| (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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