| (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:
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