roy Bedichek
Diane Gonzales
Bertrand
J. Frank Dobie
Scott Joplin
Elisabet Ney
Amado Pena Jr.
Walter Prescott
Webb
Horton Foote
Walter Cunningham
Denton Cooley
Benjy Brooks
Michael Dell
Howard Hughes Sr.
Documents
Mexican federal
Constitution of 1824
State Colonization
Law of 1825
Law of April 6, 1830
Turtle Bayou
Resolutions
Travis’ letter to the
people of Texas
Geography
Mountains and Basins
Great Plains
North Central Plains
Major cities
Rivers
Natural landmarks
Historical landmarks
Political regions
cultural regions
Coastal Plains
Climate
Weather
Landforms’
Irrigation
Impact of geographic
factors
Galveston Hurricane
(1900)
Dust Bowl
Water resources
Immigration
Migration
Population distribution
Demographic concepts
!
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Seventh Grade Texas Essential Knowledge and Skills
(1) In Grade 7, students study the history of Texas from early times to the present. Content is presented
with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including
Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic;
Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil;
Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas
eras. The focus in each era is on key individuals, events, and issues and their impact. Students identify
regions of Texas and the distribution of population within and among the regions and explain the factors
that caused Texas to change from an agrarian to an urban society. Students describe the structure and
functions of municipal, county, and state governments, explain the influence of the U.S. Constitution on
the Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary
and secondary sources to examine the rich and diverse cultural background of Texas as they identify the
different racial and ethnic groups that settled in Texas to build a republic and then a state. Students
analyze the impact of scientific discoveries and technological innovations on the development of Texas in
various industries such as agricultural, energy, medical, computer, and aerospace. Students use primary
and secondary sources to acquire information about Texas.
(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, diaries, poetry,
songs, and images is encouraged. Motivating resources are available from museums, historical sites,
presidential libraries, and local and state preservation societies.
(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.
Introduction
(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.
(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
7.1a
7.1b
7.1c
7.2a
7.2b
7.2c
7.2d
HISTORY
7.2e
7.2f
7.3a
7.3b
7.3c
7.3d
7.4a
7.4b
7.4c
7.5a
7.5b
Student Expectation
The student understands traditional historical points of reference in Texas history. The student is expected to identify
the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into
eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and
Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in
the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas.
The student understands traditional historical points of reference in Texas history. The student is expected to apply
absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
The student understands traditional historical points of reference in Texas history. The student is expected to explain
the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718,
founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War
begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.
The student understands how individuals, events, and issues through the Mexican National Era shaped the history of
Texas. The student is expected to compare the cultures of American Indians in Texas prior to European colonization
such as Gulf, Plains, Puebloan, and Southeastern.
The student understands how individuals, events, and issues through the Mexican National Era shaped the history of
Texas. The student is expected toidentify important individuals, events, and issues related to European exploration of
Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his writings, the search for gold, and the
conflicting territorial claims between France and Spain.
The student understands how individuals, events, and issues through the Mexican National Era shaped the history of
Texas. The student is expected to identify important events and issues related to European colonization of Texas,
including the establishment of Catholic missions, towns, and ranches, and individuals such as Fray Damián Massanet,
José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
The student understands how individuals, events, and issues through the Mexican National Era shaped the history of
Texas. The student is expected to identify the individuals, issues, and events related to Mexico becoming an
independent nation and its impact on Texas, including Texas involvement in the fight for independence, José Gutiérrez
de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state,
the State Colonization Law of 1825, and slavery
The student understands how individuals, events, and issues through the Mexican National Era shaped the history of
Texas. The student is expected to identify the contributions of significant individuals, including Moses Austin, Stephen
F. Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the Mexican settlement of Texas.
The student understands how individuals, events, and issues through the Mexican National Era shaped the history of
Texas. The student is expected to contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in
Texas.
The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of
Texas. The student is expected to trace the development of events that led to the Texas Revolution, including the
Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of
Stephen F. Austin.
The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of
Texas. The student is expected to explain the roles played by significant individuals during the Texas Revolution,
including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N.
Seguín, and William B. Travis.
The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of
Texas. The student is expected to explain the issues surrounding significant events of the Texas Revolution, including
the Battle of Gonzales, William B. Travis's letter "To the People of Texas and All Americans in the World," the siege of
the Alamo and all the heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's
surrender at Goliad, and the Battle of San Jacinto.
The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of
Texas. The student is expected to explain how the establishment of the Republic of Texas brought civil, political, and
religious freedom to Texas.
The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas
statehood. The student is expected to) identify individuals, events, and issues during the administrations of Republic
of Texas Presidents Houston, Lamar, and Jones, including the Texas Navy, the Texas Rangers, Edwin W. Moore, Jack
Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Córdova Rebellion, the Council
House Fight, the Santa Fe Expedition, public debt, and the roles of racial and ethnic groups.
The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas
statehood. The student is expected to analyze the causes of and events leading to Texas annexation.
The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas
statehood. The student is expected to identify individuals, events, and issues during early Texas statehood, including
the U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the Compromise of 1850.
The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction.
The student is expected to explain reasons for the involvement of Texas in the Civil War such as states' rights, slavery,
sectionalism, and tariffs.
The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction.
The student is expected to analyze the political, economic, and social effects of the Civil War and Reconstruction in
Texas.
®SAISD Social Studies Department
Page 12
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TEKS
7.5c
7.6a
7.6b
7.6c
HISTORY
7.6d
7.7a
7.7b
7.7c
7.7d
7.7e
7.7f
7.8a
7.8b
Geography
7.9a
7.9b
7.9c
7.10a
7.10b
7.11a
7.11b
Student Expectation
The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction.
The student is expected to identify significant individuals and events concerning Texas and the Civil War such as John
Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and the Battle of Galveston, the Battle of
Sabine Pass, and the Battle of Palmito Ranch.
The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through
the beginning of the 20th century. The student is expected to identify significant individuals, events, and issues from
Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas
frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker.
The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through
the beginning of the 20th century. The student is expected to identify significant individuals, events, and issues from
Reconstruction through the beginning of the 20th century, including the development of the cattle industry from its
Spanish beginnings and the myths and realities of the cowboy way of life.
The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through
the beginning of the 20th century. The student is expected to identify significant individuals, events, and issues from
Reconstruction through the beginning of the 20th century, including the effects of the growth of railroads and the
contributions of James Hogg.
The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through
the beginning of the 20th century. The student is expected to explain the political, economic, and social impact of the
agricultural industry and the development of West Texas resulting from the close of the frontier.
The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st
centuries. The student is expected to explain the political, economic, and social impact of the oil industry on the
industrialization of Texas.
The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st
centuries. The student is expected to define and trace the impact of "boom-and-bust" cycles of leading Texas industries
throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate,
banking, and computer technology.
The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st
centuries. The student is expected to describe and compare the impact of the Progressive and other reform movements
in Texas in the 19th and 20th centuries such as the Populists, women's suffrage, agrarian groups, labor unions, and the
evangelical movement of the late 20th century.
The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st
centuries. The student is expected to describe and compare the civil rights and equal rights movements of various
groups in Texas in the 20th century and identify key leaders in these movements, including James L. Farmer Jr., Hector
P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane
McCallum, and Lulu Belle Madison White.
The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st
centuries. The student is expected to analyze the political, economic, and social impact of major events, including
World War I, the Great Depression, and World War II, on the history of Texas.
The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st
centuries. The student is expected to analyze the political, economic, and social impact of major events in the latter
half of the 20th and early 21st centuries such as major conflicts, the emergence of a two-party system, political and
economic controversies, immigration, and migration.
The student uses geographic tools to collect, analyze, and interpret data. The student is expected to create and
interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th,
20th, and 21st centuries
The student uses geographic tools to collect, analyze, and interpret data. The student is expected to analyze and
interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
The student understands the location and characteristics of places and regions of Texas. The student is expected
to locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of
importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic
landmarks, political and cultural regions, and local points of interest.
The student understands the location and characteristics of places and regions of Texas. The student is expected to
compare places and regions of Texas in terms of physical and human characteristics.
The student understands the location and characteristics of places and regions of Texas. The student is expected to
analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and
communication on major events in Texas.
The student understands the effects of the interaction between humans and the environment in Texas during the 19th,
20th, and 21st centuries. The student is expected to identify ways in which Texans have adapted to and modified the
environment and analyze the positive and negative consequences of the modifications.
The student understands the effects of the interaction between humans and the environment in Texas during the 19th,
20th, and 21st centuries. The student is expected to explain ways in which geographic factors such as the Galveston
Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political,
economic, and social development of Texas.
The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and
21st centuries. The student is expected to analyze why immigrant groups came to Texas and where they settled.
The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and
21st centuries. The student is expected to analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas.
®SAISD Social Studies Department
Page 13
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Geography
TEKS
7.11c
The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and
21st centuries. The student is expected to analyze the effects of the changing population distribution and growth in
Texas during the 20th and 21st centuries and the additional need for education, health care, and transportation.
7.11d
The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and
21st centuries. The student is expected to describe the structure of the population of Texas using demographic
concepts such as growth rate and age distribution.
7.12a
ECONOMICS
7.12b
7.12c
7.13a
7.13b
7.13c
GOVERNMENT
7.14a
7.14b
7.15a
7.15b
7.15c
7.16a
7.16b
7.17a
7.17b
CULTURE
Student Expectation
7.17c
7.18a
7.18b
7.19a
7.19b
7.19c
The student understands the factors that caused Texas to change from an agrarian to an urban society. The student is
expected to explain economic factors that led to the urbanization of Texas.
The student understands the factors that caused Texas to change from an agrarian to an urban society. The student is
expected to trace the development of major industries that contributed to the urbanization of Texas such as
transportation, oil and gas, and manufacturing.
The student understands the factors that caused Texas to change from an agrarian to an urban society. The student is
expected to explain the changes in the types of jobs and occupations that have resulted from the urbanization of
Texas.
The student understands the interdependence of the Texas economy with the United States and the world. The student
is expected to analyze the impact of national and international markets and events on the production of goods and
services in Texas such as agriculture, oil and gas, and computer technology.
The student understands the interdependence of the Texas economy with the United States and the world. The student
is expected to analyze the impact of economic concepts within the free enterprise system such as supply and demand,
profit, government regulation, and world competition on the economy of Texas
The student understands the interdependence of the Texas economy with the United States and the world. The student
is expected to analyze the impact of significant industries in Texas such as oil and gas, aerospace, medical, and
computer technologies on local, national, and international markets.
The student understands the basic principles reflected in the Texas Constitution. The student is expected to identify
how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and individual rights.
The student understands the basic principles reflected in the Texas Constitution. The student is expected to compare
the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of
Rights.
The student understands the structure and functions of government created by the Texas Constitution. The student is
expected to describe the structure and functions of government at municipal, county, and state levels.
The student understands the structure and functions of government created by the Texas Constitution. The student is
expected to identify major sources of revenue for state and local governments such as property tax, sales tax, and
fees.
The student understands the structure and functions of government created by the Texas Constitution. The student is
expected to describe the structure, funding, and governance of Texas public education, including local property taxes,
bond issues, and state and federal funding supported by state and federal taxpayers.
The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is
expected to identify rights of Texas citizens.
The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is
expected to explain and analyze civic responsibilities of Texas citizens and the importance of civic participation.
The student understands the importance of the expression of different points of view in a democratic society. The
student is expected to identify different points of view of political parties and interest groups on important Texas
issues, past and present.
The student understands the importance of the expression of different points of view in a democratic society. The
student is expected to describe the importance of free speech and press in a democratic society.
The student understands the importance of the expression of different points of view in a democratic society. The
student is expected to express and defend a point of view on an issue of historical or contemporary interest in Texas.
The student understands the importance of effective leadership in a democratic society. The student is expected to
identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who
have been president of the United States.
The student understands the importance of effective leadership in a democratic society. The student is expected to
identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"),
James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and
Raul A. Gonzalez Jr.
The student understands the concept of diversity within unity in Texas. The student is expected to explain how the
diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances.
The student understands the concept of diversity within unity in Texas. The student is expected to describe how people
from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the
larger Texas culture.
The student understands the concept of diversity within unity in Texas. The student is expected to identify examples of
Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture,
food, and the arts.
®SAISD Social Studies Department
Page 14
Reproduction rights granted only if copyright information remains intact.
TEKS
7.19d
7.20a
S-T-S
7.20b
7.20c
7.20d
7.20e
7.21a
7.21b
7.21c
7.21d
7.21e
SKILLS
7.21f
7.21g
7.21h
7.22a
7.22b
7.22c
7.22d
7.23a
7.23b
Student Expectation
The student understands the concept of diversity within unity in Texas. The student is expected to identify
contributions to the arts by Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin,
Elisabet Ney, Amado Peña Jr., Walter Prescott Webb, and Horton Foote.
The student understands the impact of scientific discoveries and technological innovations on the political, economic,
and social development of Texas. The student is expected to compare types and uses of technology, past and present.
The student understands the impact of scientific discoveries and technological innovations on the political, economic,
and social development of Texas. The student is expected to identify Texas leaders in science and technology such as
Walter Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.
The student understands the impact of scientific discoveries and technological innovations on the political, economic,
and social development of Texas. The student is expected to analyze the effects of various scientific discoveries and
technological innovations on the development of Texas such as advancements in the agricultural, energy, medical,
computer, and aerospace industries.
The student understands the impact of scientific discoveries and technological innovations on the political, economic,
and social development of Texas. The student is expected to evaluate the effects of scientific discoveries and
technological innovations on the use of resources such as fossil fuels, water, and land.
The student understands the impact of scientific discoveries and technological innovations on the political, economic,
and social development of Texas. The student is expected to analyze how scientific discoveries and technological
innovations have resulted in an interdependence among Texas, the United States, and the world.
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, databases, media and news
services, biographies, interviews, and artifacts to acquire information about Texas.
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
points of view from the historical context surrounding an event and the frame of reference that influenced the
participants.
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 support a
point of view on a social studies issue or 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 identify bias
in written, oral, and visual material.
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 evaluate the
validity of a source based on language, corroboration with other sources, and information about the author.
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 use standard grammar,
spelling, sentence structure, punctuation, and proper citation of sources.
The student communicates in written, oral, and visual forms. The student is expected to) transfer information from
one medium to another, including written to visual and statistical to written or visual, using computer software as
appropriate.
The student communicates in written, oral, and visual forms. The student is expected to create written, oral, and
visual presentations of social studies information.
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.
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 decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to implement a decision.
®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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