(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) support a point of view on a social studies issue
or event; and
(F) evaluate the validity of a source based on corroboration
with other sources and information about the author.
(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; and
(C) create written, oral, and visual presentations
of social studies information.
(23) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to 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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