| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
school year.
(b) Introduction.
(1) In Grade 8, students study the history of the United
States from the early colonial period through Reconstruction. The
knowledge and skills in subsection (c) of this section comprise the
first part of a two-year study of U.S. history. The second part, comprising
U.S. history from Reconstruction to the present, is provided in §113.41
of this title (relating to United States History Studies Since 1877
(One Credit), Beginning with School Year 2011-2012). The content in
Grade 8 builds upon that from Grade 5 but provides more depth and
breadth. Historical content focuses on the political, economic, religious,
and social events and issues related to the colonial and revolutionary
eras, the creation and ratification of the U.S. Constitution, challenges
of the early republic, the Age of Jackson, westward expansion, sectionalism,
Civil War, and Reconstruction. Students describe the physical characteristics
of the United States and their impact on population distribution and
settlement patterns in the past and present. Students analyze the
various economic factors that influenced the development of colonial
America and the early years of the republic and identify the origins
of the free enterprise system. Students examine the American beliefs
and principles, including limited government, checks and balances,
federalism, separation of powers, and individual rights, reflected
in the U.S. Constitution and other historical documents. Students
evaluate the impact of Supreme Court cases and major reform movements
of the 19th century and examine the rights and responsibilities of
citizens of the United States as well as the importance of effective
leadership in a constitutional republic. Students evaluate the impact
of scientific discoveries and technological innovations on the development
of the United States. Students use critical-thinking skills, including
the identification of bias in written, oral, and visual material.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich primary and secondary source
material such as the complete text of the U.S. Constitution and the
Declaration of Independence, landmark cases of the U.S. Supreme Court,
biographies, autobiographies, novels, speeches, letters, diaries,
poetry, songs, and artworks 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
(c) 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) State and federal laws mandate a variety of celebrations
and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during
Celebrate Freedom Week as provided under the TEC, §29.907, or
during another full school week as determined by the board of trustees
of a school district, appropriate instruction concerning the intent,
meaning, and importance of the Declaration of Independence and the
U.S. Constitution, including the Bill of Rights, in their historical
contexts. The study of the Declaration of Independence must include
the study of the relationship of the ideas expressed in that document
to subsequent American history, including the relationship of its
ideas to the rich diversity of our people as a nation of immigrants,
the American Revolution, the formulation of the U.S. Constitution,
and the abolitionist movement, which led to the Emancipation Proclamation
and the women's suffrage movement.
(B) Each school district shall require that, during
Celebrate Freedom Week or other week of instruction prescribed under
subparagraph (A) of this paragraph, students in Grades 3-12 study
and recite the following text from the Declaration of Independence:
"We hold these Truths to be self-evident, that all Men are created
equal, that they are endowed by their Creator with certain unalienable
Rights, that among these are Life, Liberty and the Pursuit of Happiness--That
to secure these Rights, Governments are instituted among Men, deriving
their just Powers from the Consent of the Governed."
(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.
(c) Knowledge and skills.
(1) History. The student understands traditional historical
points of reference in U.S. history through 1877. The student is expected
to:
(A) identify the major eras in U.S. history through
1877, including colonization, revolution, creation and ratification
of the Constitution, early republic, the Age of Jackson, westward
expansion, reform movements, sectionalism, Civil War, and Reconstruction,
and describe their causes and effects; and
(B) explain the significance of the following dates:
1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing
of the Mayflower Compact; 1776, adoption of the Declaration of Independence;
1787, writing of the U.S. Constitution; 1803, Louisiana Purchase;
and 1861-1865, Civil War.
(2) History. The student understands the causes of
exploration and colonization eras. The student is expected to:
(A) identify reasons for English, Spanish, and French
exploration and colonization of North America; and
(B) compare political, economic, religious, and social
reasons for the establishment of the 13 English colonies.
(3) History. The student understands the foundations
of representative government in the United States. The student is
expected to:
(A) explain the reasons for the growth of representative
government and institutions during the colonial period;
(B) analyze the importance of the Mayflower Compact,
the Fundamental Orders of Connecticut, and the Virginia House of Burgesses
to the growth of representative government; and
(C) describe how religion and virtue contributed to
the growth of representative government in the American colonies.
(4) History. The student understands significant political
and economic issues of the revolutionary and Constitutional eras.
The student is expected to:
(A) analyze causes of the American Revolution, including
the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism,
lack of representation in Parliament, and British economic policies
following the French and Indian War;
(B) explain the roles played by significant individuals
during the American Revolution, including Abigail Adams, John Adams,
Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead,
Benjamin Franklin, Crispus Attucks, King George III, Patrick Henry,
Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George
Washington;
(C) explain the issues surrounding important events
of the American Revolution, including declaring independence; fighting
the battles of Lexington and Concord, Saratoga, and Yorktown; enduring
the winter at Valley Forge; and signing the Treaty of Paris of 1783;
and
(D) analyze the issues of the Constitutional Convention
of 1787, including the Great Compromise and the Three-Fifths Compromise.
(5) History. The student understands the challenges
confronted by the government and its leaders in the early years of
the republic and the Age of Jackson. The student is expected to:
Cont'd... |
