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Texas Essential Knowledge and Skills Proposed Revisions Texas Essential Knowledge and Skills Elementary Social Studies Kindergarten - Grade 5 Prepared by the State Board of Education TEKS Review Committees October 17, 2009 These documents have been formatted for consistency and for ease of review. Proposed additions are shown in green font with underlines and proposed deletions are shown in red font with strike throughs. Comments in the margin provide explanations for proposed changes. The following notations were used as part of the explanations: BSG = information added, changed or deleted based on broad strokes guidance CRS = information added or changed to align with College Readiness Standards ER = information added, changed or deleted based on expert reviewer feedback IF = information added, changed or deleted based on informal feedback MV = multiple viewpoints from within the committee TABLE OF CONTENTS Social Studies, Kindergarten Pages 1-5 Social Studies, Grade 1 Pages 6-11 Social Studies, Grade 2 Pages 12-19 Social Studies, Grade 3 Pages 20-27 Social Studies, Grade 4 Pages 28-37 Social Studies, Grade 5 Pages 38-49 Kindergarten-Recommendations §113.2. Social Studies, Kindergarten. (a) Introduction. (1) In Kindergarten, the focus is on the study of the self, home, family, and classroom Comment [A1]: Subject-verb agreement establishes the foundation for responsible citizenship in society. The study of our Students Comment [A2]: Emphasizes the goal of social explore state and national heritage begins with an examination of by examining the celebration studies education of patriotic holidays and the contributions of historical people individuals. The concept of Comment [A3]: Student-centered action chronology is introduced. Students discuss apply geographic concepts of location and physical Comment [A4]: Emphasizes student action and human characteristics of places. Students are introduced to identify the basic human needs Comment [A5]: Includes current and local of food, clothing, and shelter and to ways that people meet these needs. Students learn the figures purpose of rules and the role of authority figures in the home and school. Students learn Comment [A6]: Increased rigor customs, symbols, and celebrations that represent American beliefs and principles and Comment [A7]: Emphasizes student action and contribute to our national identity. Students compare family customs and traditions and increases rigor Comment [A8]: Specific content of selection is describe examples of technology in the home and school. Students acquire information from a addressed in knowledge and skills statements variety of oral and visual sources. Students practice problem solving, decision making, and Comment [A9]: Sentence structure independent thinking skills. Comment [A10]: To complete overview of each strand (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as biographies; folktales, myths, and legends; and poetry, songs, and artworks is Comment [A11]: Specific content of selections is encouraged. Selections may include You're a Grand Old Flag and a children's biography of addressed in knowledge and skills statements. George Washington. Motivating resources are also available from museums, historical sites, Comment [A12]: BSG-Specific content of selections and individuals is addressed in knowledge presidential libraries, and local and state preservation societies. and skills statements. (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 geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content Comment [A13]: Redundancy material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Throughout the student expectations, terms following “including” are required; however, terms following “such as” are examples. Comment [A14]: BSG-Clarification of terminology. The “such as” examples throughout this document are not intended to be an exhaustive list. (4) 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 values of our state and nation as referenced in the Texas Education Code, §28.002(h). (5) Students must demonstrate learning DRAFTperformance related to any federal and state mandates regarding classroom instruction. Although Kindergarten is not required to participate in Celebrate Freedom Week, according to Texas Education Code, §29.907, primary grades lay the foundation for subsequent learning. As a result, Kindergarten TEKS include standards related to this patriotic observance. Comment [A15]: BSG-Emphasizes patriotism; increased rigor October 17, 2009 Page 1 of 49 Kindergarten-Recommendations (b) Knowledge and skills. (1) History. The student understands that holidays are celebrations of special events. The student is expected to: (A) explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and Independence Day; and Comment [A16]: BSG&ER-“Veterans Day” emphasizes patriotism by adding another holiday. (B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day. (2) History. The student understands how historical figures and ordinary people other individuals helped to shape influenced the community, state, and nation. The student is Comment [A17]: ER-Word choice, includes expected to: current and local figures) Comment [A18]: Word choice (A) identify the contributions of historical figures such as including Stephen F. Austin Comment [A19]: Word choice and George Washington who helped to shape influenced our state and nation; and Comment [A20]: BSG-Consistency in content across Texas (B) identify contributions of ordinary people individuals who have shaped influenced Comment [A21]: Word choice the community. Comment [A22]: Match other SE in this knowledge and skills section Comment [A23]: ER-Word choice, includes (3) History. The student understands the concept of chronology. The student is expected to: current and local figures Comment [A24]: Word choice (A) place events in chronological order; and (B) use vocabulary related to time and chronology, including before, after, next, first, and last, yesterday, today, and tomorrow. Comment [A25]: Sentence structure Comment [A26]: BSG-Increased rigor; moved (4) Geography. The student understands the concept of location. The student is expected to: from TEKS 1.3C (A) use terms, including over, under, near, far, left, and right, to describe relative location; and Comment [A27]: Formatting of SEs in this knowledge and skills section. (B) locate places on the school campus and describe their relative locations; and Comment [A28]: Formatting of SEs in this knowledge and skills section. (C) identify tools that aid in determining location, including maps and globes. Comment [A29]: Vertical alignment with grade 1, TEKS 1.5(A & B) (5) Geography. The student understands the physical and human characteristics. of the environment. The student is expected to:DRAFT Comment [A30]: Alignment with SEs (A) identify the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; and October 17, 2009 Page 2 of 49 Kindergarten-Recommendations (B) identify how the human characteristics of place such as types of houses and ways Comment [A31]: Sentence structure. of earning a living, shelter, clothing, food, and activities are based upon geographic location. Comment [A32]: Clarification of student expectation; increased rigor (6) Economics. The student understands that basic human needs and wants are met in many Comment [A33]: BSG-Vertical alignment of ways. The student is expected to: economics concepts K-12; increased rigor (A) identify basic human needs of food, clothing, and shelter; and Comment [A34]: Clarification; and move from 6C to 6A Comment [A35]: Formatting of the SE in this (B) explain the difference between needs and wants; and Knowledge and Skills section Comment [A36]: BSG-Increased rigor; vertical (B) (C) explain how basic human needs of food, clothing, and shelter can be met such alignment to TEKS 1.8(A, B, & C) as through self-producing, purchasing, and trading. Comment [A37]: Formatting of the SE in this knowledge and skills section (7) Economics. The student understands the importance value of jobs. The student is expected Comment [A38]: Formatting of the SE in this to: knowledge and skills section Comment [A39]: Redundancy (A) identify jobs in the home, school, and community; and Comment [A40]: BSG-Clarification of SE through examples Comment [A41]: BSG-Word choice; (B) explain why people have jobs. clarification; increased rigor (8) Government. The student understands the purpose of rules. The student is expected to: (A) identify purposes for having rules; and (B) identify rules that provide order, security, and safety in the home and school. (9) Government. The student understands the role of authority figures. The student is expected to: (A) identify authority
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