Texas

1-2 History

• 1 The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:

  • A describe how individuals, events, and ideas have changed communities, past and present;

    • Benjamin Franklin (3-D.1)
    • Paul Revere (3-D.2)
    • Thomas Jefferson (3-D.3)
    • Abraham Lincoln (3-D.6)
    • Frederick Douglass (3-D.7)
    • Susan B. Anthony (3-D.8)
    • Harriet Tubman (3-D.9)
    • Sitting Bull (3-D.10)
    • Thomas Edison (3-D.11)
    • George Washington Carver (3-D.13)
    • Thurgood Marshall (3-D.15)
    • Rosa Parks (3-D.16)
    • Jackie Robinson (3-D.17)
    • Cesar Chavez (3-D.18)
    • Martin Luther King Jr. (3-D.19)

  • B identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities; and

    • Benjamin Franklin (3-D.1)

  • C describe how individuals, including Daniel Boone and the Founding Fathers have contributed to the expansion of existing communities or to the creation of new communities.

    • Thomas Jefferson (3-D.3)
    • John Deere (3-D.5)

• 2 The student understands common characteristics of communities, past and present. The student is expected to:

  • A identify reasons people have formed communities, including a need for security and laws, religious freedom, and material well-being; and

    • Purpose of government (3-E.1)

  • B compare ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation.

    • Compare urban, suburban, and rural areas (3-A.11)
    • Purpose of government (3-E.1)
    • Local government (3-E.2)

3-4 Geography

• 3 The student understands how humans adapt to and/or modify the physical environment. The student is expected to:

  • A describe similarities and differences in the physical environment, including climate, landforms, natural resources, and natural hazards;

  • B identify and compare how people in different communities adapt to or modify the physical environment in which they live such as deserts, mountains, wetlands, and plains; and

  • C describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape.

    • George Washington Carver (3-D.13)

• 4 The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:

  • A use cardinal and intermediate directions to locate places on maps and globes in relation to the local community;

  • B use a scale to determine the distance between places on maps and globes; and

  • C identify, create, and interpret maps of places that contain map elements, including a title, compass rose, legend, scale, and grid system.

    • Read a letter-number grid (3-A.1)
    • Use a letter-number grid (3-A.2)
    • Read a map: cardinal directions (3-A.3)

5-6 Economics

• 5 The student understands the purposes of earning, spending, saving, and donating money. The student is expected to:

  • A identify ways of earning, spending, saving, and donating money; and

  • B create a simple budget that allocates money for spending and saving.

• 6 The student understands the concept of the free enterprise system and how businesses operate in the U.S. free enterprise system. The student is expected to:

  • A explain how supply and demand affect the price of a good or service;

    • What is economics? (3-H.1)
    • Understand quantity supplied and quantity demanded (3-I.1)
    • Understand overall supply and demand (3-I.2)
    • Create and use supply and demand curves (3-I.3)

  • B define and identify examples of scarcity;

    • Identify shortage and surplus (3-I.4)
    • Identify shortage and surplus with graphs (3-I.5)
    • Identify shortage and surplus with data (3-I.6)

  • C explain how the cost of production and selling price affect profits; and

    • What is economics? (3-H.1)
    • Understand quantity supplied and quantity demanded (3-I.1)
    • Understand overall supply and demand (3-I.2)
    • Create and use supply and demand curves (3-I.3)

  • D identify individuals, past and present, such as Henry Ford and Sam Walton who have started new businesses.

    • John Deere (3-D.5)
    • Thomas Edison (3-D.11)
    • Bill Gates (3-D.21)

7-8 Government

• 7 The student understands the basic structure and functions of various levels of government. The student is expected to:

  • A describe the basic structure of government in the local community, state, and nation;

    • Local government (3-E.2)
    • State government (3-E.3)
    • Federal government (3-E.4)

  • B identify local, state, and national government officials and explain how they are chosen; and

    • Local government (3-E.2)
    • State government (3-E.3)
    • Federal government (3-E.4)
    • Presidential elections (3-E.8)

  • C identify services commonly provided by local, state, and national governments.

    • Local government (3-E.2)
    • State government (3-E.3)
    • Federal government (3-E.4)

• 8 The student understands important ideas in historical documents at various levels of government. The student is expected to:

  • A identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; and

    • The Constitution (3-E.5)
    • The Bill of Rights (3-E.6)

  • B describe the concept of "consent of the governed."

    • Checks and balances (3-E.7)

9 Citizenship

• 9 The student understands characteristics of good citizenship as exemplified by historical and contemporary figures and organizations. 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;

  • B identify figures such as Helen Keller, Clara Barton, and Ruby Bridges who exemplify good citizenship;

    • Susan B. Anthony (3-D.8)

  • C identify and describe individual acts of civic responsibility, including obeying laws, serving and improving the community, serving on a jury, and voting; and

    • Presidential elections (3-E.8)

  • D identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.

10-12 Culture

• 10 The student understands ethnic and/or cultural celebrations of the local community and other communities. The student is expected to:

  • A explain the significance of various ethnic and/or cultural celebrations in the local community and other communities; and

    • Día de los Muertos (3-G.1)
    • Hanukkah (3-G.3)
    • Rosh Hashanah (3-G.4)
    • Kwanzaa (3-G.5)
    • Christmas (3-G.6)
    • Easter (3-G.7)
    • Lunar New Year (3-G.8)
    • Ramadan (3-G.9)
    • Holi (3-G.10)

  • B compare ethnic and/or cultural celebrations in the local community with other communities.

    • Día de los Muertos (3-G.1)
    • Hanukkah (3-G.3)
    • Rosh Hashanah (3-G.4)
    • Kwanzaa (3-G.5)
    • Christmas (3-G.6)
    • Easter (3-G.7)
    • Lunar New Year (3-G.8)
    • Ramadan (3-G.9)
    • Holi (3-G.10)

• 11 The student understands the role of heroes in shaping the culture of communities, the state, and the nation. The student is expected to:

  • A identify and describe the heroic deeds of state and national heroes and military and first responders such as Hector P. Garcia, James A. Lovell, and the Four Chaplains; and

    • Paul Revere (3-D.2)
    • Theodore Roosevelt (3-D.12)

  • B identify and describe the heroic deeds of individuals such as Harriet Tubman, Todd Beamer, and other contemporary heroes.

    • Abraham Lincoln (3-D.6)
    • Harriet Tubman (3-D.9)

• 12 The student understands the importance of writers and artists to the cultural heritage of communities. The student is expected to identify how various writers and artists such as Kadir Nelson, Tomie dePaola, Carmen Lomas Garza, and Laura Ingalls Wilder and their stories, poems, statues, and paintings contribute to the cultural heritage of communities.

13 Science, technology, and society

• 13 The student understands how individuals have created or invented new technology and affected life in various communities, past and present. The student is expected to:

  • A identify individuals who have discovered scientific breakthroughs or created or invented new technology such as Jonas Salk, Cyrus McCormick, Bill Gates, Louis Pasteur, and others; and

    • Benjamin Franklin (3-D.1)
    • John Deere (3-D.5)
    • Thomas Edison (3-D.11)
    • George Washington Carver (3-D.13)
    • Bill Gates (3-D.21)

  • B describe the impact of scientific breakthroughs and new technology in computers, pasteurization, and medical vaccines on various communities.

    • Bill Gates (3-D.21)

14-16 Social studies skills

• 14 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, including historical and current events and geographic data, about the community using a variety of resources;

  • B interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, comparing, and contrasting; and

    • Identify facts and opinions (3-J.1)

  • C interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps.

    • Create and use supply and demand curves (3-I.3)
    • Reading and creating timelines with BCE and CE (4-Q.2)

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

  • A use social studies terminology correctly;

  • B create and interpret timelines;

    • Reading and creating timelines with BCE and CE (4-Q.2)

  • C apply the terms year, decade, and century to describe historical times;

  • D express ideas orally based on knowledge and experiences, and;

  • E create written and visual material such as stories, pictures, maps, and graphic organizers to express ideas.

• 16 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.