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RULE §113.15Social Studies, Grade 4, Adopted 2018

    (C) identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week).

  (14) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:

    (A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the Alamo, and the San Jacinto Monument;

    (B) sing or recite "Texas, Our Texas";

    (C) recite and explain the meaning of the Pledge to the Texas Flag; and

    (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.

  (15) Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:

    (A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll;

    (B) explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as respectfully holding public officials to their word, writing letters, and participating in historic preservation and service projects;

    (C) explain the duty of the individual in state and local elections such as being informed and voting;

    (D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Henry B. González, Wallace Jefferson, and other local individuals; and

    (E) explain how to contact elected and appointed leaders in state and local governments.

  (16) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

    (A) identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States; and

    (B) identify leadership qualities of state and local leaders, past and present.

  (17) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas culture. The student is expected to:

    (A) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, and Fiesta San Antonio; and

    (B) summarize the contributions of artists of various racial, ethnic, and religious groups in the development of Texas culture such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.

  (18) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to:

    (A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions; and

    (B) describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.

  (19) Social studies skills. The student applies critical-thinking skills to organize and use information acquired 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 technology; interviews; biographies; oral, print, and visual material; documents; 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 in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; and

    (D) identify different points of view about an issue, topic, historical event, or current event.

  (20) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

    (A) apply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps; and

    (B) interpret geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.

  (21) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

    (A) use social studies terminology correctly;

    (B) incorporate main and supporting ideas in verbal and written communication;

    (C) express ideas orally based on research and experiences; and

    (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

  (22) 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 §113.15 adopted to be effective August 23, 2010, 35 TexReg 7232; amended to be effective August 1, 2020, 44 TexReg 1988

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