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TEKS Curriculum Framework for STAAR Alternate 2
Grade 8 Social Studies
Copyright © September 2014, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
STAAR Alternate 2 Social Studies Instructional Terms
The curriculum that will be assessed each year for STAAR Alternate 2 is determined by the essence statements that are selected for each administration. Teachers should
refer to the Curriculum Framework documents for each selected essence statement to locate the prerequisite skills that are linked to that essence statement. Instruction should
focus on the listed prerequisite skills. The teacher should determine what skills have been mastered and which need to be taught according to the developmental level of the
student. The goal should be to assist the student in attaining the highest academic level the student is capable of within a given year. In addition to the prerequisite skills, there
are instructional terms that students will need exposure to during instruction. The following list includes the terms for all the essence statements and not just the ones selected
for a given administration. Students need to become familiar with these terms as the student is developmentally able to comprehend the content. Students in higher grades need
to also know the terms presented in earlier grades.
Grade 8 Social Studies
explorer/exploration
landmark
reasons for immigration/migration
colonists/colonization/British/England/Pilgrim
settled/settlement
community workers
rural/urban
population
citizen/citizenship
traditions/ celebrations
culture/cultural
influence
freedom/religious freedom
civil rights/equal rights
U.S. Constitution
branches of government: executive, legislative, judicial
voting process: election, registration, becoming informed, ballot
timeline: past/present
modes of transportation throughout history
technology advances
landforms: island, volcano, canyon, mountain
bodies of water: rivers, oceans, lakes, seas
erosion/modified environments
climate
environment/habitat
geographic regions: Great Plains, Mountains and Basins, North Central Plains, Coastal
Plains
producer vs. consumer/goods and services
scarcity/supply/demand
directions: north, south, east, west
budget: income, expenses, savings
United States/American
U. S. History
freedom: personal freedom, freedom of speech, exercising rights
Bill of Rights
boycott, protest
amendment/amendments
governmental agency: local, state, federal
government leaders: president, governor, mayor
authority figures
service project/volunteer
tariff/taxes
export/import/trade
natural resources
national anthem
forms of communication throughout history
irrigation
wind turbine
oil refinery/crude oil/fuel
industry
consequence
pollution
technology: robotic, satellite
invention
space exploration
counter-culture movement
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.1) History. The stud ent und erstand s traditional historical points of
reference in U.S. history through 1877. The stud ent is expected to
(A) id entify the m ajor eras and events in U.S. history through
1877, includ ing colonization, revolution, d rafting of the
Declaration of Ind ependence, creation and ratification of the
Constitution, religious revivals such as the Second Great
Aw akening, early republic, the Age of Jackson, w estw ard
expansion, reform m ovem ents, sectionalism , Civil War, and
Reconstruction, and d escribe their causes and effects;
Read iness Stand ard
(B) apply absolute and relative chronology through the
sequencing of significant ind ivid uals, events, and tim e
period s; Supporting Stand ard
(C) explain the significance of the follow ing d ates: 1607,
found ing of Jam estow n; 1620, arrival of the Pilgrim s and
signing of the Mayflow er Com pact; 1776, ad option of the
Declaration of Ind ependence; 1787, w riting of the U.S.
Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil
War. Supporting Stand ard
8.1
Recognizes im portant d ates and tim e period s in U.S. history
through 1877.
Prerequisite Skills/Links to TEKS Vertical Alignment
Historical Points of Reference
 apply absolu te and relative chronology through the sequencing of significant ind ivid uals, ev ents, and tim e periods
 explain the significance of the follow ing d ates: 1519, m apping of the Texas coast and first m ainland Spanish settlem ent; 1718 ,
found ing of San Antonio; 1821, ind epend ence from Spain; 1836, Texas independ ence; 1845, annexation; 1861, Civil War begins; 1876,
ad option of current state constitution; and 1901, discovery of oil at Spind letop
 id entify the m ajor eras in Texas history, d escribe their d efining cha racteristics, and explain w hy historians d ivid e the past into eras,
includ ing N atural Texas and its People; Age of Contact; Spanish Colonial; Mexican N ational; Revolution and Republic; Early
Statehood ; Texas in the Civil War and Reconstruction; Cotton, Cat tle, and Railroad s; Age of Oil; Texas in the Great Depression and
World War II; Civil Rights and Conservatism ; and Contem porary Texas
 analyze the historical background of various contem porary societies to evaluate relationships betw een past conflicts and current
cond itions
Continued
September 2014
5
Social Studies
8.1
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

trace characteristics of various contem porary societies in regions that resulted from historical events or factors such as in vasion,
conquests, colonization, im m igration, an d trad e
Concepts of Time and Chronology
 apply the term s year, d ecad e, and century to d escribe historical times
 create and interpret tim elines
 use vocabulary related to chronology, includ ing past, present, and future tim es
 d escribe various evid ence of the sam e tim e period using prim ary sources such as photograp hs, journals, and interview s
 id entify several sources of inform ation about a given period or event such as reference m aterials, biographies, new spa pers, and
electronic sources
 create and interpret tim elines for events in the past and present
 apply vocabulary related to chronology, includ ing past, present, and future
 d escribe the ord er of events by using d esignations of tim e periods such as h istorical and present tim es
 create a calendar and sim ple tim eline
 d escribe and m easure calend ar tim e by d ays, w eeks, m onths, and years
 d istinguish am ong past, present, and future
 use vocabulary related to tim e and chronology, includ ing before, after, next, first, last, ye sterd ay, tod ay, and tom orrow
 place events in chronological ord er
People, past and present skills
 organize their life around events, tim e, and routines
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
6
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.2) History. The stud ent und erstand s the causes of exploration and
colonization eras. The stud ent is expected to
(A) id entify reasons for European exploration and colonization
of N orth Am erica; Readiness Stand ard
(B) com pare political, econom ic, religious, and social reasons for
the establishm ent of the 13 English colonies. Supporting
Stand ard
8.2
Recognizes reasons for exploration and colonization.
Prerequisite Skills/Links to TEKS Vertical Alignment
Exploration and Development of Communities, Past and Present
 d escribe the accom plishm ents of significant ind ivid uals d uring the colonial period , includ ing William Brad ford , Anne H utchins on,
William Penn, John Sm ith, John Wise, and Roger William s
 explain w hen, w here, and w hy groups of people explored , colonized , and settled in the United States, includ ing the search for
religious freed om and econom ic gain
 id entify the accom plishm ents and explain the econom ic m otivations and im pact of significant empresarios, includ ing Stephen F.
Austin and Martín d e León, on the settlem ent of Texas
 id entify Texas' role in the Mexican War of Ind epend ence and the w ar's impact on the d evelopm ent of Texas
 explain w hen, w here, and w hy the Spanish established settlem ents and Catholic m issions in Texas as w ell as i m portant individ u als
such as José d e Escand ón
 id entify the accom plishm ents and explain the im pact of significant explorers, includ ing Cabeza d e Vaca; Francisco Coronad o; a nd
René Robert Cavelier, Sieur d e la Salle, on the settlem ent of Texas
 sum m arize m otivations for European exploration and settlem ent of Texas, includ ing economic opportunity, com petition, and the
d esire for expansion
 com pare w ays in w hich various other com m unities m eet their need s
 id entify w ays in w hich people in the local com m unity an d other com m unities m eet their need s for governm ent, ed ucation,
com m unication, transportation, and recreation
 id entify reasons people have form ed com m unities, includ ing a need for security, religious freed om , law , and m aterial w ell-being
Concepts of Time and Chronology
 apply the term s year, d ecad e, and century to d escribe historical times
 create and interpret tim elin es
Continued
September 2014
7
Social Studies
8.2
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment



use vocabulary related to chronology, includ ing past, present, and future tim es
d escribe various evid ence of the sam e tim e period using prim ary sources such as photograp hs, journals, and interview s
id entify several sources of inform ation about a given period or event such as reference m aterials, biographies, new spa pers, and
electronic sources
 create and interpret tim elines for events in the past and present
 apply vocabulary related to chronology, includ ing past, present, and future
 d escribe the ord er of events by using d esignations of tim e periods such as h istorical and present tim es
 create a calendar and sim ple tim elin e
 d escribe and m easure calend ar tim e by d ays, w eeks, m onths, and years
 d istinguish am ong past, present, and future
 use vocabulary related to tim e and chronology, includ ing before, after, next, first, last , yesterd ay, tod ay, and tom orrow
 place events in chronological ord er
People, past and present skills
 organize their life around events, tim e, and routines
Historical Points of Reference
 apply absolute and relative chronology through the sequencing of significant ind ivid uals, even ts, and tim e periods
 explain the significance of the follow ing d ates: 1519, m apping of the Texas coast and first m ainland Spanish settlem ent; 1718 ,
found ing of San Antonio; 1821, ind epend ence from Spain; 1836, Texas independ ence; 1845, annexation; 1861, Civil War begins; 1876,
ad option of current state constitution; and 1901, discovery of oil at Spind letop
 id entify the m ajor eras in Texas history, d escribe their d efining characteristics, and explain w hy historians d ivid e the pas t into eras,
includ ing N atural Texas and its People; Age of Contact; Spanish Colonial; Mexican N ational; Revolution and Republic; Early
Statehood ; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroad s; Age of Oil; Texas in the Great Depr ession and
World War II; Civil Rights and Conservatism ; and Contem porary Texas
 analyze the historical background of various contem porary societies to evaluate relationships betw een past conf licts and
current conditions
 trace characteristics of various contem porary societies in regions that resulted from historical events or factors such as invasion,
conquests, colonization, im m igration, and trad e
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est g rad e level.
September 2014
8
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.3) History. The stud ent und erstand s the found ations of
representative governm ent in the United States. The stud ent is
expected to
(A) explain the reasons for the grow th of representative
governm ent and institutions d uring the colonial period ;
Read iness Stand ard
(B) analyze the im portance of the Mayflow er Com pact, the
Fund am ental Ord ers of Connecticut, and the Virginia H ouse of
Burgesses to the grow th of representative governm ent;
Supporting Stand ard
(C) d escribe how religion and virtue contributed to the grow th
of representative governm ent in the Am erican colonies.
Supporting Stand ard
8.3
Recognizes the found ations of representative governm ent in the
United States.
Prerequisite Skills/Links to TEKS Vertical Alignment
Establishment of the U.S. Constitution
 id entify the contributions of ind ivid uals, includ ing Jam es Mad ison, and others such as George Mason, Charles Pinckney, and Ro ger
Sherm an w ho helped create the U.S. Constitution
 id entify the issues that led to the creation of the U.S. Constitution, includ ing the w eaknesses of t he Articles of Confederation
Historical Significance of Patriotic Celebrations and N ational Landmarks
 id entify and explain the significance of various com m unity, state, and national land m arks such as m onum ents and governm ent
build ings
 explain the significance of various com m unity, state, and national celebrations such as Veterans Day, Mem orial Day, Ind epe nd ence
Day, and Thanksgiving
 com pare the observance of holid ays and celebrations, past and present
 d escribe the origins of custom s, holid ays, and celebrations of the com m unity, state, and nation such as San Jacinto Day,
Ind epend ence Day, and Veterans' Day
 id entify custom s associated w ith national patriotic holid ays such as parades and firew orks on Ind epend ence Day
 explain the reasons for national patriotic holid ays such as Presid ents' Day, Vetera ns Day, and Ind epend ence Day
Continued
September 2014
9
Social Studies
8.3
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Individuals and Groups Shaping History
 d escribe and com pare the civil rights and equal rights m ovem ents of various groups in Texas in the 20th century and id entify key
lead ers in these m ovem ents, includ ing Jam es L. Farm er Jr., H ector P. Garcia, Oveta Culp H obby, Lynd on B. Johnson, the League of
United Latin Am erican Citizens (LULAC), Jane McCallum , and Lulu Belle Mad ison White
 id entify ind ivid uals, events, and issues d uring the ad m inistrations of Republic of Texas Presidents H ouston, Lam ar, and Jones ,
includ ing the Texas N avy, the Texas Rangers, Edw in W. Moore, Jack Coffee H ays, Chief Bow les, William Goyens, Mary Maverick,
José Antonio N avarro, the Córd ova Rebellion, the Council H ouse Fight, the Santa Fe Exped ition, public d ebt, and the roles of racial
and ethnic group s
 id entify the contributions of significant individ uals, includ ing Moses Austin, Stephen F. Austin, Erasm o Seguín, Martín De León,
and Green DeWitt, d uring the Mexican settlem ent of Texas
 id entify im portant ind ivid uals, events, and issues related to European exploration of Texas such as Al onso Álvarez d e Pineda, Álvar
N úñez Cabeza de Vaca and his w ritings, the search for gold , and the conflicting territorial claim s betw een France and Spain
 com pare the cultures of Am erican Ind ians in Texas prior to European colonization such as Gulf, Plains , Puebloan, and Southeastern
 evaluate the social, political, econom ic, and cultural contributions of individ uals and groups from various societies, past and present
 id entify and d escribe the influence of individ ual or group achievem ents on various histor ical or contem porary societies such as the
classical Greeks on governm ent and the Am erican Revolution on the French Revolution
 id entify the accom plishm ents of ind ivid uals and groups such as Jane Add am s, Susan B. Anthony, Dw ight Eisenhow er, Martin
Luther King, Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Pow ell, the Tuskegee Airm en, and the
442nd Regimental Com bat Team w ho have m ad e contributions to society in the areas of civil rights, w om en's rights, m i litary
actions, and politics
 id entify the accom plishm ents of notable individuals such as John Tow er, Scott Joplin, Aud ie Murphy, Cleto Rod ríguez, Stanley
Marcus, Bessie Colem an, Raul A. Gonzalez Jr., and other local notab le ind ivid uals
 com pare the w ays of life of Am erican Indian groups in Texas and N orth Am erica before European exploration
 d escribe the regions in w hich Am erican Ind ians lived and id entify Am erican Ind ian groups rem aining in Texas such as the Yslet a
Del Sur Pueblo, Alabam a-Coushatta, and Kickapoo
 id entify Am erican Ind ian groups in Texas and North Am erica before European exploration such as the Lipan Apache, Karankaw a,
Cad d o, and Jum ano
 explain the possible origins of Am erican Indian groups in Texas and N orth Am erica
 d escribe how individ uals, includ ing Daniel Boone, Christopher Colum bus, the Found ing Fathers, and Juan d e Onate, have
contributed to the expansion of existing com m unities or to the creation of new com m unities
 id entify ind ivid uals, includ ing Pierre-Charles L'Enfant, Benjam in Banneker, and Benjamin Franklin, w ho have helped to shape
com m unities
 d escribe how individ uals, events, and id eas have changed com m unities, past and present
 explain how people and events have influenced local com m unity history
Continued
September 2014
10
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.3
Prerequisite Skills/Links to TEKS Vertical Alignment







id entify historical figures such as Am elia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver w ho have
exhibited ind ivid ualism and inventiveness
id entify contributions of historical figures, includ ing Thurgood Marshall, Irm a Rangel, John H ancock, and Theod ore Roosevelt, w ho
have influenced the comm unity, state, and nation
com pare the sim ilarities and d ifferences am ong the lives and activities of historical figures and other ind ivid uals w ho have
influenced the com m unity, state, and nation
id entify historical figures such as Alexand er Graham Bell, Thom as Ed ison, Garrett Morgan, and Richard Allen, and other ind ivi d uals
w ho have exhibited ind ivid ualism and inventiveness
id entify contributions of historical figures, includ ing Sam H ouston, George Washington, Abraham Lincoln, and Martin Luther King
Jr., w ho have influenced the com m unity, state, and nation
id entify contributions of patriots and good citizens w ho have shaped the com m unity
id entify contributions of historical figur es, includ ing Stephen F. Austin, George Washington, Christopher Colum bus, and Jose
Antonio N avarro, w ho helped to shape the state and nation
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
11
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.4) History. The stud ent und erstand s significant political and
econom ic issues of the revolutionary era. The stud ent is expected to
(A) analyze causes of the Am erican Revolution, includ ing the
Proclam ation of 1763, the Intolerable Acts, the Stam p Act,
m ercantilism , lack of representation in Parliam ent, and British
econom ic policies follow ing the French and Indian War;
Read iness Stand ard
(B) explain the roles played by significant ind ivid uals d uring
the Am erican Revolution, includ ing Abigail Adam s, John
Ad am s, Wentw orth Chesw ell, Sam uel Ad am s, Mercy Otis
Warren, Jam es Arm istead , Benjam in Franklin, Bernard o d e
Gálvez, Crispus Attucks, King George III, H aym Salom on,
Patrick H enry, Thom as Jefferson, the Marquis d e Lafayette,
Thom as Paine, and George Washington; Supporting Stand ard
(C) explain the issues surround ing im portant events of the
Am erican Revolution, includ ing d eclaring ind epend ence;
w riting the Articles of Confed eration; fighting the battles of
Lexington, Concord , Saratoga, and Yorktow n; end uring the
w inter at Valley Forge; and signing the Treaty of Paris of 1783;
Read iness Stand ard
(D) analyze the issues of the Constitutional Convention of 1787,
includ ing the Great Comprom ise and the Three-Fifths
Com prom ise; Supporting Stand ard
(E) analyze the argum ents for and against ratification. Read iness
Stand ard
8.4
Recognizes im portant events, issues, and people relating to the
revolutionary era.
Prerequisite Skills/Links to TEKS Vertical Alignment
Establishment of the U.S. Constitution
 id entify the contributions of ind ivid uals, includ ing Jam es Mad ison, and others such as George Mason, Charles Pinckney, and Ro ger
Sherm an w ho helped create the U.S. Constitution
 id entify the issues that led to the creation of the U.S. Constitution, includ ing the w eaknesses of the Articles of Confederation
Continued
September 2014
12
Social Studies
8.4
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Historical Significance of Patriotic Celebrations and N ational Landmarks
 id entify and explain the significance of various com m unity, state, and national land m arks such as m onum ents and governm ent
build ings
 explain the significance of various com m unity, state, and national celebrations such as Veterans Day, Mem orial Day, Ind epe nd ence
Day, and Thanksgiving
 com pare the observance of holid ays and celebrations, past and present
 d escribe the origins of custom s, holid ays, and celebrations of the com m unity, state, and nation such as San Jacinto Day,
Ind epend ence Day, and Veterans' Day
 id entify custom s associated w ith national patriotic holid ays such as parades and firew orks on Ind epend ence Day
 explain the reasons for national patriotic holid ays such as Presid ents' Day, Vetera ns Day, and Ind epend ence Day
Individuals and Groups Shaping History
 d escribe and com pare the civil rights an d equal rights m ovem ents of various groups in Texas in the 20th century and id entify key
lead ers in these m ovem ents, includ ing Jam es L. Farm er Jr., H ector P. Garcia, Oveta Culp H obby, Lynd on B. Johnson, the League of
United Latin Am erican Citizens (LULAC), Jane McCallum , and Lulu Belle Mad ison White
 id entify ind ivid uals, events, and issues d uring the ad m inistrations of Republic of Texas Presidents H ouston, Lam ar, and Jones ,
includ ing the Texas N avy, the Texas Rangers, Edw in W. Moore, Jack Coffee H ays, Chief Bow les, William Goyens, Mary Maverick,
José Antonio N avarro, the Córd ova Rebellion, the Council H ouse Fight, the Santa Fe Exped ition, public d ebt, and the roles of racial
and ethnic groups
 id entify the contributions of significant individ uals, includ ing Moses Austin, Stephen F. Austin, Erasm o Seguín, Martín De León,
and Green DeWitt, d uring the Mexican settlem ent of Texas
 id entify im portant ind ivid uals, events, and issues related to European exploration of Texas such as Alonso Álvarez d e Pineda,
Álvar N úñez Cabeza d e Vaca and his w ritings, the search for gold , and the conflicting territorial claim s betw een France and Spain
 com pare the cultures of Am erican Ind ians in Texas prior to European colonization such as Gulf, Plains , Puebloan, and Southeastern
 evaluate the social, political, econom ic, and cultural contributions of individ uals and groups from various societies, past and present
 id entify and d escribe the influence of individ ual or group achievem ents on various historical or contem porary societies such as the
classical Greeks on governm ent and the Am erican Revolution on the French Re volution
 id entify the accom plishm ents of ind ivid uals and groups such as Jane Add am s, Susan B. Anthony, Dw ight Eisenhow er, Martin
Luther King, Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Pow ell, the Tuskegee Airm en, and the
442nd Regimental Com bat Team w ho have m ad e contributions to society in the areas of civil rights, w om en's rights, m i litary
actions, and politics
 id entify the accom plishm ents of notable individuals such as John Tow er, Scott Joplin, Aud ie Murphy, Cleto Rod ríguez, Stanley
Marcus, Bessie Colem an, Raul A. Gonzalez Jr., and other local notable ind ivid uals
 com pare the w ays of life of Am erican Indian groups in Texas and N orth Am erica before European exploration
 d escribe the regions in w hich Am erican Ind ians lived and id entify Am erican Ind ian groups rem aining in Texas such as the Yslet a
Del Sur Pueblo, Alabam a-Coushatta, and Kickapoo
Continued
September 2014
13
Social Studies
8.4
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

id entify Am erican Ind ian groups in Texas and North Am erica before European exploration such as the Lipan Apache, Karankaw a,
Cad d o, and Ju m ano
 explain the possible origins of Am erican Indian groups in Texas and N orth Am erica
 d escribe how individ uals, includ ing Daniel Boone, Christopher Colum bus, the Found ing Fathers, and Juan d e Onate, have
contributed to the expansion of existing com m unities or to the creation of new com m unities
 id entify ind ivid uals, includ ing Pierre-Charles L'Enfant, Ben jam in Banneker, and Benjamin Franklin, w ho have helped to
shape com m unities
 d escribe how individ uals, events, and id eas have changed com m unities, past and present
 explain how people and events have influenced local com m unity history
 id entify historical figures such as Am elia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver w ho have
exhibited ind ivid ualism and inventiveness
 id entify contributions of historical figures, includ ing Thurgood Marshall, Irm a Rangel, John H ancock, and Theo d ore Roosevelt, w ho
have influenced the comm unity, state, and nation
 com pare the sim ilarities and d ifferences am ong the lives and activities of historical figures and other ind ivid uals w ho have
influenced the com m unity, state, and nation
 id entify historical figures such as Alexand er Graham Bell, Thom as Ed ison, Garrett Morgan, and Richard Allen, and other ind ivid uals
w ho have exhibited ind ivid ualism and inventiveness
 id entify contributions of historical figures, includ ing Sam H ouston, George Washington, A braham Lincoln, and Martin Luther King
Jr., w ho have influenced the com m unity, state, and nation
 id entify contributions of patriots and good citizens w ho have shaped the com m unity
 id entify contributions of historical figures, includ ing Stephen F. Austin, George Washington, Christopher Colum bus, and Jose
Antonio N avarro, w ho helped to shape the state and nation
Exploration and Development of Communities, Past and Present
 d escribe the accom plishm ents of significant ind ivid uals d uring the colonial period , includ ing William Brad ford , Anne H utchinson,
William Penn, John Sm ith, John Wise, and Roger William s
 explain w hen, w here, and w hy groups of people explored , colonized , and settled in the United States, includ ing the search for
religious freed om and econom ic gain
 id entify the accom plishm ents and explain the econom ic m otivations and im pact of significant empresarios, includ ing Stephen F.
Austin and Martín d e León, on the settlem ent of Texas
 id entify Texas' role in the Mexican War of Ind epend ence and the w ar 's impact on the d evelopm ent of Texas
 explain w hen, w here, and w hy the Spanish established settlem ents and Catholic m issions in Texas as w ell as im portant individ u als
such as José d e Escand ón
 id entify the accom plishm ents and explain the im pact of significant explorers, includ ing Cabeza d e Vaca; Francisco Coronad o; and
René Robert Cavelier, Sieur d e la Salle, on the settlem ent of Texas
Continued
September 2014
14
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.4
Prerequisite Skills/Links to TEKS Vertical Alignment




sum m arize m otivations for European exploration and settlem ent of Texas, includ ing economic opportunity, com petition, and the
d esire for expansion
com pare w ays in w hich various other com m unities m eet their need s
id entify w ays in w hich people in the local com m unity and other com m unities m eet their need s for govern m ent, ed ucation,
com m unication, transportation, and recreation
id entify reasons people have form ed com m unities, includ ing a need for security, religious freed om , law , and m aterial w ell-being
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
15
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.5) History. The stud ent und erstand s the challenges confronted by
the governm ent and its lead ers in the early years of the republic and
the Age of Jackson. The stud ent is exp ected to
(A) d escribe m ajor d om estic problem s faced by the lead ers of the
new republic such as m aintaining national security, build ing a
m ilitary, creating a stable econom ic system , setting up the court
system , and d efining the authority of the central governm ent;
Read iness Stand ard
(B) sum m arize argum ents regard ing protective tariffs, taxation,
and the banking system ; Supporting Stand ard
(C) explain the origin and d evelopm ent of Am erican political
parties; Read iness Standard
(D) explain the causes, im p ortant events, and effects of the War
of 1812; Supporting Stand ard
(E) id entify the foreign policies of presid ents Washington
through Monroe and explain the im pact of Washington's
Farew ell Ad d ress and the Monroe Doctrine; Readiness Stand ard
(F) explain the im pact of the election of And rew Jackson,
includ ing expand ed suffrage; Supporting Standard
(G) analyze the reasons for the rem oval and resettlem ent of
Cherokee Ind ians d uring the Jacksonian era, includ ing the
Ind ian Rem oval Act, W orcester v. Georgia, and the Trail of Tears.
Supporting Stand ard
Recognizes im portant challenges faced by the country d uring its
early years.
8.5
Prerequisite Skills/Links to TEKS Vertical Alignment
Political Influences
 id entify significant events and concepts associated w ith U.S. territorial expansion, includ ing the Louisiana Purchase, the exped ition
of Lew is and Clark, and Manifest Destiny
 d escribe the causes an d effects of the War of 1812
 d escribe the im pact of the Civil War and Reconstruction on Texas
Continued
September 2014
16
Social Studies
8.5
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Economic Influences
 explain how ind ustry and the m echanization of agriculture chan ged the Am erican w ay of life
 id entify and explain how changes resulting from the Ind ustrial Revolution led to conflict am ong sections of the United States
 id entify the im pact of railroad s on life in Texas, includ ing changes to cities and m ajor ind ustries
 explain the grow th, d evelopm ent, and im pact of the cattle ind ustry, includ ing contributions m ad e by Charles Goodnight, Rich ard
King, and Lizzie Johnson
Social Influences
 id entify the challenges, opportunities, and contributions of people from various Am erican Ind ian and im m igrant groups
 id entify the causes of the Civil War, includ ing sectionalism , states’ rights, and slavery , and the effects of the Civil War, includ ing
Reconstruction and the 13th, 14th, and 15th am end m ents to the U.S. Constitution
 id entify reasons people m oved w est
 exam ine the effects upon Am erican Ind ian life resulting from changes in Texas, includ ing the Red River War, building of U.S. forts
and railroad s, and loss of buffalo
Individuals and Groups Shaping History
 d escribe and com pare the civil rights and equal rights m ovem ents of various groups in Texas in the 20th century and id entify key
lead ers in these m ovem ents, includ ing Jam es L. Farm er Jr., H ector P. Garcia, Oveta Culp H obby, Lynd on B. Johnson, the League of
United Latin Am erican Citizens (LULAC), Jane McCallum , and Lulu Belle Mad ison White
 id entify ind ivid uals, events, and issues d uring the ad m in istrations of Republic of Texas Presidents H ouston, Lam ar, and Jones,
includ ing the Texas N avy, the Texas Rangers, Edw in W. Moore, Jack Coffee H ays, Chief Bow les, William Goyens, Mary Maverick,
José Antonio N avarro, the Córd ova Rebellion, the Council H ouse Fight, the Santa Fe Exped ition, public d ebt, and the roles of racial
and ethnic groups
 id entify the contributions of significant individ uals, includ ing Moses Austin, Stephen F. Austin, Erasm o Seguín, Martín De Le ón,
and Green DeWitt, d uring the Mexican settlem ent of Texas
 id entify im portant ind ivid uals, events, and issues related to European exploration of Texas such as Alonso Álvarez d e Pineda,
Álvar N úñez Cabeza d e Vaca and his w ritings, the search for gold , and the conflicting territorial claim s betw e en France and Spain
 com pare the cultures of Am erican Ind ians in Texas prior to European colonization such as Gulf, Plains , Puebloan, and Southeastern
 evaluate the social, political, econom ic, and cultural contributions of individ uals and groups from vari ous societies, past and present
 id entify and d escribe the influence of individ ual or group achievem ents on various historical or contem porary societies such as the
classical Greeks on governm ent and the Am erican Revolution on the French Revolution
 id entify the accom plishm ents of ind ivid uals and groups such as Jane Add am s, Susan B. Anthony, Dw ight Eisenhow er, Martin
Luther King, Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Pow ell, the Tuskegee Airm en, and the
442nd Regimental Com bat Team w ho have m ad e contributions to society in the areas of civil rights, w om en's rights, m i litary
actions, and politics
Continued
September 2014
17
Social Studies
8.5
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment


com pare the w ays of life of Am erican Indian groups in Texas and N orth Am erica before European exploration
d escribe the regions in w hich Am erican Ind ians lived and id entify Am erican Ind ian groups rem aining in Texas such as the Yslet a
Del Sur Pueblo, Alabam a-Coushatta, and Kickapoo
 id entify Am erican Ind ian groups in Texas and North Am erica before European exploration such as the Lipan Apache, Karankaw a,
Cad d o, and Jum ano
 explain the possible origins of Am erican Indian groups in Texas and N orth Am erica
 d escribe how individ uals, includ ing Daniel Boone, Christopher Colum bus, the Found ing Fathers, and Juan d e Onate, have
contributed to the expansion of existing com m unities or to the creation of new com m unities
 id entify ind ivid uals, includ ing Pierre-Charles L'Enfant, Benjam in Banneker, and Benjamin Franklin, w ho have helped to shape
com m unities
 d escribe how individ uals, events, and id eas have changed com m unities, past and present
 explain how people and events have influenced local com m unity history
 id entify historical figures such as Am elia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver w ho have
exhibited ind ivid ualism and inventiveness
 id entify contributions of historical figures, includ ing Thurgood Marshall, Irm a Rangel, John H ancock, and Theod ore Roosevelt, w ho
have influenced the comm unity, state, and nation
 com pare the sim ilarities and d ifferences am ong the lives and activities of historical figures and other ind ivid uals w ho have
influenced the com m unity, state, and nation
 id entify historical figures such as Alexand er Graham Bell, Thom as Ed ison, Garrett Morgan, and Richard Allen, and other ind ivid uals
w ho have exhibited ind ivid ualism and inventiveness
 id entify contributions of historical figures, includ ing Sam H ouston, George Washington, Abraham Lincoln, and Martin Luther Ki ng
Jr., w ho have influenced the com m unity, state, and nation
 id entify contributions of patriots and good citizens w ho have shaped the com m unity
 id entify contributions of historical figures, includ ing Stephen F. Austin, George Washington, Christopher Colum bus, and Jose
Antonio N avarro, w ho helped to shape the state and nation
Issues and Events Shaping History
 analyze the political, econom ic, and social im pact of m ajor events in the latter half of the 20th and early 21st centuries su ch as
m ajor conflicts, the em ergence of a tw o-party system , political and economic controversies, im m igration, and migration
 analyze the political, econom ic, and social im pact of m ajor events, includ ing World War I, the Great Depression, and World
War II, on the history of Texas
 d escribe and com pare the im pact of the Progressive and other reform m ovem ents in Texas in the 19th and 20th centuries such as
the Populists, w om en's suffrage, agrarian groups, labor unions, and the evangelical m ovem ent of the late 20th century
 d efine and trace the im p act of "boom -and -bust" cycles of lead ing Texas ind ustries throughout the 20th and early 21st centuries
such as farm ing, oil and gas prod uction, cotton, ranching, real estate, banking, and com puter technology
Continued
September 2014
18
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.5
Prerequisite Skills/Links to TEKS Vertical Alignment














explain the political, econom ic, and social im pact of the oil ind ustry on the ind ustrialization of Texas
explain the political, econom ic, and social im pact of the agricultural ind ustry and the d evelopm ent of West Texas resulting f rom
the close of the frontier
id entify significant ind ivid uals, events, and issues from Reconstruction through the beginning of the 20th century, includ ing the
effects of the grow th of railroad s and the contributions of James H ogg
id entify significant ind ivid uals, events, and issues from Reconstruction through the beginning of the 20th century, includ ing the
d evelopm ent of the cattle ind ustry from its Spanish beginnings and the myths and realities of the cow boy w ay of life
id entify significant ind ivid uals, events, and issues from Reconstruction through the beginning of the 20th century, includ ing the
factors lead ing to the expansion of the Texas frontier, the effects of w estw ard expansion on Am erican Ind ians, the buffalo so ld iers,
and Quanah Parker
id entify ind ivid uals, events, and issues d uring early Texas statehood , includ ing the U.S.-Mexican War, the Treaty of GuadalupeH id algo, population grow th, and the Com prom ise of 1850
analyze the causes of and events lead ing to Texas annexation
contrast Spanish, Mexican, and Anglo purposes for and m ethod s of settlem ent in Texas
id entify the ind ivid uals, issues, and events related to Mexico becom ing an ind epend ent nation and its im pact on Texas, includ ing
Texas involvem ent in the fight for ind epend ence, José Gutiérrez d e Lara, the Battle of Med ina, the Mexican fed eral Constitution of
1824, the m erger of Texas and Coahuila as a state, the State Colonizat ion Law of 1825, and slavery
id entify im portant events and issues related to European colonization of Texas, includ ing th e establishm ent of Catholic missions,
tow ns, and ranches, and ind ivid uals such as Fray Dam ián Massanet, José de Escand ón, Antonio Margil d e Jesús, and Francisco
H id algo
analyze various issues and events of the 21st century such as the War on Terror and th e 2008 presidential election
analyze various issues and events of the 20th century such as ind ustrialization, urbanization, increased use of oil and gas, the
Great Depression, the w orld w ars, the civil rights m ovem ent, and military actions
explain the d evelopm ent and im pact of the oil and gas ind ustry upon industrialization and urbanization in Texas, includ ing
im portant places and people such as Spin dletop and Pattillo H iggins
id entify the im pact of various issues and events on life in Texas such as urba nization, increased use of oil and gas, the Great
Depression, the Dust Bow l, and World War II
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
19
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.6) History. The stud ent und erstand s w estw ard expansion and its
effects on the political, econom ic, and social d evelopm ent of the
nation. The stud ent is expected to
(A) explain how the N orthw est Ord inance established
principles and proced ures for ord erly expansion of the United
States; Read iness Stand ard
(B) explain the political, econom ic, and social roots of Manifest
Destiny; Read iness Stand ard
(C) analyze the relationship betw een the concept of Manifest
Destiny and the w estw ard grow th of the nation; Supporting
Stand ard
(D) explain the causes and effects of the U.S.-Mexican War and
their im pact on the United States; Read iness Stand ard
(E) id entify areas that w ere acquired to form the United States,
includ ing the Louisiana Purchase. Supporting Stand ard
8.6
Recognizes w estw ard expansion of the United States and
its effects on the d evelopm ent of the nation.
Prerequisite Skills/Links to TEKS Vertical Alignment
Political Influences
 id entify significant events and concepts associated w ith U.S. territorial expansion, includ ing the Louisiana Purchase, the exped ition
of Lew is and Clark, and Manifest Destiny
 d escribe the causes an d effects of the War of 1812
 d escribe the im pact of the Civil War and Reconstruction on Texas
Economic Influences
 explain how ind ustry and the m echanization of agriculture chan ged the Am erican w ay of life
 id entify and explain how changes resulting from the Ind ustrial Revolution led to conflict am ong sections of the United States
 id entify the im pact of railroad s on life in Texas, includ ing ch anges to cities and m ajor ind ustries
 explain the grow th, d evelopm ent, and im pact of the cattle ind ustry, includ ing contributions m ad e by Charles Goodnight, Richar d
King, and Lizzie Johnson
Social Influences
 id entify the challenges, opportunities, and con tributions of people from various Am erican Ind ian and im m igrant groups
Continued
September 2014
20
Social Studies
8.6
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

id entify the causes of the Civil War, includ ing sectionalism , states’ rights, and slavery, and the effects of the Civil Wa r, includ ing
Reconstruction and the 13th, 14th, and 15th am end m ents to the U.S. Constitution
 id entify reasons people m oved w est
 exam ine the effects upon Am erican Ind ian life resulting from changes in Texas, includ ing the Red River War, building of U.S. forts
and railroad s, and loss of buffalo
Individuals and Groups Shaping History
 d escribe and com pare the civil rights and equal rights m ovem ents of various groups in Texas in the 20th century and id entify key
lead ers in these m ovem ents, includ ing Jam es L. Farm er Jr., H ector P. Garcia, Oveta Culp H obby, Lynd on B. Johnson, the League of
United Latin Am erican Citizens (LULAC), Jane McCallum , and Lulu Belle Mad ison White
 id entify ind ivid uals, events, and issues d uring the ad m inistrations of Republic of Texas P residents H ouston, Lam ar, and Jones,
includ ing the Texas N avy, the Texas Rangers, Edw in W. Moore, Jack Coffee H ays, Chief Bow les, William Goyens, Mary Maverick,
José Antonio N avarro, the Córd ova Rebellion, the Council H ouse Fight, the Santa Fe Exped ition, public d ebt, and the roles of racial
and ethnic groups
 id entify the contributions of significant individ uals, includ ing Moses Austin, Stephen F. Austin, Erasm o Seguín, Martín De Le ón, and
Green DeWitt, d uring the Mexican settlem ent of Texas
 id entify im portant ind ivid uals, events, and issues related to European exploration of Texas such as Alonso Álvarez d e Pineda,
Álvar N úñez Cabeza d e Vaca and his w ritings, the search for gold , and the conflicting territorial claim s betw een France and Spain
 com pare the cultures of Am erican Ind ians in Texas prior to European colonization such as Gulf, Plains , Puebloan, and Southeastern
 evaluate the social, political, econom ic, and cultural contributions of individ uals and groups from various societies, past and present
 id entify and d escribe the influence of individ ual or group achievem ents on various historical or contem porary societies such as the
classical Greeks on governm ent and the Am erican Revolution on the French Revolution
 id entify the accom plishm ents of ind ivid uals and groups such as Jane Add am s, Susan B. Anthony, Dw ight Eisenhow er, Martin
Luther King, Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Pow ell, the Tuskegee Airm en, and the
442nd Regimental Com bat Team w ho have m ad e contributions to society in the areas of civil rights, w om en's rights, m ilitary
actions, and politics
 id entify the accom plishm ents of notable individuals such as John Tow er, Scott Joplin, Aud ie Murphy, Cleto Rod ríguez, Stanley
Marcus, Bessie Colem an, Raul A. Gon zalez Jr., and other local notable ind ivid uals
 com pare the w ays of life of Am erican Indian groups in Texas and N orth Am erica before European exploration
 d escribe the regions in w hich Am erican Ind ians lived and id entify Am erican Ind ian groups rem aining in Texas such as the Ysleta Del
Sur Pueblo, Alabam a-Coushatta, and Kickapoo
 id entify Am erican Ind ian groups in Texas and North Am erica before European exploration such as the Lipan Apache, Karankaw a,
Cad d o, and Jum ano
 explain the possible origins of Am erican Indian groups in Texas and N orth Am erica
Continued
September 2014
21
Social Studies
8.6
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

d escribe how individ uals, includ ing Daniel Boone, Christopher Colum bus, the Found ing Fathers, and Juan d e Onate, have
contributed to the expansion of existing com m unities or to the creation of new com m unities
 id entify ind ivid uals, includ ing Pierre-Charles L'Enfant, Benjam in Banneker, and Benjamin Franklin, w ho have helped to shape
com m unities
 d escribe how individ uals, events, and id eas have changed com m unities, past and present
 explain how people and events have influenced local com m unity history
 id entify historical figures such as Am elia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver w ho have
exhibited ind ivid ualism and inventiveness
 id entify contributions of historical figures, includ ing Thurgood Marshall, Irm a Rangel, John H ancock, and Theod ore Roosevelt, w ho
have influenced the comm unity, state, and nation
 com pare the sim ilarities and d ifferences am ong the lives and activities of historical figures and other ind ivid uals w ho have
influenced the com m unity, state, and nation
 id entify historical figures such as Alexand er Graham Bell, Thom as Ed ison, Garrett Morgan, and Richard Allen, and other ind ivi d uals
w ho have exhibited ind ivid ualism and inventiveness
 id entify contributions of historical figures, includ ing Sam H ouston, George Washington, Abraham Lincoln, and Martin Luther Ki ng
Jr., w ho have influenced the com m unity, state, and nation
 id entify contributions of patriots an d good citizens w ho have shaped the com m unity
 id entify contributions of historical figures, includ ing Stephen F. Austin, George Washington, Christopher Colum bus, and Jose
Antonio N avarro, w ho helped to shape the state and nation
Issues and Events Shaping History
 analyze the political, econom ic, and social im pact of m ajor events in the latter half of the 20th and early 21st centuries su ch as
m ajor conflicts, the em ergence of a tw o-party system , political and economic controversies, im m igration, and migration
 analyze the political, econom ic, and social im pact of m ajor events, includ ing World War I, the Great Depression, and World
War II, on the history of Texas
 d escribe and com pare the im pact of the Progressive and other reform m ovem ents in Texas in the 19th and 20th centuries such as
the Populists, w om en's suffrage, agrarian groups, labor unions, and the evangelical m ovem ent of the late 20th century
 d efine and trace the im pact of "boom -and -bust" cycles of lead ing Texas ind ustries throughout the 20th and early 21st centuries
such as farm ing, oil and gas prod uction, cotton, ranching, real estate, banking, and com puter technology
 explain the political, econom ic, and social im pact of the oil ind ustry on the ind ustrialization of Texas
 explain the political, econom ic, and social im pact of the agricultural ind ustry and the d evelopm ent of West Texas resulting fr om
the close of the frontier
 id entify significant ind ivid uals, events, and issues from Reconstruction through the beginning of the 20th century, includ i ng the
effects of the grow th of railroad s and the contributions of James H ogg
Continued
September 2014
22
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.6
Prerequisite Skills/Links to TEKS Vertical Alignment











id entify significant ind ivid uals, events, and issues from Reconstruction through the beginning of the 20th century, includ ing the
d evelopm ent of the cattle ind ustry from its Spanish beginnings and the myths and realities of the cow boy w ay of life
id entify significant ind ivid uals, events, and issues from Reconstruction through the beginning of the 20th century, includ i ng the
factors lead ing to the expansion of the Texas frontier, the effects of w estw ard expansion on Am erican Ind ians, the buffalo sold iers,
and Quanah Parker
id entify ind ivid uals, events, and issues d uring early Texas statehood , includ ing the U.S.-Mexican War, the Treaty of GuadalupeH id algo, population grow th, and the Com prom ise of 1850
analyze the causes of and events lead ing to Texas annexation
contrast Spanish, Mexican, and Anglo purposes for and m ethod s of settlem ent in Texas
id entify the ind ivid uals, issues, and events related to Mexico becom ing an ind epend ent nation and its im pact on Texas, includ ing
Texas involvem ent in the fight for ind epend ence, José Gutiérrez d e Lara, the Battle of Med ina, the Mexican fed eral Constituti on of
1824, the m erger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery
id entify im portant events and issues related to European colonization of Texas, includ ing the establishm ent of Catholic
m issions, tow ns, and ranches, and ind ivid uals such as Fray Damián Massanet, José d e Escand ón, Antonio Margil d e Jesús,
and Francisco H id algo
analyze various issues and events of the 21st century such as the War on Terror and th e 2008 presidential election
analyze various issues and events of the 20th centur y such as ind ustrialization, urbanization, increased use of oil and gas, the
Great Depression, the w orld w ars, the civil rights m ovem ent, and military actions
explain the d evelopm ent and im pact of the oil and gas ind ustry upon industrialization and urbanization in Texas, includ ing
im portant places and people such as Spin dletop and Pattillo H iggins
id entify the im pact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Gre at
Depression, the Dust Bow l, and World War II
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
23
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.7) History. The stud ent und erstand s how political, econom ic, and
social factors led to the grow th of sectionalism and the Civil War. The
stud ent is expected to
(A) analyze the im pact of tariff policies on sections of the United
States before the Civil War; Supporting Stand ard
(B) com pare the effects of political, econom ic, and social factors
on slaves and free blacks; Supporting Stand ard
(C) analyze the im pact of slavery on d ifferent sections of the
United States; Read iness Stand ard
(D) id entify the provisions and com pare the effects of
congressional conflicts and com prom ises prior to the Civil War ,
includ ing the roles of John Quincy Adam s, John C. Calhoun,
H enry Clay, and Daniel Webster. Supporting Stand ard
8.7
Recognizes the causes of U.S. sectional conflict that led to the
Civil War.
Prerequisite Skills/Links to TEKS Vertical Alignment
Political Influences
 id entify significant events and concepts associated w ith U.S. territorial expansion, includ ing the Louisiana Purchase, the ex ped ition
of Lew is and Clark, and Manifest Destiny
 d escribe the causes an d effects of the War of 1812
 d escribe the im pact of the Civil War and Reconstruction on Texas
Economic Influences
 explain how ind ustry and the m echanization of agriculture chan ged the Am erican w ay of life
 id entify and explain how changes resulting from the Ind ustrial Revolution led to conflict am ong sections of the United States
 id entify the im pact of railroad s on life in Texas, includ ing changes to cities and m ajor ind ustries
 explain the grow th, d evelopm ent, and im pact of the cattle ind ustry, includ ing contributions m ad e by Charles Goodni ght, Richard
King, and Lizzie Johnson
Social Influences
 id entify the challenges, opportunities, and contributions of people from various Am erican Ind ian and im m igrant groups
 id entify the causes of the Civil War, includ ing sectionalism , states’ rights, an d slavery, and the effects of the Civil War, includ ing
Reconstruction and the 13th, 14th, and 15th am end m ents to the U.S. Constitution
Continued
September 2014
24
Social Studies
8.7
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment


id entify reasons people m oved w est
exam ine the effects up on Am erican Ind ian life resulting from changes in Texas, includ ing the Red River War, building of U.S. forts
and railroad s, and loss of buffalo
Events Prior and During M ilitary and Diplomatic Conflicts
 explain reasons for the involvem ent of Texas in the Civil War such as states' rights, slavery, sectionalism , and tariffs
 trace the developm ent of events that led to the Texas Revolution, includ ing the Fred onian Rebellion, the Mier y Terán Report, the
Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin
 id entify and analyze the causes and effects of events prior to and d uring the Am erican Revolution, includ ing the French and I nd ian
War and the Boston Tea Party
Historical Significance of Patriotic Celebrations and N ational Landmarks
 id entify and explain the significance of various com m unity, state, and national land m arks such as m onum e nts and
governm ent buildings
 explain the significance of various com m unity, state, and national celebrations such as Veterans Day, Mem orial D ay, Ind epend ence
Day, and Thanksgiving
 com pare the observance of holid ays and celebrations, past and present
 d escribe the origins of custom s, holid ays, and celebrations of the com m unity, state, and nation such as San Jacinto Day,
Ind epend ence Day, and Veterans' Day
 id entify custom s associated w ith national patriotic holid ays such as parades and firew orks on Ind epend ence Day
 explain the reasons for national patriotic holid ays such as Presid ents' Day, Vetera ns Day, and Ind epend ence Day
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
25
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.8) History. The stud ent und erstand s ind ivid uals, issues, and
events of the Civil War. The stud ent is expected to
(A) explain the roles played by significant ind ivid uals d uring
the Civil War, includ ing Jefferson Davis, Ulysses S. Grant,
Robert E. Lee, and Abraham Lincoln, and heroes such as
congressional Med al of H onor recipients William Carney and
Philip Bazaar; Supporting Stand ard
(B) explain the causes of the Civil War, includ ing sectionalism ,
states' rights, and slavery, and significant events of the Civil
War, includ ing the firing on Fort Sum ter; the battles of
Antietam , Gettysburg, and Vicksburg; the announcem ent of the
Emancipation Proclam ation; Lee's surrend er at Appom attox
Court H ouse; and the assassination of Abraham Lincoln;
Read iness Stand ard
(C) analyze Abraham Lincoln's id eas about liberty, equality,
union, and governm ent as contained in his first and second
inaugural ad d resses and the Gettysburg Ad d ress and contrast
them w ith the id eas contained in Jefferson Davis's inaugural
ad d ress. Supporting Stand ard
8.8
Recognizes im portant people, issues, and events relating to the
Civil War.
Prerequisite Skills/Links to TEKS Vertical Alignment
Events Prior and During M ilitary and Diplomatic Conflicts
 explain reasons for the involvem ent of Texas in the Civil War such as states' rights, slavery, sectionalism , and tariffs
 trace the developm ent of events that led to the Texas Revolution, includ ing the Fred onian Rebellion, the Mier y Terán Report, the
Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin
 id entify and analyze the causes and effects of events prior to and d uring the Am erican Revolution, includ ing the French and Ind ian
War and the Boston Tea Party
Individual Contributions During W artime
 id entify significant ind ivid uals and events concerning Texas and the Civil War such as John Bell H ood , John Reagan, Francis
Lubbock, Thom as Green, John Magrud er and the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch
Continued
September 2014
26
Social Studies
8.8
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

explain the issues surround ing significant events of the Texas Revolution, includ ing the Battle of Gonzales, William B. Travis's
letter "To the People of Texas and All Am ericans in the World ," the siege of the Alam o and all the heroic d efend ers w ho gave their
lives there, the Constitutional Convention of 1836, Fannin's surrend er at Goliad , and the Battle of San Jacinto
 explain the roles played by significant ind ivid uals d uring the Texas Revolution, includ ing George Child ress, Lorenzo d e Zaval a,
Jam es Fannin, Sam H ouston, Antonio López de Santa Anna, Juan N . Seguín, and William B. Travis
 id entify the Founding Fathers and Patriot heroes, includ ing John Ad am s, Sam uel Ad am s, Benjam in Franklin, N athan H ale, Thom as
Jefferson, the Sons of Liberty, and George Washington, and their m otivations and contributions d ur ing the revolutionary period
 id entify lead ers im portant to the found ing of Texas as a republic and state, includ ing José Antonio N avarro, Sam H ouston,
Mirabeau Lam ar, and Anson Jones
 sum m arize the significant contributions of ind ividuals such as Texians William B. Travis, Jam es Bow ie, Da vid Crockett, George
Child ress, and Sid ney Sherm an; Tejanos Juan Antonio Pad illa, Carlos Espalier, Juan N . Seguín, Plácid o Benavid es, and José
Francisco Ruiz; Mexicans Antonio López d e Santa Anna and Vicente Filisola; and non -combatants Susanna Dickinson and
Enrique Esparza
Effects of M ilitary and Diplomatic Conflicts
 analyze the political, econom ic, and social effects of the Civil War and Reconstruction in Texas
 explain how the establishm ent of the Republic of Texas brought civil, political, and religiou s freed om to Texas
 sum m arize the results of the Am erican Revolution, includ ing the establishm ent of the United States and the d ev elopm ent of the
U.S. m ilitary
 explain the events that led to the annexation of Texas to the United States, includ ing the im pact of the U.S.-Mexican War
 d escribe the successes, problem s, and organizations of the Republic of Texas such as the establishment of a constitution, eco nom ic
struggles, relations w ith Am erican In d ians, and the Texas Rangers
 analyze the causes, major even ts, and effects of the Texas Revolution, includ ing the Battle of the Alam o, the Texas Declaration of
Ind ependence, the Runaw ay Scrape, and the Battle of San Jacinto
Historical Significance of Patriotic Celebrations and N ational Landmarks
 id entify and explain the significance of various com m unity, state, and national land m arks such as m onum e nts and governm ent
build ings
 explain the significance of various com m unity, state, and national celebrations such as Veterans Day, Mem orial Day, Ind epe nd ence
Day, and Thanksgiving
 com pare the observance of holid ays and celebrations, past and present
 d escribe the origins of custom s, holid ays, and celebrations of the com m unity, state, and nation such as San Jacinto Day,
Ind epend ence Day, and Veterans' Day
 id entify custom s associated w ith national patriotic holid ays such as parades and firew orks on Ind epend ence Day
 explain the reasons for national patriotic holid ays such as Presid ents' Day, Vetera ns Day, and Ind epend ence Day
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
27
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.9) History. The stud ent und erstand s the effects of Reconstruction
on the political, economic, and social life of the nation. The stud ent is
expected to
(A) evaluate legislative reform program s of the Rad ical
Reconstruction Congress and reconstructed state governm ents;
Supporting Stand ard
(B) evaluate the im pact of the election of H iram Rhod es Revels;
Supporting Stand ard
(C) explain the economic, political, and social problem s d uring
Reconstruction and evaluate their im pact on d ifferent groups;
Read iness Stand ard
(D) id entify the effects of legislative acts such as the H om estead
Act, the Daw es Act, and the Morrill Act. Supporting Stand ard
8.9
Recognizes the effects of Reconstruction on the United States.
Prerequisite Skills/Links to TEKS Vertical Alignment
Political Influences
 id entify significant events and concepts associated w ith U.S. territorial expansion, includ ing the Louisiana Purchase, the e xped ition
of Lew is and Clark, and Manifest Destiny
 d escribe the causes an d effects of the War of 1812
 d escribe the im pact of the Civil War and Reconstruction on Texas
Economic Influences
 explain how ind ustry and the m echanization of agriculture chan ged the Am erican w ay of life
 id entify and explain how changes resulting from the Ind ustrial Revolution led to conflict am ong sections of the United States
 id entify the im pact of railroad s on life in Texas, includ ing changes to cities and m ajor ind ustries
 explain the grow th, d evelopm ent, and im pact of the cattle ind ustry, includ ing contributions m ad e by Charles Goodnight, Rich ard
King, and Lizzie Johnson
Social Influences
 id entify the challenges, opportunities, and contributions of people from various Am erican Ind ian and im m igrant groups
 id entify the causes of the Civil War, includ ing sectionalism , states’ rights, and slavery, and the effects of the Civil War, includ ing
Reconstruction and the 13th, 14th, and 15th am end m ents to the U.S. Constitution
Continued
September 2014
28
Social Studies
8.9
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment


id entify reasons people m oved w est
exam ine the effects upon Am erican Ind ian life resulting from changes in Texas, includ ing the Red River War, building of U.S. forts
and railroad s, and loss of buffalo
Effects of M ilitary and Diplomatic Conflicts
 analyze the political, econom ic, and social effects of the Civil War and Reconstruction in Texas
 explain how the establishm ent of the Republic of Texas brought civil, political, and religious freed om to Texas
 sum m arize the results of the Am erican Revolution, includ ing the establishm ent of the United States and the d evelopm ent of the
U.S. m ilitary
 explain the events that led to the annexation of Texas to the United States, includ ing the im pact of the U.S.-Mexican War
 d escribe the successes, problem s, and organizations of the Republic of Texas such as the establishment of a constitution, eco nom ic
struggles, relations w ith Am erican In d ians, and the Texas Rangers
 analyze the causes, major events, and effects of the Texas Revolution, includ ing the Battle of the Alam o, the Texas Declaration of
Ind ependence, the Runaw ay Scrape, and the Battle of San Jacinto
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
29
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and
cultural influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.10) Geography. The stud ent und erstand s the location and
characteristics of places and regions of the United States, past and
present. The stud ent is expected to
(A) locate places and regions of im portance in the United States
d uring the 17th, 18th, and 19th centuries; Supporting Stand ard
(B) com pare places and regions of the United States in term s of
physical and hum an characteristics; Read iness Stand ard
(C) analyze the effects of physical and hum an geographic factors
on m ajor historical and contem porary events in the United States.
Read iness Stand ard
8.10
Recognizes the physical characteristics of the United States and
the effects of these on historical and contem porary events.
Prerequisite Skills/Links to TEKS Vertical Alignment
Characteristics of Places and Regions
 analyze the effects of physical and hum an factors such as climate, w eather, landform s, irrigation, transportation, and com mun ication
on m ajor events in Texas
 com pare places and regions of Texas in term s of physical an d hum an characteristics
 locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of im portance in T exas
d uring the 19th, 20th, and 21st centuries such as m ajor cities, rivers, natural and historic land m arks, political and cultural regions,
and local points of interest
 locate on a m ap im portant physical features such as the Rocky Mountains, Mississippi River, and Great Plains
 locate on a m ap im portant political features such as the ten largest urban areas in the United States, the 50 states and their capitals,
and regions such as the N ortheast, the Mid w est, and the Southw est
 d escribe a variety of regions in the United States such as landform , clim ate, and vegetation regions that result from physical
characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains
 d escribe a variety of regions in the United States such as political, population, and econom ic regions that result from patterns of
hum an activity
 com pare the geographic regions of Texas (Mountains and Basins, Great Plains, N orth Central Plains, Coastal Plains) w ith regio ns of
the United States and other parts of the w orld
 id entify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, N orth Central Plains, Coastal
Plains), includ ing their land form s, clim ate, and vegetation
Continued
September 2014
30
Social Studies
8.10
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

d escribe a variety of regions in Texas and the United States such as political, population, and econom ic regions that result fro m
patterns of hum an activity
 exam ine inform ation from various sources about places and regions
 locate places of significance, includ ing the local com m unity, Texas, the state capital, the U.S. capital, m ajor cities in Texas, the coast
of Texas, Canad a, Mexico, and the United States on m aps and globes
 id entify m ajor land form s and bodies of w ater, includ ing each of the continents and each of th e oceans, on m aps and globes
 id entify and d escribe how the hum an characteristics of place such as shelter, clothing, food , and activities are ba sed upon
geographic location
 id entify exam ples of and uses for natural resources in the com m unity, state, and nation
 id entify and d escribe the physical characteristics of place such as land form s, bod ies of w ater, na tural resources, and w eather
 id entify how the hum an characteristics of place such as w ays of earning a living, shelter, clothing, food , and activities are based
upon geographic location
 id entify the physical characteristics of place such as land form s, bodies of w ater, na tural resources, and w eather
Geographic Location Using Tools
 analyze and interpret geographic d istributions and patterns in Texas d uring the 19th, 20th, and 21st centuries
 create and interpret them atic m aps, graphs, charts, m od els, and d atabases representing various aspects of Texas d uring the 19 th,
20th, and 21st centuries
 id entify the location of major w orld countries such as Canad a, Mexico, France, Germ any, the U nited Kingd om , Italy, Spain,
N orw ay, Sw ed en, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, Ind ia, Pakistan, the People’s Republic of Chi na,
the Republic of China (Taiw an), Japan, N orth and South Kor ea, Ind onesia, and Australia
 d raw sketch m aps that illustrate various places and regions
 id entify and locate m ajor physical and hum an geographic features such as landform s, w ater bod ies, and urban centers o f various
places and regions
 explain w ays in w hich hum an m igration influences the character of places and regions
 id entify and explain the geographic factors responsible for patterns of population in places and regions
 locate various contem porary societies on m aps and globes using latitud e and longitud e to d eterm ine absolute location
 create them atic m aps, graphs, charts, m od els, and d atabases d epicting aspects such as population, d isease, and econom ic activitie s
of various w orld regions and countries
 com pare various w orld regions and countries using d ata from geographic tools, includ ing m aps, graphs, charts, d atabases,
and m od els
 pose and answ er questions about geographic d istributions and patterns for various w orld regions and countries show n on m aps,
graphs, charts, m od els, and d atabases
 pose and answ er geographic questions, includ ing: Where is it located ? Why is it there? What is significant about its location? H ow is
its location related to the location of other people, places, and environm ents?
Continued
September 2014
31
Social Studies
8.10
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment




translate geographic d ata into a variety of form ats such as raw d ata to graphs and m aps
apply geographic tools, includ ing grid system s, legend s, symbols, scales, and com pass roses, to co nstruct and interpret m aps
translate geographic d ata, population distribution, and natural reso urces into a variety of form ats such as graphs and m aps
create and interpret m aps of places and regions that contain m ap elem ents, includ ing a title, com pass rose, le gend , scale, and grid
system
 id entify and use the compass rose, grid system , and sym bols to locate places on m aps and globes
 use a scale to d eterm ine the d istance betw een places on m aps and globes
 use card inal and interm ed iate d irections to locate places on m aps and globes such as the Rocky Mountains, the Mississippi Riv er,
and Austin, Texas in relation to the local com m unity
 create m aps to show places and routes w ithin the hom e, school, and com munity
 interpret inform ation on m aps and globes using basic m ap elem ents such as title, orientation (north, south, east , w est), and
legend/ m ap keys
 locate the com m unity, Texas, and the United States on m aps and globes
 create and use sim ple maps such as m aps of the hom e, classroom , school, and com m unity
 d escribe the location of self and objects relative to other locations in the classroom and school
 locate places using the four card inal directions
 id entify tools that aid in d eterm ining location, includ ing m aps and globes
 locate places on the school cam pus and d escribe their relative locations
 use term s, includ ing over, und er, near, far, left, an d right, to d escribe relative location
Geography skills
 id entify and create comm on features in his/ her im m ed iate environm ent
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
32
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and
cultural influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.11) Geography. The stud ent und erstand s the physical
characteristics of N orth Am erica and how hum ans ad apted to and
m od ified the environm ent through the m id -19th century. The
stud ent is expected to
(A) analyze how physical characteristics of the environm ent
influenced population d istribution, settlem ent patterns, and
econom ic activities in the United States d uring the 17th, 18th,
and 19th centuries; Readiness Stand ard
(B) d escribe the positive and negative consequences of
hum an m odification of the physical environment of the
United States; Supporting Stand ard
(C) d escribe how different im m igrant groups interacted w ith
the environm ent in the United States d uring the 17th, 18th,
and 19th centuries. Supporting Stand ard
8.11
Recognizes the physical characteristics of N orth Am erica and how
hum ans ad apted to and m od ified the environm ent.
Prerequisite Skills/Links to TEKS Vertical Alignment
Relationship between People and Physical Environment
 explain w ays in w hich geographic factors such as the Galveston H urricane of 1900, the Dust Bow l, lim ited w ater resources, and
alternative energy sources have affected the political, economic, and social d evelopm ent of Texas
 id entify w ays in w hich Texans have ad apted to and m od ified the environm ent and analyze the positive and negative
consequences of the m odifications
 d escribe w ays in w hich technology influences hum an interactions w ith the environm ent such as hum ans bui lding d am s for
flood control
 id entify and analyze w ays people have m od ified the physical environm ent such as m ining, irrigation, and t ransportation
infrastructure
 id entify and analyze w ays people have ad apted to the physical environment in various places and regions
 analyze the positive and negative consequences of hum an m od ification of the environm ent in the United States , past and present
 d escribe how and w hy people have ad apted to and m od ified their environm ent in the United States, past and present, such as th e
use of hum an resources to m eet basic need s
Continued
September 2014
33
Social Studies
8.11
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

com pare the positive and negative consequences of hum an m od ification of the environm ent in Texas, past and present, both
governm ental and private, such as economic d evelop m ent and the im pact on habitats and w ild life as w ell as air and w ater quality
 id entify reasons w hy people have ad apted to and m od ified their environm ent in Texas, past and present, such as the use of nat ural
resources to m eet basic need s, facilitate transportation, and enhance recreational activities
 d escribe w ays people have ad apted to and m od ified their environm ent in Texas, past and present, such as tim ber clearing,
agricultural prod uction, w etland s d rainage, energy prod uction, and construction of dam s
 id entify and com pare the hum an characteristics of various regions
 d escribe the effects of hum an processes such as build ing new homes, conservation, and pollut ion in shaping the land scape
 d escribe the effects of physical processes such as volcanoes, hu rricanes, and earthquakes in shaping the land scape
 id entify and com pare how people in d ifferent com m unities ad apt to or mod ify the physical environm ent in w hich they live such as
d eserts, m ou ntains, w etland s, and plains
 d escribe and explain variations in the physical environm ent, includ ing clim ate, land form s, natural resources, and natural hazard s
 id entify w ays people can conserve and replenish natural resources
 id entify positive and negative consequences of hum an m od ification of the physical environm en t such as the use of irrigation
in im prove crop yield s
 id entify w ays in w hich people have m od ified the physical environm ent such as build ing road s, clearing land for urban
d evelopm ent and agricultural use, and d rilling for oil
Characteristics of Places and Regions
 analyze the effects of physical and hum an factors such as climate, w eather, landform s, irrigation, transportation, and com mun ication
on m ajor events in Texas
 com pare places and regions of Texas in term s of physical and hum an characteristics
 locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of im portance in Tex as
d uring the 19th, 20th, and 21st centuries such as m ajor cities, rivers, natural and historic land m arks, political and cultura l regions,
and local points of interest
 locate on a m ap im portant physical features such as the Rocky Mountains, Mississippi River, and Great Plains
 locate on a m ap im portant political features such as the ten largest urban areas in the United States, the 50 states and their capitals,
and regions such as the N ortheast, the Mid w est, and the Southw est
 d escribe a variety of regions in the United States such as landform , clim ate, and vegetation regions that result from physica l
characteristics such as the Great Plains, Rocky Mountains, and Coastal Plains
 d escribe a variety of regions in the United States such as political, population, and econom ic regions that result fro m patterns of
hum an activity
 com pare the geographic regions of Texas (Mountains and Basins, Great Plains, N orth Central Plains, Coastal Plains) w ith regions of
the United States and other parts of the w orld
Continued
September 2014
34
Social Studies
8.11
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

id entify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, N orth Central Plains, Coastal
Plains), includ ing their land form s, clim ate, and vegetation
 d escribe a variety of regions in Texas and the United States such as political, population, and econom ic regions that result from
patterns of hum an activity
 exam ine inform ation from various sources about places and region s
 locate places of significance, includ ing the local com m unity, Texas, the state capital, the U.S. capital, m ajor cities in Tex as, the
coast of Texas, Canad a, Mexico, and the United States on maps and globes
 id entify m ajor land form s and bodies of w ater, includ ing each of the continents and each of th e oceans, on m aps and globes
 id entify and d escribe how the hum an characteristics of place such as shelter, clothing, food , and a ctivities are based upon
geographic location
 id entify exam ples of and uses for natural resources in the com m unity, state, and nation
 id entify and d escribe the physical characteristics of place such as land form s, bod ies of w ater, na tural resources, and w eather
 id entify how the hum an characteristics of place such as w ays of earning a living, shelter, clothing, food , and activities are based
upon geographic location
 id entify the physical characteristics of place such as land form s, bodies of w ater, na tural resources, and w eather
Population and Settlement Patterns
 d escribe the structure of the population of Texas using d em ographic concepts such as grow th rate and age distribution
 analyze the effects of the changing population d istribution and grow th in Texa s d uring the 20th and 21st centuries and the
ad d itional need for ed ucation, health care, and transportation
 analyze how im migration and m igration to Texas in the 19th, 20th, and 21st centuries have influenced Texas
 analyze w hy im migrant groups cam e to Texas and w here they settled
 analyze the reasons for the location of cities in the United States, includ ing capital cities, and explain their d i stribution, past
and present
 explain the geographic factors that influence patterns of settlem ent and the d istribution of population in the United States, past and
present
 id entify and d escribe the types of settlem ent and patterns of land use in the United States
 explain the geographic factors such as land form s and clim ate that influence patterns of settlem ent and the d istribution of
population in Texas, past and present
 d escribe and explain the location and d istribution of various tow ns and cities in Texas , past and present
 id entify and explain clusters and patterns of settlem ent in Texas at different tim e perio d s such as prior to the Texas Revolution,
after the building of the railroad s, and follow ing World War II
 id entify the characteristics of d ifferent com m unities, includ ing urban, suburban, and rural, and how they affect activi ties and
settlem ent patterns
 explain how people d epend on the physical environm ent and natural r esources to m eet basic needs
Continued
September 2014
35
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.11
Prerequisite Skills/Links to TEKS Vertical Alignment


d escribe how natural resources and natural hazard s affect activities and settlem ent patterns
d escribe how w eather patterns and seasonal patterns affect activities and settlem ent patterns
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
36
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and
cultural influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.23) Culture. The stud ent und erstand s the relationships betw een
and am ong people from various groups, includ ing racial, ethnic, and
religious groups, d uring the 17th, 18th, and 19th centuries. The
stud ent is expected to
(A) id entify selected racial, ethnic, and religious groups that
settled in the United States and explain their reasons for
im m igration; Read iness Stand ard
(B) explain the relationship betw een urbanization and conflicts
resulting from d ifferences in religion, social class, and political
beliefs; Supporting Stand ard
(C) id entify w ays conflicts betw een people from various racial,
ethnic, and religious groups w ere resolved ; Supporting
Stand ard
(D) analyze the contributions of people of various racial, ethnic,
and religious groups to our national id entity; Supporting
Stand ard
(E) id entify the political, social, and econom ic contributions of
w om en to Am erican society. Supporting Stand ard
8.23
Recognizes the relationships am ong people from various
groups and their effects on Am erican society.
Prerequisite Skills/Links to TEKS Vertical Alignment
Cultural Diffusion
 id entify exam ples of positive and negative effects of cultural d iffusion
 id entify and d efine the im pact of cultural d iffusion on ind ivid uals and w orld societies
 evaluate the im pact of im proved com m unication technology am ong cultures
 id entify and d escribe factors that influence cultural change such as im proved com m unication, transportati on, and econom ic
d evelopm ent
 id entify and d escribe how culture traits such as trad e, travel, and w ar spread
Impact of Diversity
 id entify contributions to the arts by Texans such as Roy Bed ichek, Diane Gonzales Bertrand , J. Frank Dobie, Scott Joplin, Eli sabet
N ey, Am ad o Peña Jr., Walter Prescott Webb, and H orton Foote
Continued
September 2014
37
Social Studies
8.23
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

id entify exam ples of Spanish influence and the influence of other cultures on Texas such as place nam es, vocabulary, religion ,
architecture, food , and the arts
 d escribe how people from various racial, ethnic, and religious groups attem pt to m aintain their cultural heritage w hile ad apting to
the larger Texas culture
 explain how the diversity of Texas is reflected in a variety of cultural activities, ce lebrations, and perform ances
 id entify and explain exam ples of conflict and cooperation betw een and am ong cultures
 analyze the sim ilarities and d ifferences am ong various w orld societies
 analyze the experiences and evaluate the contributions of diverse groups to m ulticultural societies
 d efine a m ulticultural society and consid er both the positive and negative q ualities of m ulticulturalism
 id entify and d escribe com m on traits that d efine cultures
 d efine culture and the com m on traits that unify a culture region
 sum m arize the contributions of peop le of various racial, ethnic, and religious groups to our national id entity
 d escribe custom s and trad itions of various racial, ethnic, and religious groups in the United States
 id entify the sim ilarities and d ifferences w ithin and am ong various racial, et hnic, and religious groups in the United States
 sum m arize the contributions of people of various racial, ethnic, and religious groups in the developm ent of Texas such as Lyd ia
Mend oza, Chelo Silva, and Julius Lorenzo Cobb Bled soe
 id entify custom s, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco d e Mayo,
Oktoberfest, the Straw berry Festival, and Fiesta San Antonio
 id entify the sim ilarities and d ifferences am ong various racial, ethnic, and religious group s in Texas
 com pare ethnic and/ or cultural celebrations in the local com m unity w ith other com m unities
 explain the significance of various ethnic and / or cultural celebrations in the local com m unity and other com m unities
 com pare ethnic and/ or cultural celebrations
 id entify the significance of various ethnic and / or cultural celebrations
 explain the w ay folktales and legend s such as Aesop’s fables reflect beliefs, custom s, language, a nd trad itions of com m unities
 d escribe and explain the im portance of various beliefs, custom s, language, and trad itions of fam ilies and com m unities
 com pare fam ily custom s and trad itions
 d escribe and explain the im portance of fam ily custom s and traditions
 id entify sim ilarities and d ifferences am ong people such as m usic, clothing, and food
 id entify sim ilarities and d ifferences am ong people such as kinship, law s, and religion
Citizenship skills
 id entify sim ilarities am ong people like him self/ herself and classm ates as w ell as am ong him self/ herself and pe ople from
other cultures
Continued
September 2014
38
Social Studies
8.23
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
People, past and present skills
 id entify sim ilarities and d ifferences in characteristics of fam ilies
 id entify sim ilarities and d ifferences in characteristics of people
Social aw areness skills
 d em onstrate an understand ing that others have perspectives and feelings that are d ifferent from his/ her ow n
 d em onstrate an understand ing that others have specific characteristics
Self-concept skills
 show aw areness of areas of com petence and d escribe self positively in w hat he/ she is able to d o
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
39
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and
cultural influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.24) Culture. The stud ent und erstand s the m ajor reform m ovem ents
of the 19th century. The stud ent is expected to
(A) d escribe the historical d evelopm ent of the abolitionist
m ovem ent; Supporting Stand ard
(B) evaluate the im pact of reform m ovem ents, including
ed ucational reform , temperance, the w om en's rights m ovem ent,
prison reform , abolition, the labor reform m ovement, and care of
the d isabled . Readiness Stand ard
8.24
Recognizes the developm ent and im pact of reform m ovem ents.
Prerequisite Skills/Links to TEKS Vertical Alignment
Individuals and Groups W ho Have A ffected Culture
 id entify and analyze the heroic d eed s of ind ivid uals, includ ing military and first responder s such as the Four Chaplains
 id entify and com pare the heroic d eeds of state and national heroes, in cluding H ector P. Garcia and Jam es A. Lovell, and other
ind ivid uals such as H arriet Tubm an, Juliette Gord on Low , Tod d Beam er, Ellen Ochoa, John “Danny” Olivas, and other
contem porary heroes
Impact of Diversity
 id entify contributions to the arts by Texans such as Roy Bed ichek, Diane Gonzales Bertrand , J. Frank Dobie, Scott Joplin, Elisabet
N ey, Am ad o Peña Jr., Walter Prescott Webb, and H orton Foote
 id entify exam ples of Spanish influence and the influence of other cultures on Texas such as place nam es, voca bulary, religion,
architecture, food , and the arts
 d escribe how people from various racial, ethnic, and religious groups attem pt to m aintain their cultural heritage w hile ad apt ing to
the larger Texas culture
 explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and perform ances
 id entify and explain exam ples of conflict and cooperation betw een and am ong cultures
 analyze the sim ilarities and d ifferences am ong various w orld societies
 analyze the experiences and evaluate the contributions of diverse groups to m ulticultural societies
 d efine a m ulticultural society and consid er both the positive and negative qualities of m u lticulturalism
 id entify and d escribe com m on traits that d efine cultures
 d efine culture an d the com m on traits that unify a culture region
 sum m arize the contributions of people of various racial, ethnic, and religious groups to our national id ent ity
Continued
September 2014
40
Social Studies
8.24
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment



d escribe custom s and trad itions of various racial, ethnic, and religious groups in the United States
id entify the sim ilarities and d ifferences w ithin and am ong various racial, ethnic, and religious groups in the United States
sum m arize the contributions of people of various racial, eth nic, and religious groups in the developm ent of Texas such as Lyd ia
Mend oza, Chelo Silva, and Julius Lorenzo Cobb Bled soe
 id entify custom s, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco d e Mayo ,
Oktoberfest, the Straw berry Festival, and Fiesta San Antonio
 id entify the sim ilarities and d ifferences am ong various racial, ethnic, and religious groups in Texas
 com pare ethnic and/ or cultural celebrations in the local com m unity w ith other com m unities
 explain the significance of various ethnic and / or cultural celebrations in the local com m unity and other com m unities
 com pare ethnic and/ or cultural celebrations
 id entify the significance of various ethnic and / or cultural celebrations
 explain the w ay folktales and legend s such as Aesop’s fables reflect beliefs, custom s, language, a nd trad itions of com m unities
 d escribe and explain the im portance of various beliefs, custom s, language, and trad itions of fam ilies and com m unities
 com pare fam ily custom s and trad itions
 d escribe and explain the im portance of fam ily custom s and traditions
 id entify sim ilarities and d ifferences am ong people such as m usic, clothing, and food
 id entify sim ilarities and d ifferences am ong people such as kinship, law s, and religion
Citizenship skills
 id entify sim ilarities am ong people like him self/ herself and classm ates as w ell as am ong him self/ herself and pe ople from
other cultures
People, past and present skills
 id entify sim ilarities and d ifferences in characteristics of fam ilies
 id entify sim ilarities and d ifferences in characteristics of people
Social aw areness skills
 d em onstrate an understand ing that others have perspectives and feelings that are d ifferent from his/ her ow n
 d em onstrate an understand ing that others have specific characteristics
Self-concept skills
 show aw areness of areas of com petence and d escribe self positively in w hat he/ she is able to d o
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
41
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and
cultural influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.25) Culture. The stud ent und erstand s the im pact of religion on the
Am erican w ay of life. The stud ent is expected to
(A) trace the developm ent of religious freed om in the United
States; Supporting Standard
(B) d escribe religious m otivation for im m igration and influence
on social m ovem ents, includ ing the im pact of the first and second
Great Aw akenings; Supporting Stand ard
(C) analyze the im pact of the First Am end m ent guarantees of
religious freed om on the Am erican w ay of life. Read iness
Stand ard
8.25
Recognizes the impact of religion on American society.
Prerequisite Skills/Links to TEKS Vertical Alignment
Cultural Effects on Institutions
 explain the significance of religious holid ays and observances such as Christm as, Easter, Ram ad an, the annual hajj, Yom Kippur,
Rosh H ashanah, Diw ali, and Vaisakhi in various contem porary societies
 explain the relationship am ong religious id eas, philosophical id eas, and cultures
 analyze the efforts and activities institutions use to sustain them selves over tim e such as the d evelopm ent of an inform ed citizenry
through ed ucation and the use of m onum ental architecture by religious institutio ns
 com pare characteristics of institutions in various contem p orary societies
 id entify institutions basic to all societies, includ ing governm ent, econom ic, ed ucational, and religious institutions
Impact of Diversity
 id entify contributions to the arts by Texans such as Roy Bed ichek, Diane Gonzales Bertrand , J. Frank Dobie, Scott Joplin, Elisabet
N ey, Am ad o Peña Jr., Walter Prescott Webb, and H orton Foote
 id entify exam ples of Spanish influence and the influence of other cultures on Texas such as place nam es, vocabulary, religion ,
architecture, food , and the arts
 d escribe how people from various racial, ethnic, and religious groups attem pt to m aintain their cultural heritage w hile ad apting to
the larger Texas culture
 explain how the diversity of Texas is reflected in a variety of cultural activities, ce lebrations, an d perform ances
 id entify and explain exam ples of conflict and cooperation betw een and am ong cultures
 analyze the sim ilarities and d ifferences am ong various w orld societies
Continued
September 2014
42
Social Studies
8.25
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment








analyze the experiences and evaluate the contributions of diverse groups to m ulticultural societies
d efine a m ulticultural society and consid er both the positive and negative q ualities of m ulticulturalism
id entify and d escribe com m on traits that d efine cultures
d efine cu lture and the com m on traits that unify a culture region
sum m arize the contributions of people of various racial, ethnic, and religious gro ups to our national id entity
d escribe custom s and trad itions of various racial, ethnic, and religious groups in the United States
id entify the sim ilarities and d ifferences w ithin and am ong various racial, ethnic, and religious groups in the United States
sum m arize the contributions of people of various racial, ethnic, and religious groups in the developm ent of Texas s uch as Lyd ia
Mend oza, Chelo Silva, and Julius Lorenzo Cobb Bled soe
 id entify custom s, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco d e Mayo ,
Oktoberfest, the Straw berry Festival, and Fiesta San Anton io
 id entify the sim ilarities and d ifferences am ong various racial, ethnic, and religious groups in Texas
 com pare ethnic and/ or cultural celebrations in the local com m unity w ith other com m unities
 explain the significance of various ethnic and / or cultural celebrations in the local com m unity and other com m unities
 com pare ethnic and/ or cultural celebrations
 id entify the significance of various ethnic and / or cultural celebrations
 explain the w ay folktales and legend s such as Aesop’s fables reflect beliefs, cu stom s, language, and trad itions of com m unities
 d escribe and explain the im portance of various beliefs, custom s, language, and trad itions of fam ilies and com m unities
 com pare fam ily custom s and trad itions
 d escribe and explain the im portance of fam ily custom s and traditions
 id entify sim ilarities and d ifferences am ong people such as m usic, clothing, and food
 id entify sim ilarities and d ifferences am ong people such as kinship, law s, and religion
Citizenship skills
 id entify sim ilarities am ong people like him self/ herself and classm ates as w ell as am ong him self/ herself and pe ople from
other cultures
People, past and present skills
 id entify sim ilarities and d ifferences in characteristics of fam ilies
 id entify sim ilarities and d ifferences in characteristics of p eople
Social aw areness skills
 d em onstrate an understand ing that others have perspectives and feelings that are d ifferent from his/ her ow n
 d em onstrate an understand ing that others have sp ecific characteristics
Self-concept skills
 show aw areness of areas of com petence and d escribe self positively in w hat he/ she is able to d o
Continued
September 2014
43
Social Studies
8.25
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Cultural Diffusion
 id entify exam ples of positive and negative effects of cultural d iffusion
 id entify and d efine the im pact of cultural d iffusion on individ uals and w orld societies
 evaluate the im pact of im proved com m unication technology am ong cultures
 id entify and d escribe factors that influence cultural change such as im proved com m unication, transportati on, and econom ic
d evelopm ent
 id entify and d escribe how culture traits such as trad e, travel, and w ar spread
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
44
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and
cultural influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.26) Culture. The stud ent und erstand s the relationship betw een the
arts and the tim es d uring w hich they w ere created . The stud ent is
expected to
(A) d escribe d evelopm ents in art, m usic, and literature that are
unique to Am erican culture such as the H ud son River School
artists, John James Aud ubon, "Battle H ym n of the Republic,"
transcend entalism , and other cultural activities in the history of
the United States; Supporting Stand ard
(B) id entify exam ples of American art, m usic, and literature that
reflect society in different eras; Supporting Standard
(C) analyze the relationship betw een fine arts and continuity
and change in the Am erican w ay of life. Supporting Stand ard
8.26
Recognizes the relationship between the arts and American culture.
Prerequisite Skills/Links to TEKS Vertical Alignment
The A rts in Society
 id entify exam ples of art, m usic, and literature that have transcend ed the bound aries of societies and convey universal them es such
as religion, justice, and the passage of tim e
 d escribe w ays in w hich contem porary issues in fluence creative expressions
 relate w ays in w hich contem porary expressions of culture have been influenced by the past
 explain the relationships that exist betw een societies and their arch itecture, art, m usic, and literature
 explain how exam ples of art, m usic, and literature reflect the tim es d u ring w hich they w ere created
 id entify significant examples of art, m usic, and literature from various period s in U.S. history such as the painting A merican
Progress, “Yankee Doodle,” and “Paul Revere’s Rid e”
 explain the significance of various ind ivid ual w riters and artists such as Carm en Lom as Garza, Laura Ingalls Wild er, and Bill
Martin Jr. and their stories, poem s, statues, and paintings and oth er examples of cultural heritage to various com m unities
 id entify various individ ual w riters and artists such as Kad ir N elson, Tom ie d ePaola, and Phillis Wheatley and their stories, poem s,
statues, and paintings and other exam ples of cultural heritage from various com m unities
 explain the significance of selected stories, poems, statues, paintings, and other exam ples of the local cultural heritage
 id entify selected stories, poem s, statues, paintings, and other exam ples of the local cultural heritage
Continued
September 2014
45
Social Studies
8.26
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Impact of Diversity
 id entify contributions to the arts by Texans such as Roy Bed ichek, Diane Gonzales Bertrand , J. Frank Dobie, Scott Joplin, Eli sabet
N ey, Am ad o Peña Jr., Walter Prescott Webb, an d H orton Foote
 id entify exam ples of Spanish influence and the influence of other cultures on Texas such as place nam es, vocabulary, religion ,
architecture, food , and the arts
 d escribe how people from various racial, ethnic, and religious groups attem pt t o m aintain their cultural heritage w hile ad apting to
the larger Texas culture
 explain how the diversity of Texas is reflected in a variety of cultural activities, ce lebrations, and perform ances
 id entify and explain exam ples of conflict and cooperation betw een and am ong cultures
 analyze the sim ilarities and d ifferences am ong various w orld societies
 analyze the experiences and evaluate the contributions of diverse groups to m ulticultural societies
 d efine a m ulticultural society and consid er both the positive and negative qualities of m ulticulturalism
 id entify and d escribe com m on traits that d efine cultures
 d efine culture and the com m on traits that unify a culture region
 sum m arize the contributions of people of various racial, ethnic, and religious gro ups to our national id entity
 d escribe custom s and trad itions of various racial, ethnic, and religious groups in the United States
 id entify the sim ilarities and d ifferences w ithin and am ong various racial, ethnic, and religious groups in the United States
 sum m arize the contributions of people of various racial, ethnic, and religious groups in the developm ent of Texas such as Lyd ia
Mend oza, Chelo Silva, and Julius Lorenzo Cobb Bled soe
 id entify custom s, celebrations, and traditions of various cultural, reg ional, and local groups in Texas such as Cinco d e Mayo,
Oktoberfest, the Straw berry Festival, and Fiesta San Antonio
 id entify the sim ilarities and d ifferences am ong various racial, ethnic, and religious groups in Texas
 com pare ethnic and/ or cultural celebrations in the local com m unity w ith other com m unities
 explain the significance of various ethnic and / or cultural celebrations in the local com m unity and other com m unities
 com pare ethnic and/ or cultu ral celebrations
 id entify the significance of various ethnic and / or cultural celebrations
 explain the w ay folktales and legend s such as Aesop’s fables reflect beliefs, custom s, language, a nd trad itions of com m unities
 d escribe and explain the im portance of various beliefs, custom s, language, and trad itions of fam ilies and com m unities
 com pare fam ily custom s and trad itions
 d escribe and explain the im portance of fam ily custom s and traditions
 id entify sim ilarities and d ifferences am ong people such as m usic, clothing, and food
 id entify sim ilarities and d ifferences am ong people such as kinship, law s, and religion
Continued
September 2014
46
Social Studies
8.26
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Citizenship skills
 id entify sim ilarities am ong people like him self/ herself and classm ates as w ell as am ong him self/ herself and people from
other cultures
People, past and present skills
 id entify sim ilarities and d ifferences in characteristics of fam ilies
 id entify sim ilarities and d ifferences in characteristics of people
Social aw areness skills
 d em onstrate an understand ing that others hav e perspectives and feelings that are d ifferent from his/ her ow n
 d em onstrate an understand ing that others have specific characteristics
Self-concept skills
 show aw areness of areas of com petence and d escribe self positively in w hat he/ she is able to d o
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
47
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of
government and the civic process on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.15) Government. The stud ent und erstand s the Am erican beliefs
and principles reflected in the Declaration of Ind epend ence, the U.S.
Constitution, and other im portant historic d ocum ents. The stud ent is
expected to
(A) id entify the influence of id eas from historic d ocum ents,
includ ing the Magna Carta, the English Bill of Rights, the
Mayflow er Com pact, the Fed eralist Papers, and selected AntiFed eralist w ritings, on the U.S. system of governm ent;
Read iness Stand ard
(B) sum m arize the strengths and w eaknesses of the Articles of
Confed eration; Supporting Stand ard
(C) id entify colonial grievances listed in the Declaration of
Ind ependence and explain how those grievances w ere
ad d ressed in the U.S. Constitution and the Bill of Rights;
Read iness Stand ard
(D) analyze how the U.S. Constitution reflects the princip les of
lim ited governm ent, republicanism , checks and balances,
fed eralism, separation of pow ers, popular sovereignty, and
ind ivid ual rights. Readiness Stand ard
8.15
Recognizes the principles reflected in historic documents important to
U.S. history.
Prerequisite Skills/Links to TEKS Vertical Alignment
Historical Documents
 com pare the principles and concepts of the Texas Constitution to the U.S. Constitution, includ ing the Texas and U.S. Bill of Rights
 id entify how the Texas Constitution reflects the principles of limited governm ent, republicanism , checks and balances, fed eralism ,
separation of pow ers, popular sovereignty, and ind ivid ual rights
 explain the reasons for the creation of the Bill of Rights and its im portance
 explain the purposes of th e U.S. Constitution as id entified in the Pream ble
 id entify the key elem ents and the purposes and explain the im portance of the Declaration of Ind epend ence
 id entify the intent, m eaning, and im portance of the Declaration of Ind epend ence, the U.S. Constitut ion, and the Bill of Rights
(Celebrate Freed om Week)
Continued
September 2014
48
Social Studies
8.15
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment


id entify and explain the basic functions of the three branches of governm ent accord ing to the Texas Constitution
id entify the purposes and explain the im portance of the Texas Declaration of Ind epend ence, the Texas Constitution, and other
d ocum ents such as the Meusebach-Com anche Treaty
 d escribe and explain the im portance of the concept of “consent of the governed ” as it relates to the functi ons of local, state, and
national governm ent
 id entify the purposes of the Declaration of Ind epend ence and the U.S. Constitution, includ ing the Bill of Rights
Structure and Functions of Government
 d escribe the structure, fund ing, and governance of Texas p ublic ed ucation, includ ing local property taxes, bond issues, and state and
fed eral fund ing supported by state and fed eral taxpayers
 id entify m ajor sources of revenue for state and local governm ents such as prope rty tax, sales tax, and fees
 d escribe the structure and functions of governm ent at m unicip al, county, and state levels
 explain how local, state, and national governm ent services are financed
 id entify services com m only provid ed by local, sta te, and national governm ents
 id entify local, state, an d national governm ent officials and explain how they are chosen
 d escribe the basic structure of governm ent in the local com m unity, state, and nation
 id entify how citizens participate in their ow n governance through staying inform ed of w hat public officia ls are d oing, provid ing
input to them , and volunteering to participate in governm ent functions
 id entify w ays that public officials are selected , includ ing election and appointm ent to office
 com pare the roles of public officials, includ ing m ayor, governor, and presid ent
 nam e current public officials, includ ing m ayor, governor, and presid ent
 d escribe how governm ents tax citizens to pay for services
 id entify governm ental services in the com m unity such as police and fire protection, libraries, schools, and parks and explain their
value to the com m unity
 id entify functions of governm ents such as establishing ord er, provid ing security, and managing conflict
 id entify and d escribe the role of a good citizen in m aintaining a constitutional republic
 id entify and d escribe the roles of public officials in the com m unity , state, and nation
 id entify the responsibilities of authority figures in the hom e, school, and com m unity
 id entify rules and law s that establish ord er, provid e security, and m anage conflict
 explain the purpose for rules and law s in the home, school, and com m unity
 explain how authority figures m ake and enforce rules
 id entify authority figures in the hom e, school, and com m unity
 id entify rules that provid e ord er, security, and safety in the hom e an d school
 id entify purposes for having rules
Continued
September 2014
49
Social Studies
8.15
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Social-competence skills
 assum e various roles and responsibilities as part of a classroom com m unity
Political and Legal Systems
 id entify historical origins of d em ocratic form s of governm ent such as Ancient Greece
 com pare w ays in w hich various societies such as China, Germ any, Ind ia, and Russia organize gove rnm ent and how they function
 id entify and give exam ples of governm ents w ith rule by one, few , or m any
 review the record of hum an rights abuses of lim ited or unlim ited governm ents such as the oppression of Christians in Sudan
 id entify reasons for lim iting the pow er of governm ent
 com pare the characteristics of lim ited and unlimited governm ents
 id entify and d escribe exam ples of lim ited and unlim ited governm ents such as constitutional (limited ) a nd totalitarian (unlim ited )
 d istinguish betw een national and state governments and com pare their responsibilities in the U.S. fed eral system
 id entify the reasons for and d escribe the system of checks and balances outlined in the U.S. Constitution
 id entify and explain the basic functions of the three branches of governm ent
 id entify exam ples of representative governm ent in the Am erican colonies, includ ing the Mayflow er Com pact and the Virginia
H ouse of Burgesses
 id entify and com pare the system s of governm ent of early European colonists, includ ing representa tive government and m onarchy
 id entify and com pare characteristics of the Spanish colonial governm en t and the early Mexican governm ents and their influence
on inhabitants of Texas
 com pare how various Am erican Indian groups such as the Cad d o and the Com anche governed them selves
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
50
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of
government and the civic process on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.16) Government. The stud ent und erstand s the process of
changing the U.S. Constitution and the im pact of am end m ents on
Am erican society. The stud ent is expected to
(A) sum m arize the purposes for and process of am end ing the
U.S. Constitution; Read iness Stand ard
(B) d escribe the im pact of 19th -century am end m ents,
includ ing the 13th, 14th, and 15th am end m ents, on life in the
United States. Read iness Stand ard
8.16
Recognizes how the U.S. Constitution may be amended and the impact
of selected constitutional amendments.
Prerequisite Skills/Links to TEKS Vertical Alignment
Historical Documents
 com pare the principles and concepts of the Texas Constitution to the U.S. Constitution, includ ing the Texas and U.S. Bill of Rights
 id entify how the Texas Constitution reflects the principles of limited governm ent, republicanism , checks and balances, fed era lism ,
separation of pow ers, popular sovereignty, and ind ivid ual rights
 explain the reasons for the creation of the Bill of Rights and its im portance
 explain the purposes of the U.S. Constitution as id entified in the Pream ble
 id entify the key elem ents and the purposes and explain the im portance of the Declaration of Ind epend ence
 id entify the intent, m eaning, and im portance of the Declaration of Ind epend ence, the U.S. Constitution, and the Bill of Rig hts
(Celebrate Freed om Week)
 id entify and explain the basic functions of the three b ranches of governm ent accord ing to the Texas Constitution
 id entify the purposes and explain the im portance of the Texas Declaration of Ind epend ence, the Texas Constitution, and other
d ocum ents such as the Meusebach -Com anche Treaty
 d escribe and explain th e im portance of the concept of “consent of the governed ” as it relates to the functions of local, st ate, and
national governm ent
 id entify the purposes of the Declaration of Ind epend ence and the U.S. Constitution, includ ing the Bill of Rights
Structure and Functions of Government
 d escribe the structure, fund ing, and governance of Texas public ed ucation, includ ing local property taxes, bond issues, and s tate and
fed eral fund ing supported by state and fed eral taxpayers
 id entify m ajor sources of revenue for state and local governm ents such as property tax, sales tax, and fees
 d escribe the structure and functions of governm ent at m unicip al, county, and state levels
Continued
September 2014
51
Social Studies
8.16
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment





explain how local, state, and national governm ent services are financed
id entify services com m only provid ed by local, sta te, and national governm ents
id entify local, state, and national governm ent officials and explain how they are chosen
d escribe the basic structure of governm ent in the local com m unity, state, and nation
id entify how citizens participate in their ow n governance through staying inform ed of w hat public officials are d oing, provid ing
input to them , and volunteering to participate in governm ent functions
 id entify w ays that public officials are selected , includ ing election and appointm ent to office
 com pare the roles of public officials, includ ing m ayor, governor, and presid ent
 nam e current public officials, includ ing m ayor, governor, and presid ent
 d escribe how govern m ents tax citizens to pay for services
 id entify governm ental services in the com m unity such as police and fire protection, libraries, schools, and parks and explain their
value to the com m unity
 id entify functions of governm ents such as establishing ord er , provid ing security, and managing conflict
 id entify and d escribe the role of a good citizen in m aintaining a constitutional republic
 id entify and d escribe the roles of public officials in the com m unity, state, and nation
 id entify the responsibilities of authority figures in the hom e, school, and com m unity
 id entify rules and law s that establish ord er, provid e security, and m anage conflict
 explain the purpose for rules and law s in the home, school, and com m unity
 explain how authority figures m ake and enforce rules
 id entify authority figures in the hom e, school, and com m unity
 id entify rules that provid e ord er, security, and safety in the hom e and school
 id entify purposes for having rules
Social-competence skills
 assum e various roles and responsibilities as part of a classroom com m unity
Political and Legal Systems
 id entify historical origins of d em ocratic form s of governm ent such as Ancient Greece
 com pare w ays in w hich various societies such as China, Germ any, Ind ia, and Russia organize gove rnm ent and how they function
 id entify and give exam ples of governm ents w ith rule by one, few , or m any
 review the record of hum an rights abuses of lim ited or unlim ited governm ents such as the oppression of Christians in Sudan
 id entify reasons for lim iting the pow er of governm ent
 com pare the characteristics of lim ited and unlimited governm ents
 id entify and d escribe exam ples of lim ited and unlim ited governm ents such as constitutional (limited ) a nd totalitarian (unlim ited )
 d istinguish betw een national and state governments and com pare their responsibilities in the U.S. fed eral system
Continued
September 2014
52
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.16
Prerequisite Skills/Links to TEKS Vertical Alignment






id entify the reasons for and d escribe the system of checks and balances outlined in the U.S. Constitution
id entify and explain the basic functions of the three branches of governm ent
id entify exam ples of representative governm ent in the Am erican colonies, includ ing the Mayflow er Com pact and the Virginia
H ouse of Burgesses
id entify and com pare the system s of governm ent of early European colonists, includ ing representative government and m onarchy
id entify and com pare characteristics of the Spanish colonial governm ent and the early Mexican governm ents and their influence
on inhabitants of Texas
com pare how various Am erican Indian groups such as the Cad d o and the Com anche governed them selves
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
53
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of
government and the civic process on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.17) Government. The stud ent und erstand s the d ynam ic nature of
the pow ers of the national governm ent and state governm ents in a
fed eral system . The stud ent is expected to
(A) analyze the argum ents of the Fed eralists and AntiFed eralists, includ ing those of Alexand er H amilton, Patrick
H enry, Jam es Mad ison, and George Mason; Read iness
Stand ard
(B) explain constitutional issues arising over the issue of states'
rights, includ ing the N ullification Crisis and the Civil War.
Read iness Stand ard
8.17
Recognizes the powers of the national and states governments under the
U.S. federal system.
Prerequisite Skills/Links to TEKS Vertical Alignment
Political and Legal Systems
 id entify historical origins of d em ocratic form s of gover nm ent su ch as Ancient Greece
 com pare w ays in w hich various societies such as China, Germ any, Ind ia, and Russia organize gove rnm ent and how they function
 id entify and give exam ples of governm ents w ith rule by one, few , or m any
 review the record of hum an rights abuses of lim ited or unlim ited governm ents such as the oppression of Christians in Sudan
 id entify reasons for lim iting the pow er of governm ent
 com pare the characteristics of lim ited and unlimited governm ents
 id entify and d escribe exam ples of lim ited and unlim ited governm ents such as constitutional (limited ) and totalitar ian (unlim ited )
 d istinguish betw een national and state governments and com pare their responsibilities in the U.S. fed eral system
 id entify the reasons for and d escribe the system of check s and balances outlined in the U.S. Constitution
 id entify and explain the basic functions of the three branches of governm ent
 id entify exam ples of representative governm ent in the Am erican colonies, includ ing the Mayflow er Com pact and the Virginia
H ouse of Burgesses
 id entify and com pare the system s of governm ent of early European colonists, includ ing representa tive government and m onarchy
 id entify and com pare characteristics of the Spanish colonial governm ent and the early Mexican governm ents and their influence
on inhabitants of Texas
 com pare how various Am erican Indian groups such as the Cad d o and the Com anche governed them selves
Continued
September 2014
54
Social Studies
8.17
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Structure and Functions of Government
 d escribe the structure, fund ing, and governance of Texas public ed ucation, includ ing local property taxes, bond issues, and state and
fed eral fund ing supported by state and fed eral taxpayers
 id entify m ajor sources of revenue for state and local governm ents such as prope rty tax, sales tax, and fees
 d escribe the structure and functions of governm ent at m unicip al, county, and state levels
 explain how local, state, and national governm ent services are financed
 id entify services com m only provid ed by local, sta te, and national governm ents
 id entify local, state, and national governm ent officials and explain how they are chosen
 d escribe the basic structure of governm ent in the local com m unity, state, and nation
 id entify how citizens participate in their ow n governance through st aying inform ed of w hat public officials are d oing, provid ing
input to them , and volunteering to participate in governm ent functions
 id entify w ays that public officials are selected , includ ing election and appointm ent to office
 com pare the roles of public officials, includ ing m ayor, governor, and presid ent
 nam e current public officials, includ ing m ayor, governor, and presid ent
 d escribe how governm ents tax citizens to pay for services
 id entify governm ental services in the com m unity such as police and fir e protection, libraries, schools, and parks and explain their
value to the com m unity
 id entify functions of governm ents such as establishing ord er, provid ing security, and managing conflict
 id entify and d escribe the role of a good citizen in m aintaining a constitutional republic
 id entify and d escribe the roles of public officials in the com m unity, state, and nation
 id entify the responsibilities of authority figures in the hom e, school, and com m unity
 id entify rules and law s that establish ord er, provid e security, and m anage conflict
 explain the purpose for rules and law s in the home, school, and com m unity
 explain how authority figures m ake and enforce rules
 id entify authority figures in the hom e, school, and com m unity
 id entify rules that provid e ord er, security, and safety in the hom e and school
 id entify purposes for having rules
Social-competence skills
 assum e various roles and responsibilities as part of a classroom com m unity
N OTE: Und er each heading the prerequisite skills are arranged from th e highest grad e level to the low est grad e level.
September 2014
55
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of
government and the civic process on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.18) Government. The stud ent und erstand s the im pact of
land m ark Suprem e Court cases. The stud ent is expected to
(A) id entify the origin of jud icial review and analyze
exam ples of congressional and presid ential responses;
Read iness Stand ard
(B) sum m arize the issues, d ecisions, and significance of
land m ark Suprem e Court cases, includ ing M arbury v.
M adison, M cCulloch v. M aryland, and Gibbons v. Ogden;
Supporting Stand ard
(C) evaluate the im pact of selected land m ark Suprem e Court
d ecisions, includ ing Dred Scott v. Sandford, on life in the
United States. Supporting Stand ard
8.18
Recognizes the origin of judicial review and the impact of important
U.S. Supreme Court decisions.
Prerequisite Skills/Links to TEKS Vertical Alignment
Historical Documents
 com pare the principles and concepts of the Texas Constitution to the U.S. Constitution, includ ing the Texas and U.S. Bill of Rights
 id entify how the Texas Constitution reflects the principles of limited governm ent, republicanism , checks and balances, fed era lism ,
separation of pow ers, popular sovereignty, and ind ivid ual rights
 explain the reasons for the creation of the Bill of Rights and its im portance
 explain the purposes of the U.S. Constitution as id entified in the Pream ble
 id entify the key elem ents and the purposes and explain the im portance of the Declaration of Ind epend ence
 id entify the intent, m eaning, and im portan ce of the Declaration of Ind epend ence, the U.S. Constitution, and the Bill of Rig hts
(Celebrate Freed om Week)
 id entify and explain the basic functions of the three branches of governm ent accord ing to the Texas Cons titution
 id entify the purposes and explain the im portance of the Texas Declaration of Ind epend ence, the Texas Constitution, and other
d ocum ents such as the Meusebach-Com anche Treaty
 d escribe and explain the im portance of the concept of “consent of the governed ” as it relates to the functions of local, state, and
national governm ent
 id entify the purposes of the Declaration of Ind epend ence and the U.S. Constitution, includ ing the Bill of Rights
Continued
September 2014
56
Social Studies
8.18
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Structure and Functions of Government
 d escribe the structure, fund ing, and governance of Texas public ed ucation, includ ing local property taxes, bond issues, and s tate and
fed eral fund ing supported by state and fed eral taxpayers
 id entify m ajor sources of revenue for state and local governm ents such as property tax, sales tax, and fees
 d escribe the structure and functions of governm ent at m unicipal, county, and state levels
 explain how local, state, and national governm ent services are financed
 id entify services com m only provid ed by local, state, and national governm ents
 id entify local, state, and national governm ent officials and explain how they are chosen
 d escribe the basic structure of governm ent in the local com m unity, state, and nation
 id entify how citizens participate in their ow n governance through staying inform ed of w hat public officials are d oing, provid ing
input to them , and volunteering to participate in governm ent functions
 id entify w ays that public officials are selected , includ ing election and appointm ent to office
 com pare the roles of public officials, includ ing m ayor, governor, and presid ent
 nam e current public officials, includ ing m ayor, governor, and presid ent
 d escribe how governm ents tax citizens to pay for services
 id entify governm ental services in the com m unity such as police and fire protection, libraries, schools, and parks and explain their
value to the com m unity
 id entify functions of governm ents such as establishing ord er, provid ing security, and managing conflict
 id entify and d escribe the role of a good citizen in m aintaining a constitutional republic
 id entify and d escribe the roles of public officials in the com m unity, state, and nation
 id entify the responsibilities of authority figures in the hom e, school, and com m unity
 id entify rules and law s that establish ord er, provid e security, and m anage conflict
 explain the purpose for rules and law s in the home, school, and com m unity
 explain how authority figures m ake and enforce rules
 id entify authority figures in the hom e, school, and com m unity
 id entify ru les that provid e ord er, security, and safety in the hom e and school
 id entify purposes for having rules
Social-competence skills
 assum e various roles and responsibilities as part of a classroom com m unity
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
57
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of
government and the civic process on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.19) Citizenship. The stud ent und erstand s the rights and
responsibilities of citizens of the United States. The stud ent is
expected to
(A) d efine and give exam ples of unalienable rights; Read iness
Stand ard
(B) sum m arize rights guaranteed in the Bill of Rights;
Read iness Stand ard
(D) id entify exam ples of responsible citizenship, includ ing
obeying rules and law s, staying inform ed on public issues,
voting, and serving on juries; Supporting Stand ard
(E) sum m arize the criteria and explain the process for
becom ing a naturalized citizen of the United States. Supporting
Stand ard
8.19
Recognizes the rights and responsibilities of U.S. citizens.
Prerequisite Skills/Links to TEKS Vertical Alignment
Roles, Responsibilities and Rights of Citizens
 express and d efend a point of view on an issue of historical or contem porary interest in Texas
 d escribe the im portance of free speech and p ress in a d em ocratic society
 id entify d ifferent points of view of political parties and interest groups on im portant Texas issues, past and present
 explain and analyze civic responsibilities of Texas citizens and the im por tance of civic participation
 id entify rights of Texas citizens
 com pare the role of citizens in the United States w ith the role of citizens from various contem porary societies w ith represen tative
and nonrepresentative governm ents
 explain relationships amon g rights, responsibilities, and d uties in societies w ith representative governm ents
 id entify and explain the d uty of civic participation in societies w ith representative governm ents
 explain how opportunities for citizens to participate in and influence t he political process vary among various
contem porary societies
 d escribe roles and responsibilities of citizens in various contem porary societies, includ ing the United States
 d escribe various am endm ents to the U.S. Constitution such as those that extend ed voting rights of U.S. citizens
Continued
September 2014
58
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.19
Prerequisite Skills/Links to TEKS Vertical Alignment













d escribe the fund am ental rights guaranteed by each am end m ent in the Bill of Rights, includ ing freed om of religion, speech,
and press; the right to assem ble and petition the governm ent; the right to keep and bear arm s; the right to trial by jury; and t he
right to an attorney
explain how to contact elected and appointed lead ers in state and local governm ents
id entify the im portance of historical figures and im portant ind ivid uals w ho m od eled active participation in the d em ocratic process
such as Sam H ouston, Barbara Jord an, Lorenzo d e Zavala, Ann Richard s, Sam Rayburn, H enry B. González, Jam es A. Baker III,
Wallace Jefferson, and other local ind ivid uals
explain the d uty of the ind ivid ual in state and local elections such as being inform ed and v oting
explain how individ uals can participate voluntarily in civic affairs at state and local levels through activities such as hol ding
public officials to their w ord , w riting letters, and participating in historic preservation and service projects
id entify im portant ind ivid uals w ho have participated voluntarily in civic affairs at state and local levels such as Ad ina d e Zavala
and Clara Driscoll
id entify and explain the im portance of ind ivid ual acts of civic responsibility, includ ing obeying law s, serving the com m unity,
serving on a jury, and voting
id entify historical figures such as H elen Keller and Clara Barton and contem porary figures such as Ruby Brid ges and military
and first respond ers w h o exem plify good citizenship
id entify w ays to actively practice good citizenship, includ ing involvem ent in com m unity service
id entify historical figures such as Paul Revere, Abigail Ad am s, World War II Wom en Airforce Service Pilot s (WASPs) and N avajo
Cod e Talkers, and Sojourner Truth w ho have exem plified good citizenship
id entify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, resp onsibility
in d aily life, and participation in governm ent by ed ucating oneself about the issues, respectfully hold ing public officials to their
w ord , and voting
id entify other ind ivid uals w ho exem plify good citizenship
id entify historical figures such as Benjam in Franklin, Francis Scott Key , and Eleanor Roosevelt w ho have exem plified good
citizenship
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
59
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of
government and the civic process on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.20) Citizenship. The stud ent und erstand s the im portance of
voluntary ind ivid ual participation in the d em ocratic process. The
stud ent is expected to
(A) explain the role of significant individ uals such as Thom as
H ooker, Charles d e Montesquieu, John Locke, William
Blackstone, and William Penn in the d evelopm ent of selfgovernm ent in colonial Am erica; Supporting Stand ard
(B) evaluate the contributions of the Found ing Fathers as
m od els of civic virtue; Supporting Stand ard
(C) analyze reasons for and the im pact of selected exam ples of
civil d isobedience in U.S. history such as the Boston Tea Party
and H enry David Thoreau's refusal to pay a tax. Supporting
Stand ard
8.20
Recognizes the im portance of ind ivid ual participation in the
d em ocratic process.
Prerequisite Skills/Links to TEKS Vertical Alignment
Leadership
 id entify the contributions of Texas lead ers, including Law rence Sullivan “Sul” Ross, John N ance Garner (“Cactus Jack”), Jam es A.
Baker III, H enry B. González, Kay Bailey H utchison , Barbara Jord an, Raym ond L. Telles, Sam Raybu rn, and Raul A. Gonzalez Jr.
 id entify the lead ership qualities of elected and appointed lead ers of Texas, past and present, including Texans w ho have been
presid ent of the United States
 id entify and com pare lead ership qualities of nation al lead ers, past and present
 id entify past and present lead ers in the national governm ent, includ ing the presid ent and various m em bers of Congress, and their
political parties
 explain the contributions of the Found ing Fathers to the d evelopm ent of the national governm ent
 id entify lead ership qualities of state and loca l lead ers, past and present
 id entify lead ers in state, local, and national governm ents, includ ing the governor, local m em bers of the Texas Legislature, t he local
m ayor, U.S. senators, local U.S. representatives, and Texans w ho have been presid ent of the United States
Civic Participation
 explain how to contact elected and appointed lead ers in local, sta te, and national governm ents
 explain the d uty ind ividuals have to participate in civic affairs at the local, state, and national levels
Continued
September 2014
60
Social Studies
8.20
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
 id entify exam ples of nonprofit and/ or civic organizations such as the Red Cross and explain ho w they serve the comm on good
 id entify exam ples of actions ind ivid uals and groups can take to im prove the com m unity
 give exam ples of com m unity changes that result from ind ivid ua l or group d ecisions
Symbols, Customs, and Celebrations Contributing to N ational Identity
 explain the significance of im portant land m arks, includ ing the White H ouse, the Statue of Liberty, and Mount Rushm ore
 d escribe the origins and significance of national celebrations such as Memorial Day, Ind epend ence Day, Labor Day, Constitutio n
Day, Colum bus Day, and Veterans Day
 recite and explain the m eaning of the Pled ge of Allegiance to the United States Flag
 sing or recite “The Star-Spangled Banner” and explain its history
 explain various patriotic sym bols, includ ing Uncle Sam , and political symbols such as the d onkey and elephant
 d escribe the origins and significance of state celebrations such as Texas In depend ence Day and Juneteenth
 recite and explain the m eaning of the Pled ge to the Texas Flag
 sing or recite “Texas, Our Texas”
 explain the m eaning of various patriotic symbols and land m arks of Texas, includ ing the six flags that flew over Texas, the San
Jacinto Monum ent, the Alam o, and various m issions
 id entify how selected custom s, sym bols, and celebrations reflect an Am erican love of individ ualism , inventiveness, and freed om
 id entify selected symbols such as state and national bird s and flow ers and patriotic symbols such as the U.S. and Texas flags and
Uncle Sam
 id entify selected patriotic songs, includ ing “The Star Spangled Banner” and “ Am erica the Beautiful”
 explain how patriotic custom s and celebrations reflect Am erican ind ivid ualism and freed om
 explain and practice voting as a w ay of m aking choices and d ecisions
 id entify anthem s and m ottoes of Texas and the United States
 recite and explain the m eaning of the Pled ge of Allegiance to the United States Flag and the Pled ge to the Texas Flag
 explain state and national patriotic sym bols, includ ing the United States and Texas flags, the Liberty Bell, the Statue of Liberty,
and the Alam o
 recite the Pled ge of Allegiance to the United States Flag and the Pled ge to the Texas Flag
 use voting as a m eth od for group d ecision m aking
 id entify Constitution Day as a celebration of Am erican freed om
 id entify the flags of the United States and Texas
Citizenship skills
 engage in voting as a m ethod for group d ecision -m aking
 recite the Pled ge of Allegiance to the United States flag and the state flag and observe a m om ent of silence
 id entify flags of the United States and Texas
Continued
September 2014
61
Social Studies
8.20
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Roles, Responsibilities and Rights of Citizens
 express and d efend a point of view on an issue of historical or contem porary interest in Texas
 d escribe the im portance of free speech and p ress in a d em ocratic society
 id entify d ifferent points of view of political parties and interest groups on im portant Texas issu es, past and present
 explain and analyze civic responsibilities of Texas citizens and the im por tance of civic participation
 id entify rights of Texas citizens
 com pare the role of citizens in the United States w ith the role of citizens from various contem porary societies w ith representative
and nonrepresentative governm ents
 explain relationships among rights, responsibilities, and d uties in societies w it h representative governm ents
 id entify and explain the d uty of civic participation in societies w it h representative governm ents
 explain how opportunities for citizens to participate in and influence the political process vary among va rious contem porary
societies
 d escribe roles and responsibilities of citizens in various contem porary societies, includ ing the United States
 d escribe various am endm ents to the U.S. Constitution such as those that extend ed voting rights of U.S. citizens
 d escribe the fund am ental rights guaranteed by each am end m ent in the Bill of Rights, includ ing freed om of religion, speech, and
press; the right to assemble and petition the governm ent; the right to keep and bear arm s; the right to trial by jury; and the right to
an attorney
 explain how to contact elected and appointed lead ers in state and local gov ernm ents
 id entify the im portance of historical figures and im portant ind ivid uals w ho m od eled active participation in the d em ocratic pr ocess
such as Sam H ouston, Barbara Jord an, Lorenzo d e Zavala, Ann Richard s, Sam Rayburn, H enry B. González, Jam es A. Baker III,
Wallace Jefferson, and other local ind ivid uals
 explain the d uty of the ind ivid ual in state and local elections such as being inform ed and voting
 explain how individ uals can participate volunta rily in civic affairs at state and local levels through activities such as holding
public officials to their w ord , w riting letters, and participating in historic prese rvation and service projects
 id entify im portant ind ivid uals w ho have participated voluntarily in civic affairs at state and local levels such as Ad ina d e Zavala
and Clara Driscoll
 id entify and explain the im portance of ind ivid ual acts of civic responsibility, includ ing obeying law s, serving the com m unity ,
serving on a jury, and voting
 id entify historical figures such as H elen Keller and Clara Barton and contem porary figures such as Ruby Brid ges and military and
first responders w h o exem plify good citizenship
 id entify w ays to actively practice good citizenship, includ ing involvem ent in com m u nity service
 id entify historical figures such as Paul Revere, Abigail Ad am s, World War II Wom en Airforce Service Pilots (WASPs) and N avajo
Cod e Talkers, and Sojourner Truth w ho have exem plified good citizenship
Continued
September 2014
62
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.20
Prerequisite Skills/Links to TEKS Vertical Alignment



id entify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, resp onsibility
in d aily life, and participation in governm ent by ed ucating oneself about the issues, respectfully h old ing public officials to their
w ord , and voting
id entify other ind ivid uals w ho exem plify good citizenship
id entify historical figures such as Benjam in Franklin, Francis Scott Key, and Eleanor Roosevelt w ho have exem plified good
citizenship
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
63
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of
government and the civic process on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.21) Citizenship. The stud ent und erstand s the im portance of the
expression of different points of view in a constitutional republic.
The stud ent is expected to
(A) id entify d ifferent points of view of political parties
and interest groups on im portant historical and
contem porary issues; Supporting Stand ard
(B) d escribe the im portance of free speech and press in a
constitutional republic; Supporting Stand ard
(C) sum m arize a historical event in w hich com prom ise
resulted in a peaceful resolution. Supporting Stand ard
8.21
Recognizes the im portance of the expression of different points of
view on historical and current issues.
Prerequisite Skills/Links to TEKS Vertical Alignment
Roles, Responsibilities and Rights of Citizens
 express and d efend a point of view on an issue of historical or contem porary interest in Texas
 d escribe the im portance of free speech and p ress in a d em ocratic society
 id entify d ifferent points of view of political parties and interest groups on im portant Texas issues, past and present
 explain and analyze civic responsibilities of Texas citizens and the im portance of civic participation
 id entify rights of Texas citizens
 com pare the role of citizens in the United States w ith the role of citizens from various contem porary societies w ith represen tative
and nonrepresentative governm ents
 explain relationships among rights, responsibilities, and d uties in societies w it h representative governm ents
 id entify and explain the d uty of civic participation in societies w ith representative governm ents
 explain how opportunities for citizens to participate in and influence the political process vary among va rious contem porary
societies
 d escribe roles and responsibilities of citizens in various contem porary societies, includ ing the United States
 d escribe various am endm ents to the U.S. Constitution such as those that extend ed voting rights of U.S. citizens
 d escribe the fund am ental rights guaranteed by each am end m ent in the Bill of Rights, includ ing freed om of religion, speech, an d
press; the right to assemble and petition the governm ent; the right to k eep and bear arm s; the right to trial by jury; and the right to
an attorney
 explain how to contact elected and appointed lead ers in state and local governm ents
Continued
September 2014
64
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.21
Prerequisite Skills/Links to TEKS Vertical Alignment











id entify the im portance of historical figures and im portant ind ivid uals w ho m od eled active participation in the d em ocratic
process such as Sam H ouston, Barbara Jord an, Lorenzo d e Zavala, Ann Richard s, Sam Rayburn, H enry B. González, Jam es A.
Baker III, Wallace Jefferson, and other local individ uals
explain the d uty of the ind ivid ual in state and local elections such as being inform ed and voting
explain how individ uals can participate voluntarily in civic affairs at state and local levels through activities such as hol ding
public officials to their w ord , w riting letters, and participating in historic prese rvation and service projects
id entify im portant ind ivid uals w ho have participated voluntarily in civic affairs at state and local levels such as Ad ina d e Zavala
and Clara Driscoll
id entify and explain the im portance of ind ivid ual acts of civic responsibility, includ ing obeying law s, serving the com m unity,
serving on a jury, and voting
id entify historical figures such as H elen Keller and Clara Barton and contem porary figures such as Ru by Brid ges and military and
first responders w h o exem plify good citizenship
id entify w ays to actively practice good citizenship, includ ing involvem ent in com m unity service
id entify historical figures such as Paul Revere, Abigail Ad am s, World War II Wom en Airforce Service Pilots (WASPs) and N avajo
Cod e Talkers, and Sojourner Truth w ho have exem plified good citizenship
id entify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, resp onsibility
in d aily life, and participation in governm ent by ed ucating oneself about the issues, respectfully hold ing public officials to their
w ord , and voting
id entify other ind ivid uals w ho exem plify good citizenship
id entify historical figures such as Benjam in Fran klin, Francis Scott Key, and Eleanor Roosevelt w ho have exem plified good
citizenship
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
65
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 3 – Government and Citizenship: The student will demonstrate an understanding of the role of
government and the civic process on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.22) Citizenship. The stud ent und erstand s the im portance of effective
lead ership in a constitutional republic. The stud ent is expected to
(A) analyze the lead ership qualities of elected and appointed
lead ers of the United States such as George Washington, John
Marshall, and Abraham Lincoln; Supporting Stand ard
(B) d escribe the contributions of significant political, social, and
m ilitary lead ers of the United States such as Frederick Douglass,
John Paul Jones, Jam es Monroe, Stonew all Jackson, Susan B.
Anthony, and Elizabeth Cad y Stanton. Supporting Stand ard
Recognizes the importance of effective leadership and the contributions
of significant leaders of the United States.
8.22
Prerequisite Skills/Links to TEKS Vertical Alignment
Leadership
 id entify the contributions of Texas lead ers, including Law rence Sullivan “Sul” Ross, John N ance Garner (“Cactus Jack”), Jam es A.
Baker III, H enry B. González, Kay Bailey H utchison, Barbara Jord an, Raym ond L. Telles, Sam Raybu rn, and Raul A. Gonzalez Jr.
 id entify the lead ership qualities of elected and appointed lead ers of Texas, past and present, including Texans w ho have been
presid ent of the United States
 id entify and com pare lead ership qualities of nation al lead ers, past an d present
 id entify past and present lead ers in the national governm ent, includ ing the presid ent and various m em bers of Congress, and th eir
political parties (5)
 explain the contributions of the Found ing Fathers to the d evelopm en t of the national governm en t
 id entify lead ership qualities of state and loca l lead ers, past and present
 id entify lead ers in state, local, and national governm ents, includ ing the governor, local m em bers of the Texas Legislature, t he local
m ayor, U.S. senators, local U.S. representatives, and Texans w ho have been presid ent of the United States
Civic Participation
 explain how to contact elected and appointed lead ers in local, sta te, and national governm ents
 explain the d uty ind ividuals have to participate in civic affairs at the local, state, and national levels
 id entify exam ples of nonprofit and/ or civic organizations such as the Red Cross and explain how they serve th e comm on good
 id entify exam ples of actions ind ivid uals and groups can take to im prove the com m unity
 give exam ples of com m unity changes that result from ind ivid ual or group d ecisions
Continued
September 2014
66
Social Studies
8.22
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
Roles, Responsibilities and Rights of Citizens
 express and d efend a point of view on an issue of historical or contem porary interest in Texas
 d escribe the im portance of free speech and p ress in a d em ocratic society
 id entify d ifferent points of view of political parties and interest groups on im portant Texas issues, past and present
 explain and analyze civic responsibilities of Texas citizens and the im portance of civic participation
 id entify rights of Texas citizens
 com pare the role of citizens in the United States w ith the role of citizens from various contem porary societies w ith represen tative
and nonrepresentative governm ents
 explain relationships among rights, responsibilities, and d uties in societies w ith representative governm ents
 id entify and explain the d uty of civic participation in societies w ith representative governm ents
 explain how opportunities for citizens to participate in and influence the political process vary among va rious contem porary
societies
 d escribe roles and responsibilities of citizens in various contem porary societies, includ ing the United States
 d escribe various am endm ents to the U.S. Constitution such as those that extend ed voting rights of U.S. citizens
 d escribe the fund am ental rights guaranteed by each am end m ent in the Bill of Rights, includ ing freed om of religion, speech,
and press; the right to assem ble and petition the governm ent; the right to keep and bear arm s; the right to trial by jury; and the
right to an attorney
 explain how to contact elected and appointed lead ers in state and local governm ents
 id entify the im portance of historical figures and im portant ind ivid uals w ho m od eled active participation in the d em ocratic process
such as Sam H ouston, Barbara Jord an, Lorenzo d e Zavala, Ann Richard s, Sam Rayburn, H enry B. González, Jam es A. Baker III,
Wallace Jefferson, and other local ind ivid uals
 explain the d uty of the ind ivid ual in state and local elections such as being inform ed and voting
 explain how individ uals can participate voluntarily in civic affairs at state and local levels through activities such as hol ding
public officials to their w ord , w riting letters, and participating in historic preservation and service projects
 id entify im portant ind ivid uals w ho have participated voluntarily in civic affairs at state and local levels such as Ad ina d e Zavala
and Clara Driscoll
 id entify and explain the im portance of ind ivid ual acts of civic responsibility, includ ing obeying law s, serving the com m unity,
serving on a jury, and voting
 id entify historical figures such as H elen Keller and Clara Barton and contem porary figures such as Ruby Brid ges and military and
first responders w h o exem plify good citizenship
 id entify w ays to actively practice good citizenship, includ ing involvem ent in com m unity service
 id entify historical figures such as Paul Revere, Abigail Ad am s, World War II Wom en Airforce Service Pilots (WASPs) and N avajo
Cod e Talkers, and Sojourner Truth w ho have exem plified good citizenship
Continued
September 2014
67
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.22
Prerequisite Skills/Links to TEKS Vertical Alignment



id entify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in
d aily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their
w ord , and voting
id entify other ind ivid uals w ho exem plify good citizenship
id entify historical figures such as Benjam in Franklin, Francis Scott Key, and Eleanor Roosevelt w ho have exem plified
good citizenship
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
68
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 4 – Economics, Science, Technology and Society: The student will demonstrate an understanding
of economic and technological influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.12) Economics. The stud ent und erstand s w hy various sections of
the United States developed d ifferent patterns of econom ic activity.
The stud ent is expected to
(A) id entify econom ic d ifferences am on g d ifferent regions of
the United States; Supporting Stand ard
(B) explain reasons for the developm ent of the plantation
system , the transatlantic slave trad e, and the spread of slavery;
Read iness Stand ard
(C) explain the reasons for the increase in factories and
urbanization; Supporting Stand ard
(D) analyze the causes and effects of econom ic d ifferences
am ong d ifferent regions of the United States at selected times in
U.S. history. Read iness Stand ard
8.12
Recognizes the developm ent of different patterns of
econom ic activity am ong various U.S. regions.
Prerequisite Skills/Links to TEKS Vertical Alignment
Development and Operation of Economic Systems
 explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas
 trace the developm ent of m ajor ind ustries that contributed to the urbanization of Texas such as transportation, oi l and gas,
and m anufacturing
 explain economic factors that led to the urbanization of Texas
 evaluate the effects of supply and d em an d on business, ind ustry, and agriculture, includ ing the plantation sy stem , in the
United States
 explain how supply and d em and affects consum ers in the United States
 give exam ples of the benefits of the free enterprise system in the United States
 d escribe how the free enterprise system w orks in the United States
 d escribe the d evelopm ent of the free enterprise system in colonial Am erica and the United States
 id entify m ajor ind ustries of colonial Am erica
 explain the econom ic patterns of early European colonists
 explain the im pact of Am erican id eas about progress and equality of opportunity on the economic d ev elopm ent and grow th
of Texas
Continued
September 2014
69
Social Studies
8.12
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment



explain how developm ents in transportation and com m unication have influenced economic activities in Texas
d escribe the im pact of mass prod uction, specialization, and division of labor on the economic grow th of Texas
analyze the effects of exploration, im m igration, migration, and lim ited resources on the econ om ic d evelopm ent and grow th
of Texas
 explain how geographic factors such as clim ate, transportation, and natural resources have influenced the location of econom i c
activities in Texas
 explain how people in d ifferent regions of Texas earn their living, pa st and present, through a subsistence econom y and provid ing
good s and services
 give exam ples of the benefits of the free enterprise system such as choice and opportunity
 d escribe how the free enterprise system w orks, includ ing supply and d emand
 d escribe the d evelopm ent of the free enterprise system in Texas
 explain the econom ic activities early imm igrants to Texas used t o m eet their need s and w ants
 explain the econom ic activities various early Am erican Ind ian groups in Texas and N orth Am erica used to m eet their needs and
w ants such as farm ing, trad ing, and hunting
Evolution of Economic Systems Based on Human N eed
 exam ine the record of collective, non -free m arket econom ic system s in contem porary w orld societies
 und erstand the im portance of m orality and ethics in m aintaining a functional free enterprise system
 com pare and contrast free enterprise, socialist, and com m unist economies in various contem porary societies, includ ing the ben efits
of the U.S. free enterprise system
 com pare w ays in w hich various societies organize the prod uction and d istribution of good s and services
 id entify ind ivid uals, past and present, including H enry Ford and other entrepreneurs in the com munity such as Mary Kay Ash,
Wallace Am os, Milton H ershey, and Sam Walton, w ho have started new businesses
 explain how governm ent regulations and taxes impact consum er costs
 explain how the cost of prod uction and selling price affect profits
 explain how supply and d em and affect the price of a good or service
 id entify exam ples of how a sim ple business operates
 explain the concept of a free m arket as it relates to the U.S. free enterprise system
 explain the im pact of scarcity on the prod uction, d istribution, and consumption of good s and services
 d efine and id entify examples of scarcity
 create a sim ple bud get that allocates m oney for sp end ing, saving, and d onating
 id entify w ays of earning, spend ing, saving, and donating m oney
 exam ine the d evelopm ent of a prod uct from a natural resource to a finished prod uct
 id entify w ays in w hich peop le are both prod ucers and consum ers
Continued
September 2014
70
Social Studies
8.12
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment


d istinguish betw een prod ucing and consum ing
explain the choices people in the U.S. free enterprise system can m ake about earning, spend ing, and saving m one y and w here to
live and w ork
 explain how w ork provid es incom e to purchase good s and services
 d escribe how specialized jobs contribute to the prod uction of good s and service s
 d escribe the com ponents of various jobs and the characteristics of a job w ell-perform ed
 id entify exam ples of choices families m ake w h en buying good s and services
 explain w hy w anting m ore than they can have requ ires that people m ake choices
 id entify exam ples of people w an ting m ore than they can have
 id entify the role of m arkets in the exchange of good s and services
 id entify w ays people exchange good s and services
 id entify exam ples of good s and services in the hom e, school, and com m unity
 d escribe sim ilarities and d ifferences in w ays fam ilies m eet basic hum an need s
 d escribe w ays that fam ilies m eet basic hum an need s
 explain w hy people have jobs
 id entify jobs in the hom e, school, and com m unity
 explain how basic hum an need s can be met such as through self-prod ucing, purchasing, and trad ing
 explain the d ifference betw een needs and w ants
 id entify basic hum an need s of food , clothing, and shelter
Economic skills
 d iscuss the roles and responsibilities of com m unity w orkers
 participate in activities to help them becom e aw are of w hat it m eans to be a consum er
 d em onstrate that all peop le need food , clothing, and shelter
Factors Influencing Economies
 id entify and d escribe the effects of governm ent regulation and taxation on econom ic d evel opm ent and business planning
 d escribe levels of econom ic d evelopm ent of various societies using in dicators such as life expectancy, gross d om estic product
(GDP), GDP per capita, and literacy
 d efine and give exam ples of agricultural, w holesale, retail, m anufacturing (go od s), and service industries
 explain the im pact of relative scarcity of resources on international trad e and econom ic interd epend ence am ong and w ithin societies
 id entify problems and issues that m ay arise w hen one or m ore of the factors of prod uction i s in relatively short supply
 d escribe w ays in w hich the factors of prod uction (natura l resources, labor, capital, and entrepreneurs) influence the econom ies of
various contem porary societies
Continued
September 2014
71
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.12
Prerequisite Skills/Links to TEKS Vertical Alignment





explain the im pact of Am erican id eas about progress and equality of opportunity on th e economic d evelopm ent and grow th of the
United States
d escribe the im pact of mass prod uction, specialization, and division of labor on the economic grow th of the United States
analyze the effects of imm igration, m igration, and lim ited resources on the e conom ic d evelopm ent and grow th of the United States
id entify and explain how geographic factors have influenced the location of econom ic activities in the United States
com pare how people in d ifferent parts of the United States ear n a living, past and present
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
72
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 4 – Economics, Science, Technology and Society: The student will demonstrate an understanding
of economic and technological influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.13) Economics. The stud ent und erstand s how various economic
forces resulted in the Industrial Revolution in the 19th century. The
stud ent is expected to
(A) analyze the War of 1812 as a cause of econom ic changes in
the nation; Supporting Stand ard
(B) id entify the econom ic factors that brought about rapid
ind ustrialization and urbanization. Read iness Stand ard
8.13
Recognizes the causes of ind ustrialization and urbanization in
the United States.
Prerequisite Skills/Links to TEKS Vertical Alignment
Development and Operation of Economic Systems
 explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas
 trace the developm ent of m ajor ind ustries that contributed to the urbanization of Texas such as transportation, oi l and gas,
and m anufacturing
 explain economic factors that led to the urbanization of Texas
 evaluate the effects of supply and d em and on business, ind ustry, and agriculture, includ ing the plantation system , in the
United States
 explain how supply and d em and affects consum er s in the United States
 give exam ples of the benefits of the free enterprise system in the United States
 d escribe how the free enterprise system w orks in the United States
 d escribe the d evelopm ent of the free enterprise system in colonial Am erica and the United States
 id entify m ajor ind ustries of colonial Am erica
 explain the econom ic patterns of early European colonists
 explain the im pact of Am erican id eas about progress and equality of opportunity on the economic d ev elopm ent and grow th
of Texas
 explain how developm ents in transportation and com m unication have influenced economic activities in Texas
 d escribe the im pact of mass prod uction, specialization, and division of labor on the economic grow th of Texas
 analyze the effects of exploration, im m igration, migration, and lim ited resources on the econom ic d evelopm ent and grow th
of Texas
 explain how geographic factors such as clim ate, transportation, and natural resources have influenced the location of econom i c
activities in Texas
Continued
September 2014
73
Social Studies
8.13
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

explain how people in d ifferent regions of Texas earn their living, past and present, through a subsistence econom y and
provid ing good s and services
 give exam ples of the benefits of the free enterprise system such as choice and opportunity
 d escribe how the free enterprise system w orks, includ ing supply and d emand
 d escribe the d evelopm ent of the free enterprise system in Texas
 explain the econom ic activities early imm igrants to Texas used t o m eet their need s and w ants
 explain the econom ic activities various early Am erican Ind ian groups in Texas and N orth Am erica used to m eet their needs and
w ants such as farm ing, trad ing, and hunting
Evolution of Economic Systems Based on Human N eed
 exam ine the record of collective, non-free m arket econom ic system s in contem porary w orld societies
 und erstand the im portance of m orality and ethics in m aintaining a funct ional free enterprise system
 com pare and contrast free enterprise, socialist, and com m unist economies in various contem porary societies, includ ing the benefits
of the U.S. free enterprise system
 com pare w ays in w hich various societies organize the prod uction and d istribution of good s and services
 id entify ind ivid uals, past and present, including H enry Ford and other entrepreneurs in the com munity such as Mary Kay Ash,
Wallace Am os, Milton H ershey, and Sam Walton, w ho have started new businesses
 explain how governm ent regulations and taxes impact consum er costs
 explain how the cost of prod uction and selling price affect profits
 explain how supply and d em and affect th e price of a good or service
 id entify exam ples of how a sim ple business operates
 explain the concept of a free m arket as it relates to the U.S. free enterprise system
 explain the im pact of scarcity on the prod uction, d istribution, and consumption of good s and services
 d efine and id entify examples of scarcity
 create a sim ple bud get that allocates m oney for sp end ing, saving, and d onating
 id entify w ays of earning, spend ing, saving, and donating m oney
 exam ine the d evelopm ent of a prod uct from a natural resource to a finished prod uct
 id entify w ays in w hich people are both prod ucers and consum ers
 d istinguish betw een prod ucing and consum ing
 explain the choices people in the U.S. free enterprise system can m ake about earning, spend ing, and saving m oney and w here to
live and w ork
 explain how w ork provid es incom e to purchase good s and services
 d escribe how specialized jobs contribute to the prod uction of good s and services
 d escribe the com ponents of various jobs and the characteristics of a job w ell-perform ed
Continued
September 2014
74
Social Studies
8.13
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
 id entify exam ples of choices families m ake w hen buying good s and services
 explain w hy w anting m ore than they can have requires that p eople m ake choices
 id entify exam ples of people w an ting m ore than they can have
 id entify the role of m arkets in the exchange of good s and services
 id entify w ays people exchange good s and services
 id entify exam ples of good s and services in the hom e, school, and com m unity
 d escribe sim ilarities and d ifferences in w ays fam ilies m eet basic hum an need s
 d escribe w ays that fam ilies m eet basic hum an need s
 explain w hy people have jobs
 id entify jobs in the hom e, school, and com m unity
 explain how basic hum an need s can be met such as through self-prod ucing, purchasing, and trad ing
 explain the d ifference betw een needs and w ants
 id entify basic hum an need s of food , clothing, an d shelter
Economic skills
 d iscuss the roles and responsibilities of com m unity w orkers
 participate in activities to help them becom e aw are of w hat it m eans to be a consum er
 d em onstrate that all people need food , clothing, and shelt er
Factors Influencing Economies
 id entify and d escribe the effects of governm ent regulation and taxation on econom ic d evelopm ent and business planning
 d escribe levels of econom ic d evelopm ent of various societies using indicators such as life expectancy, gross d om estic produc t
(GDP), GDP per capita, and literacy
 d efine and give exam ples of agricultural, w holesale, retail, m anufacturing (good s), and service industries
 explain the im pact of relative scarcity of resources on international trad e and econom ic interd epend ence a m ong and w ithin societies
 id entify problems and issues that m ay arise w hen one or m ore of t he factors of prod uction is in relatively short supply
 d escribe w ays in w hich the factors of prod uction (natural resources, labor, capital, and entrepreneurs) influence the econom i es of
various contem porary societies
 explain the im pact of Am erican id eas about progress and equality of opportunity on the economic d evelopm ent and grow th of the
United States
 d escribe the im pact of mass prod uction, specialization, and division of labor on the economic grow th of the United States
 analyze the effects of imm igration, m igration, and lim ited resources on the econom ic d evelopm ent and grow th of the United States
 id entify and explain how geographic factors have influenced the location of econom ic activities in the United States
 com pare how people in d ifferent parts of the United States earn a living, past and present
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
75
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 4 – Economics, Science, Technology and Society: The student will demonstrate an understanding
of economic and technological influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.14) Economics. The stud ent und erstand s the origins and
d evelopm ent of the free enterprise system in the United States. The
stud ent is expected to
(A) explain w hy a free enterprise system of economics
d eveloped in the new nation, includ ing m inim al governm ent
intrusion, taxation, and property rights; Supporting Stand ard
(B) d escribe the characteristics and the benefits of the U.S. free
enterprise system d uring the 18th and 19th centuries.
Supporting Stand ard
8.14
Recognizes the development of the free-enterprise system in
the United States.
Prerequisite Skills/Links to TEKS Vertical Alignment
Development and Operation of Economic Systems
 explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas
 trace the developm ent of m ajor ind ustries that contributed to the urbanization of Texas such as transportation, oil and gas ,
and m anufacturing
 explain economic factors that led to the urbanization of Texas
 evaluate the effects of supply and d em and on business, ind ustry, and agriculture, includ ing the plantation system , in the
United States
 explain how supply and d em and affects consum ers in the United States
 give exam ples of the benefits of the free enterprise system in the United States
 d escribe how the free enterprise system w orks in the United States
 d escribe the d evelopm ent of the free enterprise system in colonial Am erica and the United States
 id entify m ajor ind ustries of colonial Am erica
 explain the econom ic patterns of early European colonists
 explain the im pact of Am erican id eas about progress and equality of opportunity on the economic d ev elopm ent and grow th of
Texas
 explain how developm ents in transportation and com m unication have influenced economic activities in Texas
 d escribe the im pact of mass prod uction, specialization, and division of labor on the economic grow th of Texas
 analyze the effects of exploration, im m igration, migration, and lim ited resources on the econom ic d evelopm ent and grow th of T exas
Continued
September 2014
76
Social Studies
8.14
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

explain how geographic factors such as clim ate, transportation, and natural resources have influenced the location of econom i c
activities in Texas
 explain how people in d ifferent regions of Texas earn their living, past and present, through a subsistence econom y and
provid ing good s and services
 give exam ples of the benefits of the free enterprise system such as choice and opportunity
 d escribe how the free enterprise system w orks, includ ing supply and d emand
 d escribe the d evelopm ent of the free enterprise system in Texas
 explain the econom ic activities early imm igrants to Texas used t o m eet their need s and w ants
 explain the econom ic activities various early Am erican Ind ian groups in Texas and N orth Am erica used t o m eet their needs and
w ants such as farm ing, trad ing, and hunting
Evolution of Economic Systems Based on Human N eed
 exam ine the record of collective, non -free m arket econom ic system s in contem porary w orld societies
 und erstand the im portance of m orality and ethics in m aintaining a functional free enterprise system
 com pare and contrast free enterprise, socialist, and com m unist economies in various contem porary societies, includ ing the ben efits
of the U.S. free enterprise system
 com pare w ays in w hich various societies organize the prod uction and d istribution of good s and services
 id entify ind ivid uals, past and present, including H enry Ford and other entrepreneurs in the com munity such as Mary Kay Ash,
Wallace Am os, Milton H ershey, and Sam Walton, w ho have started new businesses
 explain how governm ent regulations and taxes impact consum er costs
 explain how the cost of prod uction and selling price affect profits
 explain how supply and d em and affect th e price of a good or service
 id entify exam ples of how a sim ple business operates
 explain the concept of a free m arket as it relates to the U.S. free enterprise system
 explain the im pact of scarcity on the prod uction, d istribution, and consumption of good s and services
 d efine and id entify examples of scarcity
 create a sim ple bud get that allocates m oney for sp end ing, saving, and d onating
 id entify w ays of earning, spend ing, saving, and donating m oney
 exam ine the d evelopm ent of a prod uct from a natural resource to a finished prod uct
 id entify w ays in w hich p eople are both prod ucers and consum ers
 d istinguish betw een prod ucing and consum ing
 explain the choices people in the U.S. free enterprise system can m ake about earning, spend ing, and saving m oney and w here to
live and w ork
 explain how w ork provid es incom e to purchase good s and services
Continued
September 2014
77
Social Studies
8.14
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment
 d escribe how specialized jobs contribute to the prod uction of good s and services
 d escribe the com ponents of various jobs and the characteristics of a job w ell-perform ed
 id entify exam ples of choices families m ake w hen buying good s and services
 explain w hy w anting m ore than they can have requires that people m ake choices
 id entify exam ples of people w anting m ore than they can have
 id entify the role of m arkets in the exchange of good s and services
 id entify w ays people exchange good s and services
 id entify exam ples of good s and services in the hom e, school, and com m unity
 d escribe sim ilarities and d ifferences in w ays fam ilies m eet basic hum an need s
 d escribe w ays that fam ilies m eet basic hum an need s
 explain w hy people have jobs
 id entify jobs in the hom e, school, and com m unity
 explain how basic hum an need s can be met such as through self-prod ucing, purchasing, and trad ing
 explain the d ifference betw een needs and w ants
 id entify basic hum an need s of food , clothing, and shelter
Economic skills
 d iscuss the roles and responsibilities of com m unity w orkers
 participate in activities to help them becom e aw are of w hat it m eans to be a consum er
 d em onstrate that all people need food , clothing, and shelter
Factors Influencing Economies
 id entify and d escribe the effects of governm ent regulation and taxation on econom ic d evelopm ent and business planning
 d escribe levels of econom ic d evelopm ent of various societies using indicators such as life expectancy, gross d om estic product
(GDP), GDP per capita, and literacy
 d efine and give exam ples of agricultural, w holesale, retail, m anufacturing (good s), and service industries
 explain the im pact of relative scarcity of resources on international trad e and econom ic interd epend ence am ong and w ithin societies
 id entify problems and issues that m ay arise w hen one or m ore of the factors of prod uction is in relatively short supply
 d escribe w ays in w hich the factors of prod uction (natu ral resources, labor, capital, and entrepreneurs) influence the econom ies of
various contem porary societies
 explain the im pact of Am erican id eas about progress and equality of opportunity on the economic d evelopm ent and grow th of the
United States
 d escribe the im pact of mass prod uction, specialization, and division of labor on the economic grow th of the United States
Continued
September 2014
78
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
8.14
Prerequisite Skills/Links to TEKS Vertical Alignment



analyze the effects of imm igration, m igration, and lim ited resources on the econom ic d evelopm ent and grow th of the United States
id entify and explain how geographic factors have influenced the location of econom ic activities in the United States
com pare how people in d ifferent parts of the United States earn a living, past and present
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
79
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 4 – Economics, Science, Technology and Society: The student will demonstrate an understanding
of economic and technological influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.27) Science, technology, and society. The stud ent und erstand s the
im pact of science and technology on the economic d evelopm ent of
the United States. The stud ent is expected to
(A) explain the effects of technological and scientific
innovations such as the steam boat, the cotton gin, and
interchangeable parts; Read iness Standard
(B) analyze the im pact of transportation and com m unication
system s on the grow th, developm ent, and urbanization of the
United States; Read iness Stand ard
(C) analyze how technological innovations changed the w ay
good s w ere m anufactured and m arketed , nationally and
internationally; Supporting Stand ard
(D) explain how technological innovations brought about
econom ic grow th such as how the factory system contributed
to rapid ind ustrialization and the Transcontinental Railroad led
to the opening of the w est. Supporting Standard
8.27
Recognizes the impact of scientific discoveries and technological
innovation on the economic growth of the United States.
Prerequisite Skills/Links to TEKS Vertical Alignment
Impact of Science and Technology on Society
 analyze how scientific d iscoveries and technological innovations have resulted in an interd epend ence am ong Texas, the
United States, and the w orld
 evaluate the effects of scientific discoveries and technological inno vations on the use of resources such as fossil fuels, w ater,
and land
 analyze the effects of various scientific discoveries and technological innovations on the d evelopment of Texas such as
ad vancem ents in the agricultural, energy, m ed ical, com puter, and aerospace ind ustries
 com pare types and uses of technology, past and present
 m ake pred ictions about future social, econom ic, cultural, and environm ental im pacts that m ay result from future scientific
d iscoveries and technological innovations
 explain how resources, belief system s, economic factors, and political d ecisions have affected the use of technology
Continued
September 2014
80
Social Studies
8.27
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

give exam ples of scientific d iscoveries and technological innovations, includ ing the r oles of scientists and inventors, that have
transcend ed the bound aries of societies and have shaped the w orld
 pred ict how future scientific d iscoveries and technological innovations could affect society in the United States
 explain how scientific d iscoveries and technological innovations in the field s of m ed icine, com m unication, and transportation
have benefited individ uals and society in the United States
 id entify how scientific discoveries, technological innovations, and the rapid grow th of technology ind ustries have advanced
the econom ic d evelopm ent of the United States, includ ing the transcontinental ra ilroad and the space program
 pred ict how future scientific d iscoveries and technological inno vations m ight affect life in Texas
 d escribe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited
ind ivid uals, businesses, and society in Texas
 id entify the im pact of scientific breakthroughs and new technology in computers, pasteurization, and m ed i cal vaccines on
various com m unities
 explain how science and technology change the w ays in w hich people m eet basic need s
 d escribe how science and technology change com m unication, tr ansportation, and recreation
 d escribe how technology changes the w ay peop le w ork
 d escribe how technology changes comm unication, tr ansportation, and recreation
 d escribe how technology ch anges the w ays fam ilies live
 d escribe how his or her life m ight be different w ithout m od er n technology
 d escribe how technology helps accom plish specific tasks and m eet people’s need s
 id entify exam ples of technology used in the hom e and school
N otable Scientists and Individuals
 id entify Texas lead ers in science and technology such as Walter Cunningham , Michael DeBakey, Denton Cooley, Benjy Br ooks,
Michael Dell, and H ow ard H ughes Sr.
 id entify the accom plishm ents of notable individuals in the field s of science and technology, includ ing Benjam in Franklin, Eli
Whitney, John Deere, Thom as Ed ison, Alexand er Graham Bell, George Washington Carver, th e Wright Brothers, and N eil
Arm strong
 id entify fam ous inventors and scientists such as Gail Bord en, Joseph Glid den, Michael DeBakey, and Millie H ughes -Fulford
and their contributions
 id entify scientists and inventors, includ ing Jonas Salk, Maria Mitchell, and others w ho have discovered scientific breakthroughs or
created or invented new technology such as Cyrus McCorm ick, Bill Gates, and Louis Pasteur
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the lo w est grad e level.
September 2014
81
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
STAAR Reporting Category 4 – Economics, Science, Technology and Society: The student will demonstrate an understanding
of economic and technological influences on historical issues and events.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.28) Science, technology, and society. The stud ent und erstand s
the im pact of scientific discoveries and technological innovations on
d aily life in the United States. The stud ent is expected to
(A) com pare the effects of scientific discoveries and
technological innovations that have influenced d aily life in
d ifferent period s in U.S. history; Supporting Stand ard
(B) id entify exam ples of how ind u strialization changed life in
the United States. Supporting Stand ard
8.28
Recognizes the impact of scientific discoveries and technological
innovations on daily life in the United States.
Prerequisite Skills/Links to TEKS Vertical Alignment
Impact of Science and Technology on Society
 analyze how scientific d iscoveries and technological innovations have resulted in an interd epend ence am ong Texas, the
United States, and the w orld
 evaluate the effects of scientific discoveries and technological innov ations on the use of resources such as fossil fuels, w ater,
and land
 analyze the effects of various scientific discoveries and technological innovations on the d evelopment of Texas such as
ad vancem ents in the agricultural, energy, m ed ical, com puter, and aerospace ind ustries
 com pare types and uses of technology, past and present
 m ake pred ictions about future social, econom ic, cultural, and environm ental im pacts that m ay result from future scientific
d iscoveries and technological innovations
 explain how resources, belief system s, economic factors, and political d ecisions have affected the use of technology
 give exam ples of scientific d iscoveries and technological innovations, includ ing the roles of scientists and inventors, that have
transcend ed the bound aries of societies and have shaped the w orld
 pred ict how future scientific d iscoveries and technological innovations could affect society in the United States
 explain how scientific d iscoveries and technological innovations in the field s of m ed icine, com m unication, and transportation
have benefited individ uals and society in the United States
 id entify how scientific discoveries, technological innovations, and the rapid grow th of technology ind ustries have advanced
the econom ic d evelopm ent of the United States, includ ing the transcontinental railroad and the space program
 pred ict how future scientific d iscoveries and technological innovations m ight affect life in Texas
Continued
September 2014
82
Social Studies
8.28
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

d escribe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited
ind ivid uals, businesses, and society in Texas
 id entify the im pact of scientific breakthroughs and new technology in computers, pasteurization, and m ed ica l vaccines on various
com m unities
 explain how science and technology change the w ays in w hich people m eet basic need s
 d escribe how science and technology change com m unication, transportation, and recreation
 d escribe how technology changes the w ay people w ork
 d escribe how technology changes comm unication, tr ansportation, and recreation
 d escribe how technology ch anges the w ays fam ilies live
 d escribe how his or her life m ight be different w ith out m od ern technology
 d escribe how technology helps accom plish specific tasks and m eet people’s need s
 id entify exam ples of technology used in the hom e and school
N otable Scientists and Individuals
 id entify Texas lead ers in science and technology such as Walter Cunningham , Michael DeBakey, Denton Cooley, Benjy Broo ks,
Michael Dell, and H ow ard H ughes Sr.
 id entify the accom plishm ents of notable individuals in the field s of science and technology, includ ing Benjam in Franklin, Eli
Whitney, John Deere, Thom as Ed ison, Alexand er Graham Bell, George Washington Carver, the Wright Brothers, and N eil
Arm strong
 id entify fam ous inventors and scientists such as Gail Bord en, Joseph Glid den, Michael DeBakey, and Millie H ughes -Fulford
and their contributions
 id entify scientists and inventors, includ ing Jonas Salk, Maria Mitchell, and others w ho have discovered scientific breakthroughs
or created or invented new technology such as Cyrus McCorm ick, Bill Gates, and Louis Pasteur
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low es t grad e level.
September 2014
83
Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Standards for Underlying Social Studies: Standards for underlying social studies skills will not be listed under a separate reporting
category. These standards will be incorporated into assessment tasks in reporting categories 1–4 and identified along with content
standards.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(8.29) Social studies skills. The stud ent applies critical-thinking skills to organize and use inform ation acquired through established
research m ethod ologies from a variety of valid sources, includ ing electronic technology. The stud ent is expected to
(A) d ifferentiate betw een, locate, and use valid prim ary and second ary sources such as com puter softw are, d atabases, m ed ia and
new s services, biograph ies, interview s, and artifacts to acquire inform ation about the United States;
(B) analyze inform ation by sequencing, categorizing, id entifying cause-and -effect relationships, com paring, contrasting, find ing the
m ain id ea, sum m arizing, m aking generalizations and pred ictions, and d raw ing inferences and conclusions;
(C) organize and interpret inform ation from outlines, reports, d atabases, and visuals, includ ing graphs, charts, tim elines, and m aps;
(D) id entify points of view from the historical context sur round ing an event and the frame of reference w hich influenced the participants;
(E) support a point of view on a social stud ies issue or event;
(H ) use appropriate m athematical skills to interpret social stud ies inform ation such as maps and graphs;
(J) pose and answ er questions about geographic d istributions and patterns show n on m aps, graphs, charts, m od els, and d atabases.
8.29
Prerequisite Skills/Links to TEKS Vertical Alignment
A cquisition of Information Through a V ariety of Sources
 evaluate the valid ity of a source based on language, corroboration w ith other sources, and inform ation about the author
 id entify bias in w ritten, oral, and visual m aterial
 support a point of view on a social stud ies issue or event
 id entify points of view from the historical context surround ing an event and the frame of reference that influenced the participants
 d ifferentiate betw een, locate, and use valid prim ary and second ary sources such as com puter softw are, d atabases, m ed ia and ne w s
services, biographies, interview s, and artifacts to acquire inform ation about Texas
 organize and interpret inform ation from outlines, reports, d atabases, and visuals including graphs, c harts, tim elines, and maps
 id entify the elem ents of fram e of reference that influen ced participants in an event
 id entify d ifferent points of view abou t an issue or current topic
 d ifferentiate betw een, locate, and use valid prim ary and second ary sources such as com puter softw are; interview s; biographies ;
oral, print, and visual material; and artifacts to acquire inform ation about various w orld cultures
 id entify the historical context of an event
 id entify d ifferent points of view about an issue, topic, or current event
 d ifferentiate betw een, locate, and use valid prim ary and second ary sources such as com puter softw are; interview s; biographies;
oral, print, and visual material; d ocum ents; and artifacts to acquire information about the United States
Continued
September 2014
84
Social Studies
8.29
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Prerequisite Skills/Links to TEKS Vertical Alignment

analyze inform ation by sequencing, categorizing, id entifying cause-and -effect relationships, com paring, contrasting, find ing the
m ain id ea, sum m arizing, m aking generalizations and pred ictions, and d raw ing inferences and conclusions
 organize and interpret inform ation in outlines, reports, d atabases, and visuals, includ ing graphs, charts, tim elines, and m aps
 id entify d ifferent points of view about an issue, topic, histor ical event, or current event
 d ifferentiate betw een, locate, and use valid prim ary and second ary sources such as com puter softw ar e; interview s; biographies;
oral, print, and visual material; d ocum ents; and artifacts to acquire information about the United States and Texas
 use appropriate m athematical skills to interpret social stud ies inform ation su ch as maps and graphs
 interpret and create visuals, includ ing graphs, charts, tables, tim elines, illustrations, and m ap s
 interpret oral, visual, and print m aterial by id entifying the m ain id ea, d istinguishing betw een fact and opinion, id entifying cause
and effect, and com paring and contrasting
 research inform ation, includ ing historical and current events, and geographic data, about the comm unity and w orld, using a
variety of valid print, oral, visual, and Internet resources
 use various parts of a source, includ ing the table of contents, glossary, and ind ex, as w ell as keyw ord Internet searches to locate
inform ation
 interpret oral, visual, and print m aterial by id entifying the m ain id ea, pred icting, a nd com paring and contrasting
 obtain inform ation about a topic using a variety of valid visual sources such as pictures, m aps, electronic sources,
literature, reference sources, and artifacts
 obtain inform ation about a topic using a variety of valid visual sources such as pictures, sym bols, electronic m ed ia, map s,
literature, and artifacts
 sequence and categorize inform ation
 obtain inform ation about a topic using a variety of valid oral sources such as conversations, interview s, and m usic
 obtain inform ation about a topic using a variety of valid visual sources such as pictures, sym bols, e lectronic m ed ia, p rint
m aterial, and artifacts
Technology and devices skills
 recognize that inform ation is accessible throu gh the use of technology
 operate voice/ sound record ers and touch screens
 use and nam e a variety of com puter input d evices, such a s m ouse, keyboard , voice/ sound record er, touch screen, CD-ROM
 open and navigate through softw are program s d esigned to enhance d evelopm ent of appropriate concepts
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e leve l to the low est grad e level.
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Social Studies
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 8
Standards for Underlying Social Studies: Standards for underlying social studies skills will not be listed under a separate reporting
category. These standards will be incorporated into assessment tasks in reporting categories 1–4 and identified along with content
standards.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(8.30) Social studies skills. The stud ent com m unicates in w ritten, oral, and visual form s. The stud ent is expected to
(A) use social stud ies term inology correctly.
8.30
Prerequisite Skills/Links to TEKS Vertical Alignment
Communication in a Variety of Forms
 create w ritten, oral, and visual presentations of socia l stud ies inform ation
 transfer inform ation from one m ed ium to another, includ ing w ritten to visual and statistical to w ritten or visual, using comput er
softw are as appropriate
 use stand ard gram m ar, spelling, sentence structure, punctuation, and proper citation of sources
 use proper citations to avoid plagiarism
 create w ritten and visual m aterial such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research
 incorporate m ain and supporting id eas in verbal and w ritten com m unication based on research
 express id eas orally based on research and experiences
 use social stud ies term inology correctly
 create w ritten and visual m aterial such as journal entries, reports, graphic organizers, ou tlines, and bibliographies
 incorporate m ain and supporting id eas in verbal and w ritten com m unication
 use stand ard gram m ar, spelling, sentence structure, and punctuation
 use technology to create w ritten and visual m aterial such as stories, poem s, pictures, m aps, and graphic organizers to express id eas
 create w ritten and visual m aterial such as stories, p oem s, m aps, and graphic organizers to express id eas
 create and interpret visual and w ritten m aterial
 express id eas orally based on know led ge and experiences
 create and interpret visuals, includ ing pictures and m aps
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
86