Grade 7 Social Studies TEKS Crosswalk

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (1) History. The student understands traditional (1) History. The student understands traditional (1) History. The student understands traditional No change historical points of reference in Texas history. The historical points of reference in Texas history. The historical points of reference in Texas history. The student is expected to: student is expected to: student is expected to: (1)(A) identify the major eras in Texas history, (1)(A) identify the major eras in Texas history, (1)(A) identify the major eras in Texas history, • Edited for clarification describe their defining characteristics, and explain describe their defining characteristics, and explain describe their defining characteristics, and explain • Conservatism moved from 2010 SE (1)(A) why historians divide the past into eras, including the purpose of dividing why historians divide the the purpose of dividing the past into eras, into 2018 SE (7)(C) Natural Texas and its People; Age of Contact; past into eras, including Natural Texas and its including Natural Texas and its People; Age of Spanish Colonial; Mexican National; Revolution People; Age of Contact; Spanish Colonial; Contact; Spanish Colonial; Mexican National; and Republic; Early Statehood; Texas in the Civil Mexican National; Revolution and Republic; Revolution and Republic; Early Statehood; Texas War and Reconstruction; Cotton, Cattle, and Early Statehood; Texas in the Civil War and in the Civil War and Reconstruction; Cotton, Railroads; Age of Oil; Texas in the Great Reconstruction; Cotton, Cattle, and Railroads; Cattle, and Railroads; Age of Oil; Texas in the Depression and World War II; Civil Rights and Age of Oil; Texas in the Great Depression and Great Depression and World War II; Civil Rights; Conservatism; and Contemporary Texas; World War II; Civil Rights and Conservatism; and and Contemporary Texas; and Contemporary Texas; and (1)(B) apply absolute and relative chronology (1)(B) apply absolute and relative chronology 2010 SE (1)(B) moved into 2018 SE (20)(B) through the sequencing of significant individuals, through the sequencing of significant individuals, events, and time periods; and events, and time periods; and (1)(C) explain the significance of the following (1)(B)(C) explain the significance of the following (1)(B) explain the significance of the following 2010 SE (1)(C) recoded to 2018 SE (1)(B) dates: 1519, mapping of the Texas coast and first dates: 1519, mapping of the Texas coast and first dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of mainland Spanish settlement; 1718, founding of mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; San Antonio; 1821, independence from Spain; San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1836, Texas independence; 1845, annexation; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current 1861, Civil War begins; 1876, adoption of current 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at state constitution; and 1901, discovery of oil at state constitution; and 1901, discovery of oil at Spindletop. Spindletop. Spindletop. (2) History. The student understands how (2) History. The student understands how (2) History. The student understands how No change individuals, events, and issues through the individuals, events, and issues through the individuals, events, and issues through the Mexican National Era shaped the history of Mexican National Era shaped the history of Mexican National Era shaped the history of Texas. The student is expected to: Texas. The student is expected to: Texas. The student is expected to: (2)(A) compare the cultures of American Indians (2)(A) compare the cultures of American Indians (2)(A) compare the cultures of American Indians No change in Texas prior to European colonization such as in Texas prior to European colonization such as in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern; Gulf, Plains, Puebloan, and Southeastern; Gulf, Plains, Puebloan, and Southeastern;

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (2)(B) identify important individuals, events, and (2)(B) identify important individuals, events, and (2)(B) identify important individuals, events, and Streamlined issues related to European exploration of Texas issues related to European exploration of Texas issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez such as Alonso Álvarez de Pineda, Álvar Núñez such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his writings, the search for Cabeza de Vaca and his writings, the search for Cabeza de Vaca, the search for gold, and the gold, and the conflicting territorial claims between gold, and the conflicting territorial claims between conflicting territorial claims between France and France and Spain; France and Spain; Spain; (2)(C) identify important events and issues related (2)(C) identify important individuals, events, and (2)(C) identify important individuals, events, and • Edited for clarification to European colonization of Texas, including the issues related to European colonization of Texas, issues related to European colonization of Texas, • Streamlined establishment of Catholic missions, towns, and including the establishment of Catholic missions, including the establishment of Catholic missions, ranches, and individuals such as Fray Damián towns, and ranches, and the contributions of towns, and ranches, and the contributions of Massanet, José de Escandón, Antonio Margil de individuals such as Fray Damián Massanet, José individuals such as Fray Damián Massanet, Jesús, and Francisco Hidalgo; de Escandón, Antonio Margil de Jesús, and Antonio Margil de Jesús, and Francisco Hidalgo; Francisco Hidalgo; (2)(D) identify the individuals, issues, and events (2)(D) identify the individuals, issues, and events (2)(D) identify the individuals, issues, and events Edited for clarification related to Mexico becoming an independent related to Mexico becoming an independent related to Mexico becoming an independent nation and its impact on Texas, including Texas nation and its impact on Texas, including Father nation and its impact on Texas, including Father involvement in the fight for independence, José Miguel Hidalgo, Texas involvement in the fight Miguel Hidalgo, Texas involvement in the fight Gutiérrez de Lara, the Battle of Medina, the for independence, José Gutiérrez de Lara, the for independence, José Gutiérrez de Lara, the Mexican federal Constitution of 1824, the merger Battle of Medina, the Mexican federal Battle of Medina, the Mexican federal of Texas and Coahuila as a state, the State Constitution of 1824, the merger of Texas and Constitution of 1824, the merger of Texas and Colonization Law of 1825, and slavery; Coahuila as a state, the State Colonization Law of Coahuila as a state, the State Colonization Law of 1825, and slavery; 1825, and slavery; (2)(E) identify the contributions of significant (2)(E) identify the contributions of significant (2)(E) identify the contributions of significant No change individuals, including Moses Austin, Stephen F. individuals, including Moses Austin, Stephen F. individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De León, and Austin, Erasmo Seguín, Martín De León, and Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the Mexican settlement of Green DeWitt, during the Mexican settlement of Green DeWitt, during the Mexican settlement of Texas; and Texas; and Texas; and (2)(F) contrast Spanish, Mexican, and Anglo (2)(F) contrast Spanish, Mexican, and Anglo (2)(F) contrast Spanish, Mexican, and Anglo No change purposes for and methods of settlement in Texas. purposes for and methods of settlement in Texas. purposes for and methods of settlement in Texas.

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (3) History. The student understands how (3) History. The student understands how (3) History. The student understands how No change individuals, events, and issues related to the Texas individuals, events, and issues related to the Texas individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The Revolution shaped the history of Texas. The Revolution shaped the history of Texas. The student is expected to: student is expected to: student is expected to: (3)(A) trace the development of events that led to (3)(A) describe the chain trace the development of (3)(A) describe the chain of events that led to the • Cognitive verb “trace” changed to “describe” the Texas Revolution, including the Fredonian events that led to the Texas Revolution, including Texas Revolution, including the Fredonian • Edited for clarification Rebellion, the Mier y Terán Report, the Law of the Fredonian Rebellion, the Mier y Terán Report, Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the Law of April 6, 1830, the Turtle Bayou April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin; Resolutions, and the arrest of Stephen F. Austin; the arrest of Stephen F. Austin; (3)(B) explain the roles played by significant (3)(B) explain the roles played by significant (3)(B) explain the roles played by significant No change individuals during the Texas Revolution, individuals during the Texas Revolution, individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, including George Childress, Lorenzo de Zavala, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de James Fannin, Sam Houston, Antonio López de James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Santa Anna, Juan N. Seguín, and William B. Santa Anna, Juan N. Seguín, and William B. Travis; Travis; and Travis; and (3)(C) explain the issues surrounding significant (3)(C) explain the issues surrounding significant (3)(C) explain the issues surrounding significant Edited for clarification events of the Texas Revolution, including the events of the Texas Revolution, including the events of the Texas Revolution, including the Battle of Gonzales, William B. Travis's letter "To Battle of Gonzales, the siege of the Alamo, Battle of Gonzales; the siege of the Alamo, the People of Texas and All Americans in the William B. Travis's letter "To the People of Texas William B. Travis's letter "To the People of Texas World," the siege of the Alamo and all the heroic and All Americans in the World," and the heroism and All Americans in the World," and the heroism defenders who gave their lives there, the of the diverse all the heroic defenders who gave of the diverse defenders who gave their lives Constitutional Convention of 1836, Fannin's their lives there; the Constitutional Convention of there; the Constitutional Convention of 1836; surrender at Goliad, and the Battle of San Jacinto; 1836; Fannin's surrender at Goliad;, and the Battle Fannin's surrender at Goliad; and the Battle of San and of San Jacinto.; and Jacinto. (3)(D) explain how the establishment of the (3)(D) explain how the establishment of the • Streamlined Republic of Texas brought civil, political, and Republic of Texas brought civil, political, and • Issues surrounding the Constitutional religious freedom to Texas. religious freedom to Texas. Convention of 1836 remain in 2018 SE (3)(C). (4) History. The student understands how (4) History. The student understands how (4) History. The student understands how No change individuals, events, and issues shaped the history individuals, events, and issues shaped the history individuals, events, and issues shaped the history of the Republic of Texas and early Texas of the Republic of Texas and early Texas of the Republic of Texas and early Texas statehood. The student is expected to: statehood. The student is expected to: statehood. The student is expected to: Copyright © Texas Education Agency 2019. All rights reserved. Page 3 of 17 Grade 7 Social Studies Document Revised May 2019

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (4)(A) identify individuals, events, and issues (4)(A) identify individuals, events, and issues (4)(A) identify individuals, events, and issues • Streamlined during the administrations of Republic of Texas during the administrations of Republic of Texas during the administrations of Republic of Texas • Edited for clarification Presidents Houston, Lamar, and Jones, including Presidents Houston, Lamar, and Jones, such as Presidents Houston, Lamar, and Jones such as the • Issue of slavery in the Republic of Texas, the Texas Navy, the Texas Rangers, Edwin W. including the Texas Navy, the Texas Rangers, Texas Navy, the Texas Rangers, Jack Coffee implied in 2010 SEs (4)(A) and (4)(C), made Moore, Jack Coffee Hays, Chief Bowles, William Edwin W. Moore, Jack Coffee Hays, Chief Hays, Chief Bowles, William Goyens, Mary explicit in 2018 SEs (4)(A) and (4)(C) Goyens, Mary Maverick, José Antonio Navarro, Bowles, William Goyens, Mary Maverick, José Maverick, José Antonio Navarro, the Córdova • Issue of public debt moved from 2010 SE the Córdova Rebellion, the Council House Fight, Antonio Navarro, the Córdova Rebellion, the Rebellion, the Council House Fight, the Santa Fe (4)(A) into 2018 SE (4)(B) the Santa Fe Expedition, public debt, and the roles Council House Fight, the Santa Fe Expedition, Expedition, slavery, and the roles of racial and of racial and ethnic groups; slavery public debt, and the roles of racial and ethnic groups; ethnic groups; (4)(B) analyze the causes of and events leading to (4)(B) analyze the causes of and events leading to (4)(B) analyze the causes of and events leading to • Edited for clarification Texas annexation; and Texas annexation such as security and public Texas annexation such as security and public • Public debt moved from 2010 SE (4)(A) into debt; and debt; and 2018 SE (4)(B) (4)(C) identify individuals, events, and issues (4)(C) identify individuals, events, and issues (4)(C) identify individuals, events, and issues • Edited for clarification during early Texas statehood, including the U.S.- during early Texas statehood, including the U.S.- during early Texas statehood, including the U.S.- • Issue of slavery in the Republic of Texas, Mexican War, the Treaty of Guadalupe-Hidalgo, Mexican War, the Treaty of Guadalupe-Hidalgo, Mexican War, the Treaty of Guadalupe-Hidalgo, implied in 2010 SEs (4)(A) and (4)(C), made population growth, and the Compromise of 1850. slavery population growth, and the Compromise slavery, and the Compromise of 1850. explicit in 2018 SEs (4)(A) and (4)(C) of 1850. • Population growth remains in 2018 SEs (10)(A), (10)(B), (10)(C), and (10)(D) (5) History. The student understands how events (5) History. The student understands how events (5) History. The student understands how events No change and issues shaped the history of Texas during the and issues shaped the history of Texas during the and issues shaped the history of Texas during the Civil War and Reconstruction. The student is Civil War and Reconstruction. The student is Civil War and Reconstruction. The student is expected to: expected to: expected to: (5)(A) explain reasons for the involvement of (5)(A) explain the central role the expansion of (5)(A) explain the central role the expansion of Edited for clarification Texas in the Civil War such as states' rights, slavery played in reasons for the involvement of slavery played in the involvement of Texas in the slavery, sectionalism, and tariffs; Texas in the Civil War such as states' rights, Civil War; slavery, sectionalism, and tariffs;

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (5)(B)(C) identify significant individuals and (5)(B) identify significant events concerning • 2010 SE (5)(C) recoded to 2018 SE (5)(B) events concerning Texas and the Civil War such Texas and the Civil War such as the Battle of • Streamlined as John Bell Hood, John Reagan, Francis Galveston, the Battle of Sabine Pass, and the Lubbock, Thomas Green, John Magruder and the Battle of Palmito Ranch; and Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch; and (5)(B) analyze the political, economic, and social (5)(C)(B) explain analyze the political, economic, (5)(C) explain the political, economic, and social • 2010 SE (5)(B) recoded to 2018 SE (5)(C) effects of the Civil War and Reconstruction in and social effects of the Civil War and effects of the Civil War and Reconstruction in • Cognitive verb “analyze” changed to Texas; and Reconstruction in Texas.; and Texas. “explain” (5)(C) identify significant individuals and events (5)(C) identify significant individuals and events • 2010 SE (5)(C) recoded to 2018 SE (5)(B) concerning Texas and the Civil War such as John concerning Texas and the Civil War such as John • Streamlined Bell Hood, John Reagan, Francis Lubbock, Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and the Battle of Thomas Green, John Magruder and the Battle of Galveston, the Battle of Sabine Pass, and the Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch. Battle of Palmito Ranch. (6) History. The student understands how (6) History. The student understands how (6) History. The student understands how No change individuals, events, and issues shaped the history individuals, events, and issues shaped the history individuals, events, and issues shaped the history of Texas from Reconstruction through the of Texas from Reconstruction through the of Texas from Reconstruction through the beginning of the 20th century. The student is beginning of the 20th century. The student is beginning of the 20th century. The student is expected to: expected to: expected to: (6)(A) identify significant individuals, events, and (6)(A) identify significant individuals, events, and (6)(A) identify significant individuals, events, and Edited for clarification; no content change issues from Reconstruction through the beginning issues from Reconstruction through the beginning issues, including the factors leading to the of the 20th century, including the factors leading of the 20th century, including the factors leading expansion of the Texas frontier, the effects of to the expansion of the Texas frontier, the effects to the expansion of the Texas frontier, the effects westward expansion on American Indians, the of westward expansion on American Indians, the of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker; buffalo soldiers, and Quanah Parker; buffalo soldiers, and Quanah Parker; (6)(B) identify significant individuals, events, and (6)(B) identify significant individuals, events, and (6)(B) identify significant individuals, events, and Streamlined issues from Reconstruction through the beginning issues from Reconstruction through the beginning issues, including the development of the cattle of the 20th century, including the development of of the 20th century, including the development of industry from its Spanish beginnings and the the cattle industry from its Spanish beginnings the cattle industry from its Spanish beginnings cowboy way of life; and the myths and realities of the cowboy way of and the myths and realities of the cowboy way of life; life; Copyright © Texas Education Agency 2019. All rights reserved. Page 5 of 17 Grade 7 Social Studies Document Revised May 2019

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (6)(C) identify significant individuals, events, and (6)(C) identify significant individuals, events, and (6)(C) identify significant individuals, events, and Edited for clarification; no content change issues from Reconstruction through the beginning issues from Reconstruction through the beginning issues, including the effects of the growth of of the 20th century, including the effects of the of the 20th century, including the effects of the railroads and the contributions of James Hogg; growth of railroads and the contributions of James growth of railroads and the contributions of James and Hogg; and Hogg; and (6)(D) explain the political, economic, and social (6)(D) explain the political, economic, and social (6)(D) explain the political, economic, and social No change impact of the agricultural industry and the impact of the agricultural industry and the impact of the agricultural industry and the development of West Texas resulting from the development of West Texas resulting from the development of West Texas resulting from the close of the frontier. close of the frontier. close of the frontier. (7) History. The student understands how (7) History. The student understands how (7) History. The student understands how No change individuals, events, and issues shaped the history individuals, events, and issues shaped the history individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries. of Texas during the late 19th, 20th, and early 21st of Texas during the late 19th, 20th, and early 21st The student is expected to: centuries. The student is expected to: centuries. The student is expected to: (7)(A) explain the political, economic, and social (7)(A) explain how the political, economic, and (7)(A) explain how the oil industry led to the Streamlined impact of the oil industry on the industrialization social impact of the oil industry led to on the industrialization of Texas; of Texas; industrialization of Texas; (7)(B) define and trace the impact of "boom-and- (7)(B) define and trace the impact of "boom-and- (7)(B) define and trace the impact of "boom-and- No change bust" cycles of leading Texas industries bust" cycles of leading Texas industries bust" cycles of leading Texas industries throughout the 20th and early 21st centuries such throughout the 20th and early 21st centuries such throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, as farming, oil and gas production, cotton, as farming, oil and gas production, cotton, ranching, real estate, banking, and computer ranching, real estate, banking, and computer ranching, real estate, banking, and computer technology; technology; technology;

(7)(C) describe and compare the impact of the (7)(C) describe and compare the impact of the (7)(C) describe and compare the impact of reform • Edited for clarification Progressive and other reform movements in Texas Progressive and other reform movements in Texas movements in Texas in the 19th and 20th • Conservatism moved from 2010 SE (1)(A) in the 19th and 20th centuries such as the in the 19th and 20th centuries such as centuries such as progressivism, populism, into 2018 SE (7)(C) Populists, women's suffrage, agrarian groups, progressivism, populism the Populists, women's women's suffrage, agrarianism, labor reform, and labor unions, and the evangelical movement of the suffrage, agrarianism agrarian groups, labor the conservative movement of the late 20th late 20th century; reform unions, and the conservative evangelical century; movement of the late 20th century;

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (7)(D) describe and compare the civil rights and (7)(D) describe and compare the civil rights and (7)(D) describe and compare the civil rights and Streamlined equal rights movements of various groups in equal rights movements of various groups in equal rights movements of various groups in Texas in the 20th century and identify key leaders Texas in the 20th century and identify key leaders Texas in the 20th century and identify key leaders in these movements, including James L. Farmer in these movements such as, including James L. in these movements such as James L. Farmer Jr., Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Hector P. Garcia, Oveta Culp Hobby, Lyndon B. B. Johnson, the League of United Latin American Lyndon B. Johnson, the League of United Latin Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu American Citizens (LULAC), Jane McCallum, Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White; and Lulu Belle Madison White; and Belle Madison White; and (7)(E) analyze the political, economic, and social (7)(E) analyze the political, economic, and social (7)(E) analyze the political, economic, and social • Streamlined impact of major events, including World War I, impact of major events, including World War I, impact of World War I, the Great Depression, • 2010 SE (7)(F) moved into 2018 SE (7)(E) the Great Depression, and World War II, on the the Great Depression, and World War II, and World War II, and significant issues in the latter history of Texas; and analyze the political, economic, and social impact half of the 20th and early 21st centuries such as of major events significant issues in the latter half political and economic controversies, of the 20th and early 21st centuries such as major immigration, and migration on the history of conflicts, the emergence of a two-party system, Texas. political and economic controversies, immigration, and migration analyze the political, economic, and social impact of major events in the latter half of the 20th and early 21st centuries such as major conflicts, the emergence of a two- party system, political and economic controversies, immigration, and migration on the history of Texas.; and (7)(F) analyze the political, economic, and social (7)(F) analyze the political, economic, and social • Streamlined impact of major events in the latter half of the impact of major events in the latter half of the • 2010 SE (7)(F) moved into 2018 SE (7)(E) 20th and early 21st centuries such as major 20th and early 21st centuries such as major conflicts, the emergence of a two-party system, conflicts, the emergence of a two-party system, political and economic controversies, political and economic controversies, immigration, and migration. immigration, and migration. (8) Geography. The student uses geographic tools (8) Geography. The student uses geographic tools 2010 K&S statement (8) recoded to 2018 K&S to collect, analyze, and interpret data. The student to collect, analyze, and interpret data. The student statement (21) is expected to: is expected to: Copyright © Texas Education Agency 2019. All rights reserved. Page 7 of 17 Grade 7 Social Studies Document Revised May 2019

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (8)(A) create and interpret thematic maps, graphs, (8)(A) create and interpret thematic maps, graphs, 2010 SE (8)(A) recoded to 2018 SE (21)(A) charts, models, and databases representing various charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st aspects of Texas during the 19th, 20th, and 21st centuries; and centuries; and (8)(B) analyze and interpret geographic (8)(B) analyze and interpret geographic 2010 SE (8)(B) recoded to 2018 SE (21)(B) distributions and patterns in Texas during the distributions and patterns in Texas during the 19th, 20th, and 21st centuries. 19th, 20th, and 21st centuries. (9) Geography. The student understands the (8)(9) Geography. The student understands the (8) Geography. The student understands the 2010 K&S statement (9) recoded to 2018 K&S location and characteristics of places and regions location and characteristics of places and regions location and characteristics of places and regions statement (8) of Texas. The student is expected to: of Texas. The student is expected to: of Texas. The student is expected to: (9)(A) locate the Mountains and Basins, Great (8)(9)(A) locate and compare the Mountains and (8)(A) locate and compare the Mountains and • 2010 SE (9)(A) recoded to 2018 SE (8)(A) Plains, North Central Plains, and Coastal Plains Basins, Great Plains, North Central Plains, and Basins, Great Plains, North Central Plains, and • Cognitive verb “locate” changed to “locate regions and places of importance in Texas during Coastal Plains regions and places of importance in Coastal Plains regions; and compare” the 19th, 20th, and 21st centuries such as major Texas during the 19th, 20th, and 21st centuries • Edited for clarification cities, rivers, natural and historic landmarks, such as major cities, rivers, natural and historic Texas places of importance moved from 2010 political and cultural regions, and local points of landmarks, political and cultural regions, and local SE (8)(A) into 2018 SE (8)(B) interest; points of interest; (9)(B) compare places and regions of Texas in (8)(9)(B) locate and compare places and regions (8)(B) locate and compare places of importance in • 2010 SE (9)(B) recoded to 2018 SE (8)(B) terms of physical and human characteristics; and of importance in Texas in terms of physical and Texas in terms of physical and human • Cognitive verb “compare” changed to “locate human characteristics such as major cities, characteristics such as major cities, waterways, and compare” waterways, rivers, natural and historic landmarks, natural and historic landmarks, political and • Edited for clarification political and cultural regions, and local points of cultural regions, and local points of interest; and • Texas places of importance moved from 2010 interest; and SE (8)(A) into 2018 SE (8)(B) (9)(C) analyze the effects of physical and human (8)(9)(C) analyze the effects of physical and (8)(C) analyze the effects of physical and human 2010 SE (9)(C) recoded to 2018 SE (8)(C) factors such as climate, weather, landforms, human factors such as climate, weather, factors such as climate, weather, landforms, irrigation, transportation, and communication on landforms, irrigation, transportation, and irrigation, transportation, and communication on major events in Texas. communication on major events in Texas. major events in Texas. (10) Geography. The student understands the (9)(10) Geography. The student understands the (9) Geography. The student understands the • 2010 K&S statement (10) recoded to 2018 effects of the interaction between humans and the effects of the interaction between humans and the effects of the interaction between humans and the K&S statement (9) environment in Texas during the 19th, 20th, and environment in Texas during the 19th, 20th, and environment in Texas. The student is expected to: • Edited for clarification 21st centuries. The student is expected to: 21st centuries. The student is expected to:

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (10)(A) identify ways in which Texans have (9)(10)(A) identify ways in which Texans have (9)(A) identify ways in which Texans have • 2010 SE (10)(A) recoded to 2018 SE (9)(A) adapted to and modified the environment and adapted to and modified the environment and adapted to and modified the environment and • Cognitive verb “analyze” changed to analyze the positive and negative consequences of explain analyze the positive and negative explain the positive and negative consequences of “explain” the modifications; and consequences of the modifications; and the modifications; and (10)(B) explain ways in which geographic factors (9)(10)(B) explain ways in which geographic (9)(B) explain ways in which geographic factors 2010 SE (10)(B) recoded to 2018 SE (9)(B) such as the Galveston Hurricane of 1900, the Dust factors such as the Galveston Hurricane of 1900, such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative the Dust Bowl, limited water resources, and Bowl, limited water resources, and alternative energy sources have affected the political, alternative energy sources have affected the energy sources have affected the political, economic, and social development of Texas. political, economic, and social development of economic, and social development of Texas. Texas. (11) Geography. The student understands the (10)(11) Geography. The student understands the (10) Geography. The student understands the 2010 K&S statement (11) recoded to 2018 K&S characteristics, distribution, and migration of characteristics, distribution, and migration of characteristics, distribution, and migration of statement (10) population in Texas in the 19th, 20th, and 21st population in Texas in the 19th, 20th, and 21st population in Texas in the 19th, 20th, and 21st centuries. The student is expected to: centuries. The student is expected to: centuries. The student is expected to: (11)(A) analyze why immigrant groups came to (10)(11)(A) identify analyze why immigrant (10)(A) identify why immigrant groups came to • 2010 SE (11)(A) recoded to 2018 SE (10)(A) Texas and where they settled; groups came to Texas and where they settled; Texas and where they settled; • Cognitive verb “analyze” changed to “identify” (11)(B) analyze how immigration and migration (10)(11)(B) describe analyze how immigration (10)(B) describe how immigration and migration • 2010 SE (11)(B) recoded to 2018 SE (10)(B) to Texas in the 19th, 20th, and 21st centuries have and migration to Texas in the 19th, 20th, and 21st to Texas have influenced Texas; • Cognitive verb “analyze” changed to influenced Texas; centuries have influenced Texas; “describe” • Edited for clarification (10)(C) describe the structure of the population of (10)(C) describe the structure of the population of 2010 SE (11)(D) recoded to 2018 SE (10)(C) Texas using demographic concepts such as growth Texas using demographic concepts such as growth rate and age distribution; and rate and age distribution; and (11)(C) analyze the effects of the changing (10)(D)(11)(C) analyze the effects of the changing (10)(D) analyze the effects of the changing • 2010 SE (11)(C) recoded to 2018 SE (10)(D) population distribution and growth in Texas population distribution and growth in Texas population distribution and growth in Texas and • Edited for clarification during the 20th and 21st centuries and the during the 20th and 21st centuries and the the additional need for education, health care, and additional need for education, health care, and additional need for education, health care, and transportation. transportation; and transportation.; and (11)(D) describe the structure of the population of (11)(D) describe the structure of the population of 2010 SE (11)(D) recoded to 2018 SE (10)(C) Texas using demographic concepts such as growth Texas using demographic concepts such as growth rate and age distribution. rate and age distribution. Copyright © Texas Education Agency 2019. All rights reserved. Page 9 of 17 Grade 7 Social Studies Document Revised May 2019

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (12) Economics. The student understands the (11)(12) Economics. The student understands the (11) Economics. The student understands the 2010 K&S statement (12) recoded to 2018 K&S factors that caused Texas to change from an factors that caused Texas to change from an factors that caused Texas to change from an statement (11) agrarian to an urban society. The student is agrarian to an urban society. The student is agrarian to an urban society. The student is expected to: expected to: expected to: (12)(A) explain economic factors that led to the (11)(12)(A) explain economic factors and trace (11)(A) explain economic factors and the • 2010 SE (12)(A) recoded to 2018 SE (11)(A) urbanization of Texas; the development of major industries that development of major industries that led to the • 2010 SE (12)(B) moved into 2018 SE (11)(A) contributed to the that led to the urbanization of urbanization of Texas such as transportation, oil • Edited for clarification Texas such as transportation, oil and gas, and and gas, and manufacturing; and manufacturing; and (12)(B) trace the development of major industries (12)(B) trace the development of major industries 2010 SE (12)(B) moved into 2018 SE (11)(A) that contributed to the urbanization of Texas such that contributed to the urbanization of Texas such as transportation, oil and gas, and manufacturing; as transportation, oil and gas, and manufacturing; and and (12)(C) explain the changes in the types of jobs (11)(B)(12)(C) explain the changes in the types of (11)(B) explain the changes in the types of jobs 2010 SE (12)(C) recoded to 2018 SE (11)(B) and occupations that have resulted from the jobs and occupations that have resulted from the and occupations that have resulted from the urbanization of Texas. urbanization of Texas. urbanization of Texas. (13) Economics. The student understands the (12)(13) Economics. The student understands the (12) Economics. The student understands the 2010 K&S statement (13) recoded to 2018 K&S interdependence of the Texas economy with the interdependence of the Texas economy with the interdependence of the Texas economy with the statement (12) United States and the world. The student is United States and the world. The student is United States and the world. The student is expected to: expected to: expected to: (13)(A) analyze the impact of national and (12)(13)(A) explain analyze the impact of national (12)(A) explain the impact of national and • 2010 SE (13)(A) recoded to 2018 SE (12)(A) international markets and events on the production and international markets and events on the international markets on the production of goods • Cognitive verb “analyze” changed to of goods and services in Texas such as production of goods and services in Texas, and services in Texas, including agriculture and “explain” agriculture, oil and gas, and computer technology; including such as agriculture and, oil and gas, and oil and gas; • Streamlined computer technology; • Computers remain in 2018 SE (19)(C) (13)(B) analyze the impact of economic concepts (12)(13)(B) explain analyze the impact of (12)(B) explain the impact of economic concepts • 2010 SE (13)(B) recoded to 2018 SE (12)(B) within the free enterprise system such as supply economic concepts within the free enterprise within the free enterprise system such as supply • Cognitive verb “analyze” changed to and demand, profit, government regulation, and system such as supply and demand, profit, and demand, profit, and world competition on the “explain” world competition on the economy of Texas; and government regulation, and world competition on economy of Texas; and • Streamlined the economy of Texas; and

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (13)(C) analyze the impact of significant (12)(13)(C) analyze the impact of significant (12)(C) analyze the impact of significant • 2010 SE (13)(C) recoded to 2018 SE (12)(C) industries in Texas such as oil and gas, aerospace, industries in Texas such as oil and gas, aerospace, industries in Texas such as aerospace, medical, • Streamlined medical, and computer technologies on local, medical, and computer technologies on local, and computer technologies on local, national, and • Oil and gas remain in 2018 SE (11)(A) and national, and international markets. national, and international markets. international markets. (12)(A) (14) Government. The student understands the (13)(14) Government. The student understands the (13) Government. The student understands the 2010 K&S statement (14) recoded to 2018 K&S basic principles reflected in the Texas basic principles reflected in the Texas basic principles reflected in the Texas statement (13) Constitution. The student is expected to: Constitution. The student is expected to: Constitution. The student is expected to: (14)(A) identify how the Texas Constitution (13)(14)(A) identify how the Texas Constitution (13)(A) identify how the Texas Constitution 2010 SE (14)(A) recoded to 2018 SE (13)(A) reflects the principles of limited government, reflects the principles of limited government, reflects the principles of limited government, republicanism, checks and balances, federalism, republicanism, checks and balances, federalism, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and separation of powers, popular sovereignty, and separation of powers, popular sovereignty, and individual rights; and individual rights; and individual rights; and (14)(B) compare the principles and concepts of (13)(14)(B) compare the principles and concepts (13)(B) compare the principles and concepts of 2010 SE (14)(B) recoded to 2018 SE (13)(B) the Texas Constitution to the U.S. Constitution, of the Texas Constitution to the U.S. Constitution, the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights. including the Texas and U.S. Bill of Rights. including the Texas and U.S. Bill of Rights. (15) Government. The student understands the (14)(15) Government. The student understands the (14) Government. The student understands the 2010 K&S statement (15) recoded to 2018 K&S structure and functions of government created by structure and functions of government created by structure and functions of government created by statement (14) the Texas Constitution. The student is expected to: the Texas Constitution. The student is expected to: the Texas Constitution. The student is expected to: (15)(A) describe the structure and functions of (14)(15)(A) describe the structure and functions of (14)(A) describe the structure and functions of 2010 SE (15)(A) recoded to 2018 SE (14)(A) government at municipal, county, and state levels; government at municipal, county, and state levels; government at municipal, county, and state levels; and and (15)(B) identify major sources of revenue for state (14)(15)(B) identify major sources of revenue for (14)(B) identify major sources of revenue for state • 2010 SE (15)(B) recoded to 2018 SE (14)(B) and local governments such as property tax, sales state and local governments such as property taxes and local governments such as property taxes, • Edited for clarification tax, and fees; and tax, sales taxes tax, bonds, and fees.; and sales taxes, bonds, and fees. • Bonds moved from 2010 (15)(C) into 2018 (14)(B) (15)(C) describe the structure, funding, and (15)(C) describe the structure, funding, and • Streamlined governance of Texas public education, including governance of Texas public education, including • Bond issues moved into 2018 SE (14)(B) local property taxes, bond issues, and state and local property taxes, bond issues, and state and • State and local taxes remain in 2018 SE federal funding supported by state and federal federal funding supported by state and federal (14)(B) taxpayers. taxpayers.

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (16) Citizenship. The student understands the (15)(16) Citizenship. The student understands the (15) Citizenship. The student understands the 2010 K&S statement (16) recoded to 2018 K&S rights and responsibilities of Texas citizens in a rights and responsibilities of Texas citizens in a rights and responsibilities of Texas citizens in a statement (15) democratic society. The student is expected to: democratic society. The student is expected to: democratic society. The student is expected to: (16)(A) identify rights of Texas citizens; and (15)(16)(A) explain identify rights of Texas (15)(A) explain rights of Texas citizens; and • 2010 SE (16)(A) recoded to 2018 SE (15)(A) citizens; and • Cognitive verb “identify” changed to “explain” (16)(B) explain and analyze civic responsibilities (15)(16)(B) explain and analyze civic (15)(B) explain civic responsibilities of Texas • 2010 SE (16)(B) recoded to 2018 SE (15)(B) of Texas citizens and the importance of civic responsibilities of Texas citizens and the citizens and the importance of civic participation. • Streamlined participation. importance of civic participation. (17) Citizenship. The student understands the (16)(17) Citizenship. The student understands the (16) Citizenship. The student understands the 2010 K&S statement (17) recoded to 2018 K&S importance of the expression of different points of importance of the expression of different points of importance of the expression of different points of statement (16) view in a democratic society. The student is view in a democratic society. The student is view in a democratic society. The student is expected to: expected to: expected to: (17)(A) identify different points of view of (16)(17)(A) identify different points of view of (16)(A) identify different points of view of 2010 SE (17)(A) recoded to 2018 SE (16)(A) political parties and interest groups on important political parties and interest groups on important political parties and interest groups on important Texas issues, past and present; Texas issues, past and present; and Texas issues, past and present; and (17)(B) describe the importance of free speech (16)(17)(B) describe the importance of free (16)(B) describe the importance of free speech 2010 SE (17)(B) recoded to 2018 SE (16)(B) and press in a democratic society; and speech and press in a democratic society.; and and press in a democratic society. (17)(C) express and defend a point of view on an (17)(C) express and defend a point of view on an • Streamlined issue of historical or contemporary interest in issue of historical or contemporary interest in • Supporting a point of view remains in 2018 Texas. Texas. SE (20)(E) (18) Citizenship. The student understands the (17)(18) Citizenship. The student understands the (17) Citizenship. The student understands the 2010 K&S statement (18) recoded to 2018 K&S importance of effective leadership in a democratic importance of effective leadership in a democratic importance of effective leadership in a democratic statement (17) society. The student is expected to: society. The student is expected to: society. The student is expected to: (18)(A) identify the leadership qualities of elected (17)(18)(A) identify the leadership qualities of (17)(A) identify the leadership qualities of elected 2010 SE (18)(A) recoded to 2018 SE (17)(A) and appointed leaders of Texas, past and present, elected and appointed leaders of Texas, past and and appointed leaders of Texas, past and present, including Texans who have been president of the present, including Texans who have been including Texans who have been president of the United States; and president of the United States; and United States; and

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (18)(B) identify the contributions of Texas (17)(18)(B) identify the contributions of Texas (17)(B) identify the contributions of Texas leaders • 2010 SE (18)(B) recoded to 2018 SE (17)(B) leaders, including Lawrence Sullivan "Sul" Ross, leaders such as, including Lawrence Sullivan such as Lawrence Sullivan "Sul" Ross, John • Streamlined John Nance Garner ("Cactus Jack"), James A. "Sul" Ross, John Nance Garner ("Cactus Jack"), Nance Garner ("Cactus Jack"), James A. Baker Baker III, Henry B. González, Kay Bailey James A. Baker III, Henry B. González, Kay III, Henry B. González, Kay Bailey Hutchison, Hutchison, Barbara Jordan, Raymond L. Telles, Bailey Hutchison, Barbara Jordan, Raymond L. Barbara Jordan, Raymond L. Telles, Sam Sam Rayburn, and Raul A. Gonzalez Jr. Telles, Sam Rayburn, and Raul A. Gonzalez Jr. Rayburn, and Raul A. Gonzalez Jr. (19) Culture. The student understands the concept (18)(19) Culture. The student understands the (18) Culture. The student understands the concept 2010 K&S statement (19) recoded to 2018 K&S of diversity within unity in Texas. The student is concept of diversity within unity in Texas. The of diversity within unity in Texas. The student is statement (18) expected to: student is expected to: expected to: (19)(A) explain how the diversity of Texas is (18)(19)(A) explain how the diversity of Texas is (18)(A) explain how the diversity of Texas is • 2010 SE (19)(A) recoded to 2018 SE (18)(A) reflected in a variety of cultural activities, reflected in a variety of cultural activities and, reflected in a variety of cultural activities and • Streamlined celebrations, and performances; celebrations, and performances; celebrations; (19)(B) describe how people from various racial, (18)(19)(B) describe how people from various (18)(B) describe how people from various racial, 2010 SE (19)(B) recoded to 2018 SE (18)(B) ethnic, and religious groups attempt to maintain racial, ethnic, and religious groups attempt to ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger maintain their cultural heritage while adapting to their cultural heritage while adapting to the larger Texas culture; the larger Texas culture; Texas culture; (19)(C) identify examples of Spanish influence (18)(19)(C) identify examples of Spanish (18)(C) identify examples of Spanish influence 2010 SE (19)(C) recoded to 2018 SE (18)(C) and the influence of other cultures on Texas such influence and the influence of other cultures on and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, Texas such as place names, vocabulary, religion, as place names, vocabulary, religion, architecture, food, and the arts; and architecture, food, and the arts; and food, and the arts; and (19)(D) identify contributions to the arts by (18)(19)(D) identify contributions to the arts by (18)(D) identify contributions to the arts by 2010 SE (19)(D) recoded to 2018 SE (18)(D) Texans such as Roy Bedichek, Diane Gonzales Texans such as Roy Bedichek, Diane Gonzales Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Ney, Amado Peña Jr., Walter Prescott Webb, and Ney, Amado Peña Jr., Walter Prescott Webb, and Ney, Amado Peña Jr., Walter Prescott Webb, and Horton Foote. Horton Foote. Horton Foote. (20) Science, technology, and society. The student (19)(20) Science, technology, and society. The (19) Science, technology, and society. The student 2010 K&S statement (20) recoded to 2018 K&S understands the impact of scientific discoveries student understands the impact of scientific understands the impact of scientific discoveries statement (19) and technological innovations on the political, discoveries and technological innovations on the and technological innovations on the political, economic, and social development of Texas. The political, economic, and social development of economic, and social development of Texas. The student is expected to: Texas. The student is expected to: student is expected to: (20)(A) compare types and uses of technology, (19)(20)(A) compare types and uses of (19)(A) compare types and uses of technology, 2010 SE (20)(A) recoded to 2018 SE (19)(A) past and present; technology, past and present; past and present;

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (20)(B) identify Texas leaders in science and (19)(20)(B) identify Texas leaders in science and (19)(B) identify Texas leaders in science and 2010 SE (20)(B) recoded to 2018 SE (19)(B) technology such as Walter Cunningham, Michael technology such as Walter Cunningham, Michael technology such as Walter Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.; Dell, and Howard Hughes Sr.; Dell, and Howard Hughes Sr.; (20)(C) analyze the effects of various scientific (19)(20)(C) analyze the effects of various (19)(C) analyze the effects of various scientific 2010 SE (20)(C) recoded to 2018 SE (19)(C) discoveries and technological innovations on the scientific discoveries and technological discoveries and technological innovations on the development of Texas such as advancements in innovations on the development of Texas such as development of Texas such as advancements in the agricultural, energy, medical, computer, and advancements in the agricultural, energy, medical, the agricultural, energy, medical, computer, and aerospace industries; computer, and aerospace industries; aerospace industries; (20)(D) evaluate the effects of scientific (19)(20)(D) evaluate the effects of scientific (19)(D) evaluate the effects of scientific 2010 SE (20)(D) recoded to 2018 SE (19)(D) discoveries and technological innovations on the discoveries and technological innovations on the discoveries and technological innovations on the use of resources such as fossil fuels, water, and use of resources such as fossil fuels, water, and use of resources such as fossil fuels, water, and land; and land; and land; and (20)(E) analyze how scientific discoveries and (19)(20)(E) analyze how scientific discoveries and (19)(E) analyze how scientific discoveries and 2010 SE (20)(E) recoded to 2018 SE (19)(E) technological innovations have resulted in an technological innovations have resulted in an technological innovations have resulted in an interdependence among Texas, the United States, interdependence among Texas, the United States, interdependence among Texas, the United States, and the world. and the world. and the world. (21) Social studies skills. The student applies (20)(21) Social studies skills. The student applies (20) Social studies skills. The student applies • 2010 K&S statement (21) recoded to 2018 critical-thinking skills to organize and use critical-thinking skills to organize and use critical-thinking skills to organize and use K&S statement (20) information acquired through established research information acquired through established research information acquired through established research • Edited for clarification methodologies from a variety of valid sources, methodologies from a variety of valid sources, methodologies from a variety of valid sources, including electronic technology. The student is including electronic technology. The student is including technology. The student is expected to: expected to: expected to: (21)(A) differentiate between, locate, and use (20)(21)(A) differentiate between, locate, and use (20)(A) differentiate between, locate, and use • 2010 SE (21)(A) recoded to 2018 SE (20)(A) valid primary and secondary sources such as valid primary and secondary sources such as valid primary and secondary sources such as • Streamlined computer software, databases, media and news computer software, databases, media and news media and news services, biographies, interviews, services, biographies, interviews, and artifacts to services, biographies, interviews, and artifacts to and artifacts to acquire information about Texas; acquire information about Texas; acquire information about Texas;

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (21)(B) analyze information by sequencing, (20)(21)(B) analyze information by applying (20)(B) analyze information by applying absolute • 2010 SE (21)(B) recoded to 2018 SE (20)(B) categorizing, identifying cause-and-effect absolute and relative chronology through and relative chronology through sequencing, • 2010 SE (1)(B) moved into 2018 SE (20)(B) relationships, comparing, contrasting, finding the sequencing, categorizing, identifying cause-and- categorizing, identifying cause-and-effect main idea, summarizing, making generalizations effect relationships, comparing, contrasting, relationships, comparing, contrasting, finding the and predictions, and drawing inferences and finding the main idea, summarizing, making main idea, summarizing, making generalizations conclusions; generalizations and predictions, and drawing and predictions, and drawing inferences and inferences and conclusions; conclusions; (21)(C) organize and interpret information from (20)(21)(C) organize and interpret information (20)(C) organize and interpret information from 2010 SE (21)(C) recoded to 2018 SE (20)(C) outlines, reports, databases, and visuals, including from outlines, reports, databases, and visuals, outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; including graphs, charts, timelines, and maps; graphs, charts, timelines, and maps; (21)(D) identify points of view from the historical (20)(21)(D) identify bias and points of view from (20)(D) identify bias and points of view from the • 2010 SE (21)(D) recoded to 2018 SE (20)(D) context surrounding an event and the frame of the historical context surrounding an event and the historical context surrounding an event that • Identifying bias moved from 2010 SE (21)(F) reference that influenced the participants; frame of reference that influenced the participants; influenced the participants; into 2018 SE (20)(D) • Edited for clarification (21)(E) support a point of view on a social studies (20)(21)(E) support a point of view on a social (20)(E) support a point of view on a social studies 2010 SE (21)(E) recoded to 2018 SE (20)(E) issue or event; studies issue or event; and issue or event; and (21)(F) identify bias in written, oral, and visual (21)(F) identify bias in written, oral, and visual • Streamlined material; material; • Identifying bias moved from 2010 SE (21)(F) into 2018 SE (20)(D) (21)(G) evaluate the validity of a source based on (20)(F)(21)(G) evaluate the validity of a source (20)(F) evaluate the validity of a source based on • 2010 SE (21)(G) recoded to 2018 SE (20)(F) language, corroboration with other sources, and based on language, corroboration with other corroboration with other sources and information • Streamlined information about the author; and sources, and information about the author.; and about the author. (21)(H) use appropriate mathematical skills to (21)(H) use appropriate mathematical skills to • Streamlined interpret social studies information such as maps interpret social studies information such as maps • Interpreting social studies information and graphs. and graphs. remains in 2018 SEs (20)(C), (21)(A) and (21)(B) (21) Social studies skills. The student uses (21) Social studies skills. The student uses 2010 K&S statement (8) recoded to 2018 K&S geographic tools to collect, analyze, and interpret geographic tools to collect, analyze, and interpret statement (21) data. The student is expected to: data. The student is expected to:

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (21)(A) create and interpret thematic maps, (21)(A) create and interpret thematic maps, 2010 SE (8)(A) recoded to 2018 SE (21)(A) graphs, and charts representing various aspects of graphs, and charts representing various aspects of Texas during the 19th, 20th, and 21st centuries; Texas during the 19th, 20th, and 21st centuries; and and (21)(B) analyze and interpret geographic (21)(B) analyze and interpret geographic 2010 SE (8)(B) recoded to 2018 SE (21)(B) distributions and patterns in Texas during the distributions and patterns in Texas during the 19th, 20th, and 21st centuries. 19th, 20th, and 21st centuries. (22) Social studies skills. The student (22) Social studies skills. The student (22) Social studies skills. The student No change communicates in written, oral, and visual forms. communicates in written, oral, and visual forms. communicates in written, oral, and visual forms. The student is expected to: The student is expected to: The student is expected to: (22)(A) use social studies terminology correctly; (22)(A) use social studies terminology correctly; (22)(A) use social studies terminology correctly; No change (22)(B) use standard grammar, spelling, sentence (22)(B) use effective written communication (22)(B) use effective written communication Edited for clarification structure, punctuation, and proper citation of skills, including proper citations and avoiding skills, including proper citations and avoiding sources; plagiarism use standard grammar, spelling, plagiarism; and sentence structure, punctuation, and proper citation of sources; and (22)(C) transfer information from one medium to (22)(C) transfer information from one medium to Streamlined another, including written to visual and statistical another, including written to visual and statistical to written or visual, using computer software as to written or visual, using computer software as appropriate; and appropriate; and (22)(D) create written, oral, and visual (22)(C)(D) create written, oral, and visual (22)(C) create written, oral, and visual 2010 SE (22)(D) recoded to 2018 SE (22)(C) presentations of social studies information. presentations of social studies information. presentations of social studies information.

GRADE 7 SOCIAL STUDIES, CROSSWALK FROM 2010 TEKS TO 2018 STREAMLINED TEKS

2010 TEKS Streamlining 2018 TEKS Additional Information

Red Strikethrough = removed from a student expectation (SE) or knowledge and skills (K&S) statement Green Underline = clarified, recoded, or moved into a K&S statement or an SE (23) Social studies skills. The student uses (23) Social studies skills. The student uses (23) Social studies skills. The student uses • Streamlined problem-solving and decision-making skills, problem-solving and decision-making skills, problem-solving and decision-making skills, • 2010 SEs (23)(A) and (23)(B) moved into working independently and with others, in a working independently and with others, in a working independently and with others. The 2018 K&S statement (23) variety of settings. The student is expected to: variety of settings. The student is expected to : student is expected to use problem-solving and • Edited for clarification use a problem-solving and decision-making decision-making processes to identify a problem, process processes to identify a problem, gather gather information, list and consider options, information, list and consider options, consider consider advantages and disadvantages, choose advantages and disadvantages, choose and and implement a solution, and evaluate the implement a solution, and evaluate the effectiveness of the solution. effectiveness of the solution; and. (23)(A) use a problem-solving process to identify (23)(A) use a problem-solving process to identify 2010 SE (23)(A) moved into 2018 K&S statement a problem, gather information, list and consider a problem, gather information, list and consider (23) options, consider advantages and disadvantages, options, consider advantages and disadvantages, choose and implement a solution, and evaluate the choose and implement a solution, and evaluate the effectiveness of the solution; and effectiveness of the solution; and (23)(B) use a decision-making process to identify (23)(B) use a decision-making process to identify 2010 SE (23)(B) moved into 2018 K&S statement a situation that requires a decision, gather a situation that requires a decision, gather (23) information, identify options, predict information, identify options, predict consequences, and take action to implement a consequences, and take action to implement a decision. decision.