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TITLE 19EDUCATION
PART 2TEXAS EDUCATION AGENCY
CHAPTER 113TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SOCIAL STUDIES
SUBCHAPTER BMIDDLE SCHOOL
RULE §113.19Social Studies, Grade 7, Adopted 2018

    (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.


Source Note: The provisions of this §113.19 adopted to be effective August 23, 2010, 35 TexReg 7232; amended to be effective August 1, 2019, 44 TexReg 1988

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