| (A) explain the impact of various events on life in
Texas such as the Great Depression, the Dust Bowl, and World War II
and notable individuals such as Audie Murphy, Cleto Rodríguez,
and Bessie Coleman and other local individuals; and
(B) explain the development and impact of the oil and
gas industry on industrialization and urbanization in Texas, including
Spindletop and important people such as Pattillo Higgins.
(6) Geography. The student understands the concept
of regions. The student is expected to:
(A) identify, locate, and describe the physical regions
of Texas (Mountains and Basins, Great Plains, North Central Plains,
Coastal Plains), including their characteristics such as landforms,
climate, vegetation, and economic activities; and
(B) compare the physical regions of Texas (Mountains
and Basins, Great Plains, North Central Plains, Coastal Plains).
(7) Geography. The student understands the location
and patterns of settlement and the geographic factors that influence
where people live. The student is expected to:
(A) explain the geographic factors such as landforms
and climate that influence patterns of settlement and the distribution
of population in Texas, past and present; and
(B) identify and explain patterns of settlement such
as the location of towns and cities in Texas at different time periods.
(8) Geography. The student understands how people adapt
to and modify their environment. The student is expected to:
(A) describe ways people have adapted to and modified
their environment in Texas, past and present, such as timber clearing,
agricultural production, wetlands drainage, energy production, and
construction of dams;
(B) explain reasons why people have adapted to and
modified their environment in Texas, past and present, such as the
use of natural resources to meet basic needs, facilitate transportation,
and enhance recreational activities; and
(C) compare the positive and negative consequences
of human modification of the environment in Texas, past and present.
(9) Economics. The student understands the basic economic
activities of early societies in Texas. The student is expected to:
(A) explain the economic activities various early American
Indian groups in Texas used to meet their needs and wants such as
farming, trading, and hunting; and
(B) explain the economic activities early settlers
to Texas used to meet their needs and wants.
(10) Economics. The student understands the characteristics
and benefits of the free enterprise system in Texas. The student is
expected to:
(A) describe how the free enterprise system works,
including supply and demand;
(B) identify examples of the benefits of the free enterprise
system such as choice and opportunity; and
(C) describe the development of the free enterprise
system in Texas such as the growth of cash crops by early colonists
and the railroad boom.
(11) Economics. The student understands patterns of
work and economic activities in Texas. The student is expected to:
(A) identify how people in different regions of Texas
earn their living, past and present;
(B) explain how physical geographic factors such as
climate and natural resources have influenced the location of economic
activities in Texas;
(C) identify the effects of exploration, immigration,
migration, and limited resources on the economic development and growth
of Texas; and
(D) explain how developments in transportation and
communication have influenced economic activities in Texas.
(12) Government. The student understands how people
organized governments in different ways during the early development
of Texas. The student is expected to:
(A) compare how various American Indian groups such
as the Caddo and the Comanche governed themselves; and
(B) compare characteristics of the Spanish colonial
government and the early Mexican governments in Texas.
(13) Government. The student understands important
ideas in historical documents of Texas and the United States. The
student is expected to:
(A) identify the purposes and explain the importance
of the Texas Declaration of Independence and the Texas Constitution;
(B) identify and explain the basic functions of the
three branches of government according to the Texas Constitution;
and
(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
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