| (a) Introduction.
(1) In Kindergarten, the study of the self, home, family,
and classroom establishes the foundation for responsible citizenship
in society. Students explore state and national heritage by examining
the celebration of patriotic holidays and the contributions of individuals.
The concept of chronology is introduced. Students apply geographic
concepts of location and physical and human characteristics of place.
Students identify basic human needs and ways people meet these needs.
Students learn the purpose of rules and the role of authority figures
in the home and school. Students learn customs, symbols, and celebrations
that represent American beliefs and principles and contribute to our
national identity. Students compare family customs and traditions
and describe examples of technology in the home and school. Students
acquire information from a variety of oral and visual sources. Students
practice problem-solving, decision-making, and independent-thinking
skills.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich material is encouraged. Motivating
resources are available from museums, historical sites, presidential
libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and
skills for social studies are intended to be integrated for instructional
purposes. Skills listed in the social studies skills strand in subsection
(b) of this section should be incorporated into the teaching of all
essential knowledge and skills for social studies. A greater depth
of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and
critical-thinking skills are taught together. Statements that contain
the word "including" reference content that must be mastered, while
those containing the phrase "such as" are intended as possible illustrative
examples.
(4) Students identify the role of the U.S. free enterprise
system within the parameters of this course and understand that this
system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade
12, students build a foundation in history; geography; economics;
government; citizenship; culture; science, technology, and society;
and social studies skills. The content, as appropriate for the grade
level or course, enables students to understand the importance of
patriotism, function in a free enterprise society, and appreciate
the basic democratic values of our state and nation as referenced
in the Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic
is a representative form of government whose representatives derive
their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.
(7) Students must demonstrate learning performance
related to any federal and state mandates regarding classroom instruction.
Although Kindergarten is not required to participate in Celebrate
Freedom Week, according to the TEC, §29.907, primary grades lay
the foundation for subsequent learning. As a result, Kindergarten
Texas essential knowledge and skills include standards related to
this patriotic observance.
(8) Students discuss how and whether the actions of
U.S. citizens and the local, state, and federal governments have achieved
the ideals espoused in the founding documents.
(b) Knowledge and skills.
(1) History. The student understands that holidays
are celebrations of special events. The student is expected to:
(A) identify national patriotic holidays such as Constitution
Day, Presidents' Day, Veterans Day, and Independence Day; and
(B) identify customs associated with national patriotic
holidays such as parades and fireworks on Independence Day.
(2) History. The student understands how historical
figures helped shape the state and nation. The student is expected
to identify contributions of historical figures, including Stephen
F. Austin, George Washington, Christopher Columbus, and José
Antonio Navarro, who helped to shape the state and nation.
(3) Geography. The student understands the concept
of location. The student is expected to:
(A) use spatial terms, including over, under, near,
far, left, and right, to describe relative location;
(B) locate places on the school campus and describe
their relative locations; and
(C) identify and use geographic tools that aid in determining
location, including maps and globes.
(4) Geography. The student understands physical and
human characteristics of place to better understand self, home, family,
classroom, and the world around them. The student is expected to:
(A) identify the physical characteristics of place
such as landforms, bodies of water, Earth's resources, and weather;
and
(B) identify how geographic location influences human
characteristics of place such as shelter, clothing, food, and activities.
(5) Economics. The student understands the difference
between human needs and wants and how they are met. The student is
expected to:
(A) identify basic human needs of food, clothing, and
shelter;
(B) explain the difference between needs and wants;
and
(C) explain how basic human needs and wants can be
met.
(6) Economics. The student understands the value of
jobs. The student is expected to:
(A) identify jobs in the home, school, and community;
and
(B) explain why people have jobs.
(7) Government. The student understands the purpose
of rules. The student is expected to:
(A) identify purposes for having rules; and
(B) identify rules that provide order, security, and
safety in the home and school.
(8) Government. The student understands the role of
authority figures. The student is expected to:
(A) identify authority figures in the home, school,
and community; and
(B) explain how authority figures enforce rules.
(9) Citizenship. The student understands important
symbols, customs, and responsibilities that represent American beliefs
and principles and contribute to our national identity. The student
is expected to:
(A) identify the United States flag and the Texas state
flag;
(B) recite the Pledge of Allegiance to the United States
Flag and the Pledge to the Texas Flag; and
(C) use voting as a method for group decision making.
(10) Culture. The student understands similarities
and differences among individuals. The student is expected to identify
similarities and differences among individuals such as kinship and
religion.
(11) Culture. The student understands the importance
of family traditions. The student is expected to:
(A) describe and explain the importance of family traditions;
and
(B) compare traditions among families.
(12) Science, technology, and society. The student
understands ways technology is used in the home and school and how
technology affects people's lives. The student is expected to:
(A) identify examples of technology used in the home
and school;
(B) describe how technology helps accomplish specific
tasks and meet people's needs; and
(C) describe how his or her life might be different
without modern technology.
(13) 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) gather information about a topic using a variety
of valid oral and visual sources such as interviews, music, pictures,
symbols, and artifacts with adult assistance; and
(B) sequence and categorize information.
(14) Social studies skills. The student communicates
in oral and visual forms. The student is expected to:
(A) place events in chronological order;
(B) use social studies terminology related to time
and chronology correctly, including before, after, next, first, last,
yesterday, today, and tomorrow;
(C) express ideas orally based on knowledge and experiences;
and
(D) create and interpret visuals, including pictures
and maps.
(15) 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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