Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 113 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SOCIAL STUDIES
Subchapter B - MIDDLE SCHOOL
Section 113.19 - Social Studies, Grade 7, Adopted 2022
Universal Citation: 19 TX Admin Code ยง 113.19
Current through Reg. 49, No. 38; September 20, 2024
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.
(b) Introduction.
(1) In Grade 7, students study the history of
Texas from early times to the present. Content is presented with more depth and
breadth than in Grade 4. Students examine the full scope of Texas history,
including Natural Texas and its People; Age of Contact; Spanish Colonial;
Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil
War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the
Great Depression and World War II; Civil Rights and Conservatism; and
Contemporary Texas eras. The focus in each era is on key individuals, events,
and issues and their impact. Students identify regions of Texas and the
distribution of population within and among the regions and explain the factors
that caused Texas to change from an agrarian to an urban society. Students
describe the structure and functions of municipal, county, and state
governments, explain the influence of the U.S. Constitution on the Texas
Constitution, and examine the rights and responsibilities of Texas citizens.
Students use primary and secondary sources to examine the rich and diverse
cultural background of Texas as they identify the different racial and ethnic
groups that settled in Texas to build a republic and then a state. Students
analyze the impact of scientific discoveries and technological innovations on
the development of Texas in various industries such as agricultural, energy,
medical, computer, and aerospace. Students use primary and secondary sources to
acquire information about Texas.
(2) To support the teaching of the essential
knowledge and skills, the use of a variety of rich primary and secondary source
material such as biographies, autobiographies, novels, speeches, letters,
diaries, poetry, songs, and images is encouraged. Motivating resources are
available from museums, historical sites, presidential libraries, and local and
state preservation societies.
(3)
The eight strands of the essential knowledge and skills for social studies are
intended to be integrated for instructional purposes. Skills listed in the
social studies skills strand in subsection (c) of this section should be
incorporated into the teaching of all essential knowledge and skills for social
studies. A greater depth of understanding of complex content material can be
attained when integrated social studies content from the various disciplines
and critical-thinking skills are taught together. Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.
(4) Students identify the
role of the U.S. free enterprise system within the parameters of this course
and understand that this system may also be referenced as capitalism or the
free market system.
(5) Throughout
social studies in Kindergarten-Grade 12, students build a foundation in
history; geography; economics; government; citizenship; culture; science,
technology, and society; and social studies skills. The content, as appropriate
for the grade level or course, enables students to understand the importance of
patriotism, function in a free enterprise society, and appreciate the basic
democratic values of our state and nation as referenced in the Texas Education
Code (TEC), §28.002(h).
(6)
Students understand that a constitutional republic is a representative form of
government whose representatives derive their authority from the consent of the
governed, serve for an established tenure, and are sworn to uphold the
constitution.
(7) State and federal
laws mandate a variety of celebrations and observances, including Celebrate
Freedom Week.
(A) Each social studies class
shall include, during Celebrate Freedom Week as provided under the TEC, §
29.907, or during
another full school week as determined by the board of trustees of a school
district, appropriate instruction concerning the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution,
including the Bill of Rights, in their historical contexts. The study of the
Declaration of Independence must include the study of the relationship of the
ideas expressed in that document to subsequent American history, including the
relationship of its ideas to the rich diversity of our people as a nation of
immigrants, the American Revolution, the formulation of the U.S. Constitution,
and the abolitionist movement, which led to the Emancipation Proclamation and
the women's suffrage movement.
(B)
Each school district shall require that, during Celebrate Freedom Week or other
week of instruction prescribed under subparagraph (A) of this paragraph,
students in Grades 3-12 study and recite the following text from the
Declaration of Independence: "We hold these Truths to be self-evident, that all
Men are created equal, that they are endowed by their Creator with certain
unalienable Rights, that among these are Life, Liberty and the Pursuit of
Happiness--That to secure these Rights, Governments are instituted among Men,
deriving their just Powers from the Consent of the Governed."
(8) Students discuss how and
whether the actions of U.S. citizens and the local, state, and federal
governments have achieved the ideals espoused in the founding
documents.
(c) Knowledge and skills.
(1) History. The student
understands traditional historical points of reference in Texas history. The
student is expected to:
(A) identify the major
eras in Texas history, describe their defining characteristics, and explain the
purpose of dividing the past into eras, including Natural Texas and its People;
Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic;
Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and
Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil
Rights; and Contemporary Texas; and
(B) explain the significance of the following
dates: 1519, mapping of the Texas coast and first mainland Spanish settlement;
1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas
independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of
current state constitution; and 1901, discovery of oil at Spindletop.
(2) History. The student
understands how individuals, events, and issues through the Mexican National
Era shaped the history of Texas. The student is expected to:
(A) compare the cultures of American Indians
in Texas prior to European colonization such as Gulf, Plains, Puebloan, and
Southeastern;
(B) identify important
individuals, events, and issues related to European exploration of Texas such
as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de
Vaca, the search for gold, and the conflicting territorial claims between
France and Spain;
(C) identify
important individuals, events, and issues related to European colonization of
Texas, including the establishment of Catholic missions, towns, and ranches,
and the contributions of individuals such as Fray Damián Massanet,
Antonio Margil de Jesús, and Francisco Hidalgo;
(D) identify the individuals, issues, and
events related to Mexico becoming an independent nation and its impact on
Texas, including Father Miguel Hidalgo, Texas involvement in the fight for
independence, José Gutiérrez de Lara, the Battle of Medina, the
Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a
state, the State Colonization Law of 1825, and slavery;
(E) identify the contributions of significant
individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín,
Martín De León, and Green DeWitt, during the Mexican settlement
of Texas; and
(F) contrast Spanish,
Mexican, and Anglo purposes for and methods of settlement in Texas.
(3) History. The student
understands how individuals, events, and issues related to the Texas Revolution
shaped the history of Texas. The student is expected to:
(A) describe the chain of events that led to
the Texas Revolution, including the Fredonian Rebellion, the Miery Terán
Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest
of Stephen F. Austin;
(B) explain
the roles played by significant individuals during the Texas Revolution,
including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston,
Antonio López de Santa Anna, Juan N. Seguín, and William B.
Travis; and
(C) explain the issues
surrounding significant events of the Texas Revolution, including the Battle of
Gonzales; the siege of the Alamo, William B. Travis's letter "To the People of
Texas and All Americans in the World," and the heroism of the diverse defenders
who gave their lives there; the Constitutional Convention of 1836; Fannin's
surrender at Goliad; and the Battle of San Jacinto.
(4) History. The student understands how
individuals, events, and issues shaped the history of the Republic of Texas and
early Texas statehood. The student is expected to:
(A) identify individuals, events, and issues
during the administrations of Republic of Texas Presidents Houston, Lamar, and
Jones such as the Texas Navy, the Texas Rangers, Jack Coffee Hays, Chief
Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the
Córdova Rebellion, the Council House Fight, the Santa Fe Expedition,
slavery, and the roles of racial and ethnic groups;
(B) analyze the causes of and events leading
to Texas annexation such as security and public debt; and
(C) identify individuals, events, and issues
during early Texas statehood, including the U.S.-Mexican War, the Treaty of
Guadalupe-Hidalgo, slavery, and the Compromise of 1850.
(5) History. The student understands how
events and issues shaped the history of Texas during the Civil War and
Reconstruction. The student is expected to:
(A) explain the central role the expansion of
slavery played in the involvement of Texas in the Civil War;
(B) identify significant events concerning
Texas and the Civil War such as the Battle of Galveston, the Battle of Sabine
Pass, and the Battle of Palmito Ranch; and
(C) explain the political, economic, and
social effects of the Civil War and Reconstruction in Texas.
(6) History. The student
understands how individuals, events, and issues shaped the history of Texas
from Reconstruction through the beginning of the 20th century. The student is
expected to:
(A) identify significant
individuals, events, and issues, including the factors leading to the expansion
of the Texas frontier, the effects of westward expansion on American Indians,
the buffalo soldiers, and Quanah Parker;
(B) identify significant individuals, events,
and issues, including the development of the cattle industry from its Spanish
beginnings and the cowboy way of life;
(C) identify significant individuals, events,
and issues, including the effects of the growth of railroads and the
contributions of James Hogg; and
(D) explain the political, economic, and
social impact of the agricultural industry and the development of West Texas
resulting from the close of the frontier.
(7) History. The student understands how
individuals, events, and issues shaped the history of Texas during the late
19th, 20th, and early 21st centuries. The student is expected to:
(A) explain how the oil industry led to the
industrialization of Texas;
(B)
define and trace the impact of "boom-and-bust" cycles of leading Texas
industries throughout the 20th and early 21st centuries such as farming, oil
and gas production, cotton, ranching, real estate, banking, and computer
technology;
(C) describe and
compare the impact of reform movements in Texas in the 19th and 20th centuries
such as progressivism, populism, women's suffrage, agrarianism, labor reform,
and the conservative movement of the late 20th century;
(D) describe and compare the civil rights and
equal rights movements of various groups in Texas in the 20th century and
identify key leaders in these movements such as James L. Farmer Jr., Hector P.
Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin
American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White;
and
(E) analyze the political,
economic, and social impact of World War I, the Great Depression, World War II,
and significant issues in the latter half of the 20th and early 21st centuries
such as political and economic controversies, immigration, and migration on the
history of Texas.
(8)
Geography. The student understands the location and characteristics of places
and regions of Texas. The student is expected to:
(A) locate and compare the Mountains and
Basins, Great Plains, North Central Plains, and Coastal Plains
regions;
(B) locate and compare
places of importance in Texas in terms of physical and human characteristics
such as major cities, waterways, natural and historic landmarks, political and
cultural regions, and local points of interest; and
(C) analyze the effects of physical and human
factors such as climate, weather, landforms, irrigation, transportation, and
communication on major events in Texas.
(9) Geography. The student understands the
effects of the interaction between humans and the environment in Texas. The
student is expected to:
(A) identify ways in
which Texans have adapted to and modified the environment and explain the
positive and negative consequences of the modifications; and
(B) explain ways in which geographic factors
such as the Galveston Hurricane of 1900, the Dust Bowl, limited water
resources, and alternative energy sources have affected the political,
economic, and social development of Texas.
(10) Geography. The student understands the
characteristics, distribution, and migration of population in Texas in the
19th, 20th, and 21st centuries. The student is expected to:
(A) identify why immigrant groups came to
Texas and where they settled;
(B)
describe how immigration and migration to Texas have influenced
Texas;
(C) describe the structure
of the population of Texas using demographic concepts such as growth rate and
age distribution; and
(D) analyze
the effects of the changing population distribution and growth in Texas and the
additional need for education, health care, and transportation.
(11) Economics. The student
understands the factors that caused Texas to change from an agrarian to an
urban society. The student is expected to:
(A)
explain economic factors and the development of major industries that led to
the urbanization of Texas such as transportation, oil and gas, and
manufacturing; and
(B) explain the
changes in the types of jobs and occupations that have resulted from the
urbanization of Texas.
(12) Economics. The student understands the
interdependence of the Texas economy with the United States and the world. The
student is expected to:
(A) explain the impact
of national and international markets on the production of goods and services
in Texas, including agriculture and oil and gas;
(B) explain the impact of economic concepts
within the free enterprise system such as supply and demand, profit, and world
competition on the economy of Texas; and
(C) analyze the impact of significant
industries in Texas such as aerospace, medical, and computer technologies on
local, national, and international markets.
(13) Government. The student understands the
basic principles reflected in the Texas Constitution. The student is expected
to:
(A) identify how the Texas Constitution
reflects the principles of limited government, republicanism, checks and
balances, federalism, separation of powers, popular sovereignty, and individual
rights; and
(B) compare the
principles and concepts of the Texas Constitution to the U.S. Constitution,
including the Texas and U.S. Bill of Rights.
(14) Government. The student understands the
structure and functions of government created by the Texas Constitution. The
student is expected to:
(A) describe the
structure and functions of government at municipal, county, and state levels;
and
(B) identify major sources of
revenue for state and local governments such as property taxes, sales taxes,
bonds, and fees.
(15)
Citizenship. The student understands the rights and responsibilities of Texas
citizens in a democratic society. The student is expected to:
(A) explain rights of Texas citizens;
and
(B) explain civic
responsibilities of Texas citizens and the importance of civic
participation.
(16)
Citizenship. The student understands the importance of the expression of
different points of view in a democratic society. The student is expected to:
(A) identify different points of view of
political parties and interest groups on important Texas issues, past and
present; and
(B) describe the
importance of free speech and press in a democratic society.
(17) Citizenship. The student
understands the importance of effective leadership in a democratic society. The
student is expected to:
(A) identify the
leadership qualities of elected and appointed leaders of Texas, past and
present, including Texans who have been president of the United States;
and
(B) identify the contributions
of Texas leaders such as Lawrence Sullivan "Sul" Ross, John Nance Garner
("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey
Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez
Jr.
(18) Culture. The
student understands the concept of diversity within unity in Texas. The student
is expected to:
(A) explain how the diversity
of Texas is reflected in a variety of cultural activities and
celebrations;
(B) describe how
people from various racial, ethnic, and religious groups attempt to maintain
their cultural heritage while adapting to the larger Texas culture;
(C) identify examples of Spanish influence
and the influence of other cultures on Texas such as place names, vocabulary,
religion, architecture, food, and the arts; and
(D) identify contributions to the arts by
Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott
Joplin, Elisabet Ney, Amado Peña Jr., Walter Prescott Webb, and Horton
Foote.
(19) Science,
technology, and society. The student understands the impact of scientific
discoveries and technological innovations on the political, economic, and
social development of Texas. The student is expected to:
(A) compare types and uses of technology,
past and present;
(B) identify
Texas leaders in science and technology such as Walter Cunningham, Michael
DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes
Sr.;
(C) analyze the effects of
various scientific discoveries and technological innovations on the development
of Texas such as advancements in the agricultural, energy, medical, computer,
and aerospace industries;
(D)
evaluate the effects of scientific discoveries and technological innovations on
the use of resources such as fossil fuels, water, and land; and
(E) analyze how scientific discoveries and
technological innovations have resulted in an interdependence among Texas, the
United States, and the world.
(20) Social studies skills. The student
applies critical-thinking skills to organize and use information acquired
through established research methodologies from a variety of valid sources,
including technology. The student is expected to:
(A) differentiate between, locate, and use
valid primary and secondary sources such as media and news services,
biographies, interviews, and artifacts to acquire information about
Texas;
(B) analyze information by
applying absolute and relative chronology through sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions;
(C)
organize and interpret information from outlines, reports, databases, and
visuals, including graphs, charts, timelines, and maps;
(D) identify bias and points of view from the
historical context surrounding an event that influenced the
participants;
(E) formulate and
communicate visually, orally, or in writing a claim supported by evidence and
reasoning related to a social studies topic; and
(F) evaluate a variety of historical and
contemporary sources for validity, credibility, bias, and accuracy.
(21) Social studies skills. The
student uses geographic tools to collect, analyze, and interpret data. The
student is expected to:
(A) create and
interpret thematic maps, graphs, and charts representing various aspects of
Texas during the 19th, 20th, and 21st centuries; and
(B) analyze and interpret geographic
distributions and patterns in Texas during the 19th, 20th, and 21st
centuries.
(22) Social
studies skills. The student communicates in written, oral, and visual forms.
The student is expected to:
(A) use social
studies terminology correctly;
(B)
use effective written communication skills, including proper citations and
avoiding plagiarism;
(C) create
written, oral, and visual presentations of social studies information;
and
(D) apply foundational language
skills to engage in civil discourse about social studies topics, including
those with multiple perspectives.
(23) Social studies skills. The student uses
problem-solving and decision-making skills, working independently and with
others. The student is expected to:
(A)
describe governmental and democratic processes such as voting, due process, and
caucuses using simulations and models; and
(B) use problem-solving and decision-making
processes to identify a problem, gather information, list and consider options,
consider advantages and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution.
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