Texas

1-2 History

• 1 The student understands the origins of customs, holidays, and celebrations. The student is expected to:

  • A describe the origins of customs, holidays, and celebrations of the community, state, and nation such as Constitution Day, Independence Day, and Veterans Day; and

    • Martin Luther King Jr. Day (1-D.1)
    • Independence Day (1-D.2)
    • Día de los Muertos (2-E.1)
    • Thanksgiving (2-E.2)
    • Hanukkah (2-E.3)
    • Rosh Hashanah (2-E.4)
    • Kwanzaa (2-E.5)
    • Christmas (2-E.6)
    • Easter (2-E.7)
    • Lunar New Year (2-E.8)
    • Ramadan (2-E.9)
    • Holi (2-E.10)

  • B compare the observance of holidays and celebrations.

    • Martin Luther King Jr. Day (1-D.1)
    • Independence Day (1-D.2)
    • Día de los Muertos (2-E.1)
    • Thanksgiving (2-E.2)
    • Hanukkah (2-E.3)
    • Rosh Hashanah (2-E.4)
    • Kwanzaa (2-E.5)
    • Christmas (2-E.6)
    • Easter (2-E.7)
    • Lunar New Year (2-E.8)
    • Ramadan (2-E.9)
    • Holi (2-E.10)

• 2 The student understands how historical figures helped shape the state and nation. The student is expected to:

  • A identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the state and nation; and

    • Martin Luther King Jr. Day (1-D.1)

  • B compare the lives of historical figures who have influenced the state and nation.

    • Martin Luther King Jr. Day (1-D.1)

3-5 Geography

• 3 The student understands the relative location of places. The student is expected to:

  • A describe the location of self and objects relative to other locations in the classroom and school using spatial terms; and

    • Left and right (1-H.1)

  • B locate places using the four cardinal directions.

• 4 The student understands the purpose of geographic tools, including maps and globes. The student is expected to:

  • A create and use simple maps such as maps of the home, classroom, school, and community; and

  • B locate and explore the community, Texas, and the United States on maps and globes.

    • Read a letter-number grid (2-A.1)
    • Use a letter-number grid (2-A.2)

• 5 The student understands physical and human characteristics of place to better understand their community and the world around them. The student is expected to:

  • A identify and describe the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and

    • Identify Earth's land features (1-G.1)
    • Identify Earth's water features (1-G.2)

  • B identify and describe how geographic location influences the human characteristics of place such as shelter, clothing, food, and activities.

    • Compare cities and rural areas (1-C.3)
    • Identify human and physical features (1-G.3)

6-9 Economics

• 6 The student understands how families meet basic human needs. The student is expected to:

  • A describe ways that families meet basic human needs; and

    • Needs and wants (1-J.1)

  • B describe similarities and differences in ways families meet basic human needs.

• 7 The student understands the concepts of goods and services. The student is expected to:

  • A identify examples of goods and services in the home, school, and community;

    • Goods and services (1-J.3)

  • B identify ways people exchange goods and services; and

    • Producers and consumers (1-J.4)

  • C identify the role of markets in the exchange of goods and services.

• 8 The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:

  • A identify examples of people wanting more than they can have;

    • Scarcity and choices (1-J.2)

  • B explain why wanting more than they can have requires that people make choices; and

    • Scarcity and choices (1-J.2)

  • C identify examples of choices families make when buying goods and services.

• 9 The student understands the value of work. The student is expected to:

  • A describe the tools of various jobs and the characteristics of a job well performed; and

    • Tools community helpers use (1-C.2)

  • B describe how various jobs contribute to the production of goods and services.

    • Jobs community helpers do (1-C.1)
    • Producers and consumers (1-J.4)

10-11 Government

• 10 The student understands the purpose of rules and laws. The student is expected to:

  • A explain the purpose for rules and laws in the home, school, and community; and

    • Rules and laws (1-A.1)

  • B identify rules and laws that establish order, provide security, and manage conflict.

    • Rules and laws (1-A.1)

• 11 The student understands the role of authority figures and public officials. The student is expected to:

  • A identify the responsibilities of authority figures in the home, school, and community; and

  • B identify and describe the roles of public officials in the community, state, and nation.

    • Government services (1-A.2)

12-13 Citizenship

• 12 The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:

  • A identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; and

  • B identify historical figures and other individuals who have exemplified good citizenship such as Benjamin Franklin and Eleanor Roosevelt.

    • Martin Luther King Jr. Day (1-D.1)

• 13 The student understands important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:

  • A explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;

    • Identify American symbols (1)
    • Identify American landmarks and monuments (1-B.2)

  • B recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

  • C identify anthems and mottoes of Texas and the United States;

  • D explain and practice voting as a way of making choices and decisions; and

  • E explain how patriotic customs and celebrations reflect American individualism and freedom.

    • Identify American symbols (1)
    • Identify American landmarks and monuments (1-B.2)
    • Martin Luther King Jr. Day (1-D.1)
    • Independence Day (1-D.2)

14 Culture

• 14 The student understands the importance of family and community beliefs, language, and traditions. The student is expected to:

  • A describe and explain the importance of beliefs, language, and traditions of families and communities; and

  • B explain the way folktales and legends reflect beliefs, language, and traditions of communities.

15 Science, technology, and society

• 15 Science, technology, and society. The student identifies individuals who created or invented new technology and understands how technology affects daily life, past and present. The student is expected to:

  • A describe how technology has affected the ways families live;

    • Then and now: transportation and communication (1-E.1)

  • B describe how technology has affected communication, transportation, and recreation; and

    • Then and now: transportation and communication (1-E.1)

  • C identify the contributions of scientists and inventors such as Alexander Graham Bell, Thomas Edison, and Garrett Morgan.

16-18 Social studies skills

• 16 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

    • Then and now: transportation and communication (1-E.1)

  • B sequence and categorize information.

    • Days of the week (1-L.1)
    • Months of the year (1-L.2)

• 17 The student communicates in oral, visual, and written forms. The student is expected to:

  • A use a simple timeline to distinguish among past, present, and future;

  • B use a calendar to describe and measure time in days, weeks, months, and years;

    • Days of the week (1-L.1)
    • Months of the year (1-L.2)

  • C express ideas orally based on knowledge and experiences;

  • D create and interpret visual and written material; and

    • Martin Luther King Jr. Day (1-D.1)
    • Independence Day (1-D.2)
    • Then and now: transportation and communication (1-E.1)

  • E use social studies terminology correctly.

    • Identify Earth's land features (K-D.1)
    • Identify Earth's water features (K-D.2)
    • Identify human and physical features (K-D.3)
    • Needs and wants (K-G.1)
    • Scarcity (K-G.2)
    • Goods and services (K-G.3)
    • Producers and consumers (K-G.4)
    • Martin Luther King Jr. Day (K-J.1)
    • Independence Day (K-J.2)
    • Days of the week (K-L.1)
    • Months of the year (K-L.2)

• 18 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.