| (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.
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