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Grade 8 Social Studies, Crosswalk from 2010 Teks to 2018 Streamlined Teks GRADE 8 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 U.S. history historical points of reference in U.S. history historical points of reference in U.S. history through 1877. The student is expected to: through 1877. The student is expected to: through 1877. The student is expected to: (1)(A) identify the major eras and events in U.S. (1)(A) identify the major eras and events in U.S. (1)(A) identify the major eras in U.S. history • Streamlined history through 1877, including colonization, history through 1877, including colonization, through 1877, including colonization, revolution, • Declaration of Independence remains in 2018 revolution, drafting of the Declaration of revolution, drafting of the Declaration of creation and ratification of the Constitution, early SEs (1)(B) and (15)(C) Independence, creation and ratification of the Independence, creation and ratification of the republic, the Age of Jackson, westward • Second Great Awakening remains in 2018 SE Constitution, religious revivals such as the Second Constitution, religious revivals such as the Second expansion, reform movements, sectionalism, Civil (25)(B) Great Awakening, early republic, the Age of Great Awakening, early republic, the Age of War, and Reconstruction, and describe their Jackson, westward expansion, reform movements, Jackson, westward expansion, reform movements, causes and effects; and sectionalism, Civil War, and Reconstruction, and sectionalism, Civil War, and Reconstruction, and describe their causes and effects; describe their causes and effects; and (1)(B) apply absolute and relative chronology (1)(B) apply absolute and relative chronology 2010 SE (1)(B) moved into 2018 SE (29)(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: 1607, founding of Jamestown; 1620, arrival dates: 1607, founding of Jamestown; 1620, arrival dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower of the Pilgrims and signing of the Mayflower of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Compact; 1776, adoption of the Declaration of Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Independence; 1787, writing of the U.S. Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and Constitution; 1803, Louisiana Purchase; and Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War. 1861-1865, Civil War. 1861-1865, Civil War. (2) History. The student understands the causes of (2) History. The student understands the causes of (2) History. The student understands the causes of No change exploration and colonization eras. The student is exploration and colonization eras. The student is exploration and colonization eras. The student is expected to: expected to: expected to: (2)(A) identify reasons for European exploration (2)(A) identify reasons for English, Spanish, and (2)(A) identify reasons for English, Spanish, and Streamlined and colonization of North America; and French European exploration and colonization of French exploration and colonization of North North America; and America; and (2)(B) compare political, economic, religious, and (2)(B) compare political, economic, religious, and (2)(B) compare political, economic, religious, and No change social reasons for the establishment of the 13 social reasons for the establishment of the 13 social reasons for the establishment of the 13 English colonies. English colonies. English colonies. Copyright © Texas Education Agency 2019. All rights reserved. Page 1 of 19 Grade 8 Social Studies Document Revised May 2019 GRADE 8 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 the (3) History. The student understands the (3) History. The student understands the No change foundations of representative government in the foundations of representative government in the foundations of representative government in the United States. The student is expected to: United States. The student is expected to: United States. The student is expected to: (3)(A) explain the reasons for the growth of (3)(A) explain the reasons for the growth of (3)(A) explain the reasons for the growth of No change representative government and institutions during representative government and institutions during representative government and institutions during the colonial period; the colonial period; the colonial period; (3)(B) analyze the importance of the Mayflower (3)(B) analyze the importance of the Mayflower (3)(B) analyze the importance of the Mayflower No change Compact, the Fundamental Orders of Connecticut, Compact, the Fundamental Orders of Connecticut, Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth and the Virginia House of Burgesses to the growth and the Virginia House of Burgesses to the growth of representative government; and of representative government; and of representative government; and (3)(C) describe how religion and virtue (3)(C) describe how religion and virtue (3)(C) describe how religion and virtue No change contributed to the growth of representative contributed to the growth of representative contributed to the growth of representative government in the American colonies. government in the American colonies. government in the American colonies. (4) History. The student understands significant (4) History. The student understands significant (4) History. The student understands significant Edited for clarification; no content change political and economic issues of the revolutionary political and economic issues of the revolutionary political and economic issues of the revolutionary era. The student is expected to: and Constitutional eras era. The student is and Constitutional eras. The student is expected expected to: to: (4)(A) analyze causes of the American (4)(A) analyze causes of the American (4)(A) analyze causes of the American No change Revolution, including the Proclamation of 1763, Revolution, including the Proclamation of 1763, Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, the Intolerable Acts, the Stamp Act, mercantilism, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British lack of representation in Parliament, and British lack of representation in Parliament, and British economic policies following the French and economic policies following the French and economic policies following the French and Indian War; Indian War; Indian War; (4)(B) explain the roles played by significant (4)(B) explain the roles played by significant (4)(B) explain the roles played by significant Streamlined individuals during the American Revolution, individuals during the American Revolution, individuals during the American Revolution, including Abigail Adams, John Adams, including Abigail Adams, John Adams, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Wentworth Cheswell, Samuel Adams, Mercy Otis Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Warren, James Armistead, Benjamin Franklin, Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King Bernardo de Gálvez, Crispus Attucks, King Crispus Attucks, King George III, Patrick Henry, George III, Haym Salomon, Patrick Henry, George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Jefferson, the Marquis de Lafayette, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington; Thomas Paine, and George Washington; Thomas Paine, and George Washington; Copyright © Texas Education Agency 2019. All rights reserved. Page 2 of 19 Grade 8 Social Studies Document Revised May 2019 GRADE 8 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)(C) explain the issues surrounding important (4)(C) explain the issues surrounding important (4)(C) explain the issues surrounding important • Streamlined events of the American Revolution, including events of the American Revolution, including events of the American Revolution, including • Articles of Confederation remains in 2018 SE declaring independence; writing the Articles of declaring independence; writing the Articles of declaring
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