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.

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;

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 independence; fighting the battles of (15)(B) Confederation; fighting the battles of Lexington, Confederation; fighting the battles of Lexington Lexington and Concord, Saratoga, and Yorktown; Concord, Saratoga, and Yorktown; enduring the and, Concord, Saratoga, and Yorktown; enduring enduring the winter at Valley Forge; and signing winter at Valley Forge; and signing the Treaty of the winter at Valley Forge; and signing the Treaty the Treaty of Paris of 1783; and Paris of 1783; of Paris of 1783; and (4)(D) analyze the issues of the Constitutional (4)(D) analyze the issues of the Constitutional (4)(D) analyze the issues of the Constitutional No content change Convention of 1787, including the Great Convention of 1787, including the Great Convention of 1787, including the Great Compromise and the Three-Fifths Compromise; Compromise and the Three-Fifths Compromise.; Compromise and the Three-Fifths Compromise. and and (4)(E) analyze the arguments for and against (4)(E) analyze the arguments for and against • Streamlined ratification. ratification. • Arguments for and against ratification of the Constitution remain in 2018 SEs (15)(A) and (17)(A) (5) History. The student understands the (5) History. The student understands the (5) History. The student understands the No change challenges confronted by the government and its challenges confronted by the government and its challenges confronted by the government and its leaders in the early years of the republic and the leaders in the early years of the republic and the leaders in the early years of the republic and the Age of Jackson. The student is expected to: Age of Jackson. The student is expected to: Age of Jackson. The student is expected to: (5)(A) describe major domestic problems faced by (5)(A) describe major domestic problems faced by (5)(A) describe major domestic problems faced by Streamlined the leaders of the new republic such as the leaders of the new republic, including such as the leaders of the new republic, including maintaining national security, building a military, maintaining national security, building a military, maintaining national security, creating a stable creating a stable economic system, setting up the creating a stable economic system, and setting up economic system, and setting up the court system; court system, and defining the authority of the the court system, and defining the authority of the central government; central government; (5)(B) summarize arguments regarding protective (5)(B) summarize arguments regarding protective (5)(B) summarize arguments regarding protective No change tariffs, taxation, and the banking system; tariffs, taxation, and the banking system; tariffs, taxation, and the banking system; (5)(C) explain the origin and development of (5)(C) explain the origin and development of (5)(C) explain the origin and development of No change American political parties; American political parties; American political parties; (5)(D) explain the causes, important events, and (5)(D) explain the causes, important events, and (5)(D) explain the causes, important events, and No change effects of the War of 1812; effects of the War of 1812; effects of the War of 1812;

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)(E) identify the foreign policies of presidents (5)(E) identify the foreign policies of presidents (5)(E) identify the foreign policies of presidents No change Washington through Monroe and explain the Washington through Monroe and explain the Washington through Monroe and explain the impact of Washington's Farewell Address and the impact of Washington's Farewell Address and the impact of Washington's Farewell Address and the Monroe Doctrine; Monroe Doctrine; Monroe Doctrine; (5)(F) explain the impact of the election of (5)(F) explain the impact of the election of (5)(F) explain the impact of the election of No change Andrew Jackson, including expanded suffrage; Andrew Jackson, including expanded suffrage; Andrew Jackson, including expanded suffrage; and and and (5)(G) analyze the reasons for the removal and (5)(G) analyze the reasons for the removal and (5)(G) analyze the reasons for the removal and No change resettlement of Cherokee Indians during the resettlement of Cherokee Indians during the resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Jacksonian era, including the Indian Removal Act, Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears. Worcester v. Georgia, and the Trail of Tears. Worcester v. Georgia, and the Trail of Tears. (6) History. The student understands westward (6) History. The student understands westward (6) History. The student understands westward No change expansion and its effects on the political, expansion and its effects on the political, expansion and its effects on the political, economic, and social development of the nation. economic, and social development of the nation. economic, and social development of the nation. The student is expected to: The student is expected to: The student is expected to: (6)(A) explain how the Northwest Ordinance (6)(A) explain how the Northwest Ordinance (6)(A) explain how the Northwest Ordinance No change established principles and procedures for orderly established principles and procedures for orderly established principles and procedures for orderly expansion of the United States; expansion of the United States; expansion of the United States; (6)(B) explain the political, economic, and social (6)(B) explain the political, economic, and social • Streamlined roots of Manifest Destiny; roots of Manifest Destiny; • Manifest Destiny remains in 2018 SE (6)(B) (6)(C) analyze the relationship between the (6)(B)(C) analyze the relationship between the (6)(B) analyze the westward growth of the nation, • 2010 SE (6)(C) recoded to 2018 SE (6)(B) concept of Manifest Destiny and the westward concept of Manifest Destiny and the westward including the Louisiana Purchase and Manifest • Louisiana Purchase moved from 2010 SE growth of the nation; growth of the nation, including the Louisiana Destiny; and (6)(E) into 2018 SE (6)(B) Purchase and Manifest Destiny; and (6)(D) explain the causes and effects of the U.S.- (6)(C)(D) explain the causes and effects of the (6)(C) explain the causes and effects of the U.S.- 2010 SE (6)(D) recoded to 2018 SE (6)(C) Mexican War and their impact on the United U.S.-Mexican War and their impact on the United Mexican War and their impact on the United States; and States.; and States. (6)(E) identify areas that were acquired to form (6)(E) identify areas that were acquired to form Louisiana Purchase moved from 2010 SE (6)(E) the United States, including the Louisiana the United States, including the Louisiana into 2018 SE (6)(B) Purchase. Purchase.

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) History. The student understands how (7) History. The student understands how (7) History. The student understands how No change political, economic, and social factors led to the political, economic, and social factors led to the political, economic, and social factors led to the growth of sectionalism and the Civil War. The growth of sectionalism and the Civil War. The growth of sectionalism and the Civil War. The student is expected to: student is expected to: student is expected to: (7)(A) analyze the impact of tariff policies on (7)(A) analyze the impact of tariff policies on (7)(A) analyze the impact of tariff policies on No change sections of the United States before the Civil War; sections of the United States before the Civil War; sections of the United States before the Civil War; (7)(B) compare the effects of political, economic, (7)(B) compare the effects of political, economic, (7)(B) compare the effects of political, economic, No change and social factors on slaves and free blacks; and social factors on slaves and free blacks; and social factors on slaves and free blacks; (7)(C) analyze the impact of slavery on different (7)(C) analyze the impact of slavery on different (7)(C) analyze the impact of slavery on different No change sections of the United States; and sections of the United States; and sections of the United States; and (7)(D) identify the provisions and compare the (7)(D) identify the provisions and compare the (7)(D) identify the provisions and compare the Streamlined effects of congressional conflicts and effects of congressional conflicts and effects of congressional conflicts and compromises prior to the Civil War, including the compromises prior to the Civil War, including the compromises prior to the Civil War, including the roles of John Quincy Adams, John C. Calhoun, role roles of John Quincy Adams, John C. role of John Quincy Adams. Henry Clay, and Daniel Webster. Calhoun, Henry Clay, and Daniel Webster. (8) History. The student understands individuals, (8) History. The student understands individuals, (8) History. The student understands individuals, No change issues, and events of the Civil War. The student is issues, and events of the Civil War. The student is issues, and events of the Civil War. The student is expected to: expected to: expected to: (8)(A) explain the roles played by significant (8)(A) explain the roles played by significant (8)(A) explain the roles played by significant No change individuals during the Civil War, including individuals during the Civil War, including individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as and Abraham Lincoln, and heroes such as and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William congressional Medal of Honor recipients William congressional Medal of Honor recipients William Carney and Philip Bazaar; Carney and Philip Bazaar; Carney and Philip Bazaar;

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)(B) explain the causes of the Civil War, (8)(B) explain the causes of the Civil War, (8)(B) explain the central role of the expansion of • 2010 SE (8)(B) divided into 2018 SEs (8)(B) including sectionalism, states' rights, and slavery, including central role of the expansion of slavery slavery in causing sectionalism, disagreement and (8)(C) and significant events of the Civil War, including in causing sectionalism, disagreement over states' over states' rights, and the Civil War; • Edited for clarification the firing on Fort Sumter; the battles of Antietam, rights, and slavery, and significant events of the Gettysburg, and Vicksburg; the announcement of Civil War, including the firing on Fort Sumter; the the Emancipation Proclamation; Lee's surrender at battles of Antietam, Gettysburg, and Vicksburg; Appomattox Court House; and the assassination the announcement of the Emancipation of Abraham Lincoln; and Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and (8)(C)(B) explain the causes of the Civil War, (8)(C) explain significant events of the Civil War, • 2010 SE (8)(B) divided into 2018 SEs (8)(B) including sectionalism, states' rights, and slavery, including the firing on Fort Sumter; the battles of and (8)(C) and significant events of the Civil War, including Antietam, Gettysburg, and Vicksburg; the • Edited for clarification the firing on Fort Sumter; the battles of Antietam, Emancipation Proclamation; Lee's surrender at Gettysburg, and Vicksburg; the announcement of Appomattox Court House; and the assassination the Emancipation Proclamation; Lee's surrender at of Abraham Lincoln; and Appomattox Court House; and the assassination of Abraham Lincoln; and (8)(C) analyze Abraham Lincoln's ideas about (8)(D)(C) analyze Abraham Lincoln's ideas about (8)(D) analyze Abraham Lincoln's ideas about 2010 SE (8)(C) recoded to 2018 SE (8)(D) liberty, equality, union, and government as liberty, equality, union, and government as liberty, equality, union, and government as contained in his first and second inaugural contained in his first and second inaugural contained in his first and second inaugural addresses and the Gettysburg Address and addresses and the Gettysburg Address and addresses and the Gettysburg Address and contrast them with the ideas contained in contrast them with the ideas contained in contrast them with the ideas contained in Jefferson Davis's inaugural address. Jefferson Davis's inaugural address. Jefferson Davis's inaugural address. (9) History. The student understands the effects of (9) History. The student understands the effects of (9) History. The student understands the effects of No change Reconstruction on the political, economic, and Reconstruction on the political, economic, and Reconstruction on the political, economic, and social life of the nation. The student is expected social life of the nation. The student is expected social life of the nation. The student is expected to: to: to: (9)(A) evaluate legislative reform programs of the (9)(A) evaluate legislative reform programs of the (9)(A) evaluate legislative reform programs of the No change Radical Reconstruction Congress and Radical Reconstruction Congress and Radical Reconstruction Congress and reconstructed state governments; reconstructed state governments; reconstructed state governments;

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 (9)(B) evaluate the impact of the election of (9)(B) explain evaluate the impact of the election (9)(B) explain the impact of the election of • Cognitive verb “evaluate” changed to Hiram Rhodes Revels; of African Americans from the South such as African Americans from the South such as Hiram “explain” Hiram Rhodes Revels; and Rhodes Revels; and • Edited for clarification (9)(C) explain the economic, political, and social (9)(C) explain the economic, political, and social (9)(C) explain the economic, political, and social No change problems during Reconstruction and evaluate their problems during Reconstruction and evaluate their problems during Reconstruction and evaluate their impact on different groups; and impact on different groups.; and impact on different groups. (9)(D) identify the effects of legislative acts such (9)(D) identify the effects of legislative acts such Deleted as the Homestead Act, the Dawes Act, and the as the Homestead Act, the Dawes Act, and the Morrill Act. Morrill Act. (10) Geography. The student understands the (10) Geography. The student understands the (10) Geography. The student understands the No change location and characteristics of places and regions location and characteristics of places and regions location and characteristics of places and regions of the United States, past and present. The student of the United States, past and present. The student of the United States, past and present. The student is expected to: is expected to: is expected to: (10)(A) locate places and regions of importance in (10)(A) locate places and regions directly related (10)(A) locate places and regions directly related Edited for clarification the United States during the 17th, 18th, and 19th to major eras and turning points of importance in to major eras and turning points in the United centuries; the United States during the 17th, 18th, and 19th States during the 17th, 18th, and 19th centuries; centuries; (10)(B) compare places and regions of the United (10)(B) compare places and regions of the United (10)(B) compare places and regions of the United No change States in terms of physical and human States in terms of physical and human States in terms of physical and human characteristics; and characteristics; and characteristics; and (10)(C) analyze the effects of physical and human (10)(C) analyze the effects of physical and human (10)(C) analyze the effects of physical and human • Edited for clarification geographic factors on major historical and geographic factors such as weather, landforms, geographic factors such as weather, landforms, • Streamlined contemporary events in the United States. waterways, transportation, and communication on waterways, transportation, and communication on major historical and contemporary events in the major historical events in the United States. United States. (11) Geography. The student understands the (11) Geography. The student understands the (11) Geography. The student understands the No change physical characteristics of North America and physical characteristics of North America and physical characteristics of North America and how humans adapted to and modified the how humans adapted to and modified the how humans adapted to and modified the environment through the mid-19th century. The environment through the mid-19th century. The environment through the mid-19th century. The student is expected to: student is expected to: student is expected to:

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 (11)(A) analyze how physical characteristics of (11)(A) analyze how physical characteristics of (11)(A) analyze how physical characteristics of No content change the environment influenced population the environment influenced population the environment influenced population distribution, settlement patterns, and economic distribution, settlement patterns, and economic distribution, settlement patterns, and economic activities in the United States during the 17th, activities in the United States during the 17th, activities in the United States; and 18th, and 19th centuries; 18th, and 19th centuries; and (11)(B) describe the positive and negative (11)(B) describe the positive and negative (11)(B) describe the positive and negative No content change consequences of human modification of the consequences of human modification of the consequences of human modification of the physical environment of the United States; and physical environment of the United States.; and physical environment of the United States. (11)(C) describe how different immigrant groups (11)(C) describe how different immigrant groups • Streamlined interacted with the environment in the United interacted with the environment in the United • Modification of the physical environment States during the 17th, 18th, and 19th centuries. States during the 17th, 18th, and 19th centuries. remains in 2018 SE (11)(B) (12) Economics. The student understands why (12) Economics. The student understands why (12) Economics. The student understands why Edited for clarification various sections of the United States developed various sections of the United States developed various sections of the United States developed different patterns of economic activity. The different patterns of economic activity through different patterns of economic activity through student is expected to: 1877. The student is expected to: 1877. The student is expected to: (12)(A) identify economic differences among (12)(A) identify economic differences among (12)(A) identify economic differences among No change different regions of the United States; different regions of the United States; different regions of the United States; (12)(B) explain reasons for the development of (12)(B) explain reasons for the development of (12)(B) explain reasons for the development of No content change the plantation system, the transatlantic slave trade, the plantation system, the transatlantic slave trade, the plantation system, the transatlantic slave trade, and the spread of slavery; and the spread of slavery; and and the spread of slavery; and (12)(C) explain the reasons for the increase in (12)(C) explain the reasons for the increase in • Streamlined factories and urbanization; and factories and urbanization; and • Factory system remains in 2018 SE (27)(C) • Urbanization remains in 2018 SEs (13)(B) and (23)(B) (12)(D) analyze the causes and effects of (12)(C)(D) analyze the causes and effects of (12)(C) analyze the causes and effects of • 2010 SE (12)(D) recoded to 2018 SE (12)(C) economic differences among different regions of economic differences among different regions of economic differences among different regions of • No content change the United States at selected times in U.S. history. the United States at selected times in U.S. history. the United States at selected times. (13) Economics. The student understands how (13) Economics. The student understands how (13) Economics. The student understands how No change various economic forces resulted in the Industrial various economic forces resulted in the Industrial various economic forces resulted in the Industrial Revolution in the 19th century. The student is Revolution in the 19th century. The student is Revolution in the 19th century. The student is expected to: expected to: expected to:

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)(A) analyze the War of 1812 as a cause of (13)(A) analyze the economic effects of the War (13)(A) analyze the economic effects of the War Edited for clarification economic changes in the nation; and of 1812 as a cause of economic changes in the of 1812; and nation; and (13)(B) identify the economic factors that brought (13)(B) identify the economic factors that brought (13)(B) identify the economic factors that brought No change about rapid industrialization and urbanization. about rapid industrialization and urbanization. about rapid industrialization and urbanization. (14) Economics. The student understands the (14) Economics. The student understands the (14) Economics. The student understands the No change origins and development of the free enterprise origins and development of the free enterprise origins and development of the free enterprise system in the United States. The student is system in the United States. The student is system in the United States. The student is expected to: expected to: expected to: (14)(A) explain why a free enterprise system of (14)(A) explain why a free enterprise system of (14)(A) explain why a free enterprise system of Edited for clarification economics developed in the new nation, including economics developed in the new nation, including economics developed in the new nation, including minimal government intrusion, taxation, and minimal government regulation intrusion, minimal government regulation, taxation, and property rights; and taxation, and property rights; and property rights; and (14)(B) describe the characteristics and the (14)(B) describe the characteristics and the (14)(B) describe the characteristics and the No content change benefits of the U.S. free enterprise system during benefits of the U.S. free enterprise system through benefits of the U.S. free enterprise system through the 18th and 19th centuries. 1877 during the 18th and 19th centuries. 1877. (15) Government. The student understands the (15) Government. The student understands the (15) Government. The student understands the No change American beliefs and principles reflected in the American beliefs and principles reflected in the American beliefs and principles reflected in the Declaration of Independence, the U.S. Declaration of Independence, the U.S. Declaration of Independence, the U.S. Constitution, and other important historic Constitution, and other important historic Constitution, and other important historic documents. The student is expected to: documents. The student is expected to: documents. The student is expected to: (15)(A) identify the influence of ideas from (15)(A) identify the influence of ideas from (15)(A) identify the influence of ideas from • Streamlined historic documents, including the Magna Carta, historic documents, including the Magna Carta, historic documents, including the Magna Carta, • Anti-Federalists remain in 2018 SE (17)(A) the English Bill of Rights, the Mayflower the English Bill of Rights, the Mayflower the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti- Compact, and the Federalist Papers, and selected Compact, and the Federalist Papers, on the U.S. Federalist writings, on the U.S. system of Anti-Federalist writings, on the U.S. system of system of government; government; government; (15)(B) summarize the strengths and weaknesses (15)(B) summarize the strengths and weaknesses (15)(B) summarize the strengths and weaknesses No change of the Articles of Confederation; of the Articles of Confederation; of the Articles of Confederation; (15)(C) identify colonial grievances listed in the (15)(C) identify colonial grievances listed in the (15)(C) identify colonial grievances listed in the No content change Declaration of Independence and explain how Declaration of Independence and explain how Declaration of Independence and explain how those grievances were addressed in the U.S. those grievances were addressed in the U.S. those grievances were addressed in the U.S. Constitution and the Bill of Rights; and Constitution and the Bill of Rights; and Constitution and the Bill of Rights; Copyright © Texas Education Agency 2019. All rights reserved. Page 9 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 (15)(D) analyze how the U.S. Constitution reflects (15)(D) analyze how the U.S. Constitution reflects (15)(D) analyze how the U.S. Constitution reflects No content change the principles of limited government, the principles of limited government, 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. individual rights; and. individual rights; and (15)(E)(20)(A) explain the role of significant (15)(E) explain the role of significant individuals • 2010 SE (20)(A) recoded to 2018 SE (15)(E) individuals such as Thomas Hooker, Charles de such as Thomas Hooker, Charles de Montesquieu, • Streamlined Montesquieu, and John Locke, William and John Locke in the development of self- Blackstone, and William Penn in the development government in colonial America. of self-government in colonial America. (16) Government. The student understands the (16) Government. The student understands the (16) Government. The student understands the Edited for clarification process of changing the U.S. Constitution and the purpose process of changing the U.S. Constitution purpose of changing the U.S. Constitution and the impact of amendments on American society. The and the impact of amendments on American impact of amendments on American society. The student is expected to: society. The student is expected to: student is expected to: (16)(A) summarize the purposes for and process (16)(A) summarize the purposes for and process (16)(A) summarize the purposes for amending the Streamlined of amending the U.S. Constitution; and of amending the U.S. Constitution; and U.S. Constitution; and (16)(B) describe the impact of 19th-century (16)(B) describe the impact of 19th-century (16)(B) describe the impact of the 13th, 14th, and Streamlined amendments, including the 13th, 14th, and 15th amendments, including the 13th, 14th, and 15th 15th amendments. amendments, on life in the United States. amendments, on life in the United States. (17) Government. The student understands the (17) Government. The student understands the (17) Government. The student understands the No change dynamic nature of the powers of the national dynamic nature of the powers of the national dynamic nature of the powers of the national government and state governments in a federal government and state governments in a federal government and state governments in a federal system. The student is expected to: system. The student is expected to: system. The student is expected to: (17)(A) analyze the arguments of the Federalists (17)(A) analyze the arguments of the Federalists (17)(A) analyze the arguments of the Federalists No change and Anti-Federalists, including those of Alexander and Anti-Federalists, including those of Alexander and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and Hamilton, Patrick Henry, James Madison, and Hamilton, Patrick Henry, James Madison, and George Mason; and George Mason; and George Mason; and (17)(B) explain constitutional issues arising over (17)(B) explain constitutional issues arising over (17)(B) explain constitutional issues arising over No change the issue of states' rights, including the the issue of states' rights, including the the issue of states' rights, including the Nullification Crisis and the Civil War. Nullification Crisis and the Civil War. Nullification Crisis and the Civil War. (18) Government. The student understands the (18) Government. The student understands the (18) Government. The student understands the No change impact of landmark Supreme Court cases. The impact of landmark Supreme Court cases. The impact of landmark Supreme Court cases. The student is expected to: student is expected to: student is expected to: Copyright © Texas Education Agency 2019. All rights reserved. Page 10 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 (18)(A) identify the origin of judicial review and (18)(A) identify the origin of judicial review and (18)(A) identify the origin of judicial review; Streamlined analyze examples of congressional and analyze examples of congressional and presidential responses; presidential responses; (18)(B) summarize the issues, decisions, and (18)(B) summarize the issues, decisions, and (18)(B) summarize the issues, decisions, and No change significance of landmark Supreme Court cases, significance of landmark Supreme Court cases, significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. including Marbury v. Madison, McCulloch v. including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and Maryland, and Gibbons v. Ogden; and Maryland, and Gibbons v. Ogden; and (18)(C) evaluate the impact of selected landmark (18)(C) evaluate the impact of selected landmark (18)(C) evaluate the impact of the landmark • Streamlined Supreme Court decisions, including Dred Scott v. Supreme Court decision decisions, including Dred Supreme Court decision Dred Scott v. Sandford • Supreme court cases remain in 2018 SE Sandford, on life in the United States. Scott v. Sandford, on life in the United States. on life in the United States. (18)(B) (19) Citizenship. The student understands the (19) Citizenship. The student understands the (19) Citizenship. The student understands the No change rights and responsibilities of citizens of the United rights and responsibilities of citizens of the United rights and responsibilities of citizens of the United States. The student is expected to: States. The student is expected to: States. The student is expected to: (19)(A) define and give examples of unalienable (19)(A) define and give examples of unalienable (19)(A) define and give examples of unalienable No change rights; rights; rights; (19)(B) summarize rights guaranteed in the Bill of (19)(B) summarize rights guaranteed in the Bill of (19)(B) summarize rights guaranteed in the Bill of No change Rights; Rights; and Rights; and (19)(C) explain the importance of personal (19)(C) explain the importance of personal Deleted responsibilities, including accepting responsibility responsibilities, including accepting responsibility for one's behavior and supporting one's family; for one's behavior and supporting one's family; (19)(D) identify examples of responsible (19)(C)(D) identify examples of responsible (19)(C) identify examples of responsible 2010 SE (19)(D) recoded to 2018 SE (19)(C) citizenship, including obeying rules and laws, citizenship, including obeying rules and laws, citizenship, including obeying rules and laws, staying informed on public issues, voting, and staying informed on public issues, voting, and staying informed on public issues, voting, and serving on juries; serving on juries.; serving on juries. (19)(E) summarize the criteria and explain the (19)(E) summarize the criteria and explain the Grade 8 2010 SE (19)(E) moved into United process for becoming a naturalized citizen of the process for becoming a naturalized citizen of the States History Since 1877 2018 SE (22)(D) United States; and United States; and

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 (19)(F) explain how the rights and responsibilities (19)(F) explain how the rights and responsibilities • Streamlined of U.S. citizens reflect our national identity. of U.S. citizens reflect our national identity. • Rights of U.S. citizens remain in 2018 SEs (15)(C), (15)(D), (16)(B), (19)(A), and (19)(B) • Responsible citizenship remains in 2018 SE (19)(C) (20) Citizenship. The student understands the (20) Citizenship. The student understands the (20) Citizenship. The student understands the No change importance of voluntary individual participation importance of voluntary individual participation importance of voluntary individual participation in the democratic process. The student is expected in the democratic process. The student is expected in the democratic process. The student is expected to: to: to: (20)(A) explain the role of significant individuals (20)(A) explain the role of significant individuals • 2010 SE (20)(A) recoded to 2018 SE (15)(E) such as Thomas Hooker, Charles de Montesquieu, such as Thomas Hooker, Charles de Montesquieu, • Streamlined John Locke, William Blackstone, and William John Locke, William Blackstone, and William Penn in the development of self-government in Penn in the development of self-government in colonial America; colonial America; (20)(B) evaluate the contributions of the Founding (20)(A)(B) evaluate the contributions of the (20)(A) evaluate the contributions of the Founding 2010 SE (20)(B) recoded to 2018 SE (20)(A) Fathers as models of civic virtue; and Founding Fathers as models of civic virtue; and Fathers as models of civic virtue; and (20)(C) analyze reasons for and the impact of (20)(B)(C) analyze reasons for and the impact of (20)(B) analyze reasons for and the impact of 2010 SE (20)(C) recoded to 2018 SE (20)(B) selected examples of civil disobedience in U.S. selected examples of civil disobedience in U.S. selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry history such as the Boston Tea Party and Henry history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax. David Thoreau's refusal to pay a tax. David Thoreau's refusal to pay a tax. (21) Citizenship. The student understands the (21) Citizenship. The student understands the (21) Citizenship. The student understands the No change importance of the expression of different points of importance of the expression of different points of importance of the expression of different points of view in a constitutional republic. The student is view in a constitutional republic. The student is view in a constitutional republic. The student is expected to: expected to: expected to: (21)(A) identify different points of view of (21)(A) identify different points of view of (21)(A) identify different points of view of Streamlined political parties and interest groups on important political parties and interest groups on important political parties and interest groups on important historical and contemporary issues; historical and contemporary issues; historical issues; (21)(B) describe the importance of free speech (21)(B) describe the importance of free speech (21)(B) describe the importance of free speech No change and press in a constitutional republic; and and press in a constitutional republic; and and press in a constitutional republic; and

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)(C) summarize a historical event in which (21)(C) summarize a historical events event in (21)(C) summarize historical events in which Edited for clarification compromise resulted in a peaceful resolution. which compromise resulted in a peaceful compromise resulted in a resolution such as the resolution such as the Missouri Compromise, the Missouri Compromise, the Compromise of 1850, Compromise of 1850, and Kansas-Nebraska Act. and the Kansas-Nebraska Act. (22) Citizenship. The student understands the (22) Citizenship. The student understands the (22) Citizenship. The student understands the No change importance of effective leadership in a importance of effective leadership in a importance of effective leadership in a constitutional republic. The student is expected to: constitutional republic. The student is expected to: constitutional republic. The student is expected to: (22)(A) analyze the leadership qualities of elected (22)(A) analyze the leadership qualities of elected (22)(A) analyze the leadership qualities of elected No change and appointed leaders of the United States such as and appointed leaders of the United States such as and appointed leaders of the United States such as George Washington, John Marshall, and Abraham George Washington, John Marshall, and Abraham George Washington, John Marshall, and Abraham Lincoln; and Lincoln; and Lincoln; and (22)(B) describe the contributions of significant (22)(B) describe the contributions of significant (22)(B) describe the contributions of significant • Streamlined political, social, and military leaders of the United political, social, and military leaders of the United political, social, and military leaders of the United • President James Monroe and the Monroe States such as Frederick Douglass, John Paul States such as Frederick Douglass, John Paul States such as Frederick Douglass, John Paul Doctrine remain in 2018 SE (5)(E) Jones, James Monroe, Stonewall Jackson, Susan Jones, James Monroe, Stonewall Jackson, Susan Jones, Susan B. Anthony, and Elizabeth Cady B. Anthony, and Elizabeth Cady Stanton. B. Anthony, and Elizabeth Cady Stanton. Stanton. (23) Culture. The student understands the (23) Culture. The student understands the (23) Culture. The student understands the No change relationships between and among people from relationships between and among people from relationships between and among people from various groups, including racial, ethnic, and various groups, including racial, ethnic, and various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th religious groups, during the 17th, 18th, and 19th religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: centuries. The student is expected to: centuries. The student is expected to: (23)(A) identify selected racial, ethnic, and (23)(A) identify selected racial, ethnic, and (23)(A) identify racial, ethnic, and religious No content change religious groups that settled in the United States religious groups that settled in the United States groups that settled in the United States and and explain their reasons for immigration; and explain their reasons for immigration; explain their reasons for immigration; (23)(B) explain the relationship between (23)(B) explain how the relationship between (23)(B) explain how urbanization contributed to Streamlined urbanization and conflicts resulting from urbanization contributed to and conflicts resulting conflicts resulting from differences in religion, differences in religion, social class, and political from differences in religion, social class, and social class, and political beliefs; beliefs; political beliefs; (23)(C) identify ways conflicts between people (23)(C) identify ways conflicts between people (23)(C) identify ways conflicts between people Edited for clarification from various racial, ethnic, and religious groups from various racial, ethnic, and religious groups from various racial, ethnic, and religious groups were resolved; were addressed resolved; were addressed;

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)(D) analyze the contributions of people of (23)(D) analyze the contributions of people of (23)(D) analyze the contributions of people of No change various racial, ethnic, and religious groups to our various racial, ethnic, and religious groups to our various racial, ethnic, and religious groups to our national identity; and national identity; and national identity; and (23)(E) identify the political, social, and economic (23)(E) identify the political, social, and economic (23)(E) identify the political, social, and economic No change contributions of women to American society. contributions of women to American society. contributions of women to American society. (24) Culture. The student understands the major (24) Culture. The student understands the major (24) Culture. The student understands the major No change reform movements of the 19th century. The reform movements of the 19th century. The reform movements of the 19th century. The student is expected to: student is expected to: student is expected to: (24)(A) describe the historical development of the (24)(A) describe and evaluate the historical (24)(A) describe and evaluate the historical Evaluating the abolitionist movement moved from abolitionist movement; and development of the abolitionist movement; and development of the abolitionist movement; and 2010 SE (24)(B) into 2018 SE (24)(A) (24)(B) evaluate the impact of reform movements, (24)(B) evaluate the impact of reform movements, (24)(B) evaluate the impact of reform movements, Evaluating the abolitionist movement moved from including educational reform, temperance, the including educational reform, temperance, the including educational reform, temperance, the 2010 SE (24)(B) into 2018 SE (24)(A) women's rights movement, prison reform, women's rights movement, prison reform, women's rights movement, prison reform, the abolition, the labor reform movement, and care of abolition, the labor reform movement, and care of labor reform movement, and care of the disabled. the disabled. the disabled. (25) Culture. The student understands the impact (25) Culture. The student understands the impact (25) Culture. The student understands the impact No change of religion on the American way of life. The of religion on the American way of life. The of religion on the American way of life. The student is expected to: student is expected to: student is expected to: (25)(A) trace the development of religious (25)(A) trace the development of religious (25)(A) trace the development of religious No change freedom in the United States; freedom in the United States; freedom in the United States; (25)(B) describe religious motivation for (25)(B) describe religious influences motivation (25)(B) describe religious influences on social • Streamlined immigration and influence on social movements, for immigration and influence on social movements, including the impact of the first and • Reasons for immigration remain in 2018 SE including the impact of the first and second Great movements, including the impact of the first and second Great Awakenings; and (23)(A) Awakenings; and second Great Awakenings; and (25)(C) analyze the impact of the First (25)(C) analyze the impact of the First (25)(C) analyze the impact of the First No change Amendment guarantees of religious freedom on Amendment guarantees of religious freedom on Amendment guarantees of religious freedom on the American way of life. the American way of life. the American way of life. (26) Culture. The student understands the (26) Culture. The student understands the (26) Culture. The student understands the No change relationship between the arts and the times during relationship between the arts and the times during relationship between the arts and the times during which they were created. The student is expected which they were created. The student is expected which they were created. The student is expected to: to: to:

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 (26)(A) describe developments in art, music, and (26)(A) describe developments in identify (26)(A) identify examples of American art, music, • Streamlined literature that are unique to American culture such examples of American art, music, and literature and literature that reflect society in different eras • 2010 SE (26)(A) moved into 2018 (26)(A) as the Hudson River School artists, John James that are unique to American culture reflect society such as the Hudson River School artists, the Audubon, "Battle Hymn of the Republic," in different eras such as the Hudson River School "Battle Hymn of the Republic," transcendental transcendentalism, and other cultural activities in artists, John James Audubon, the "Battle Hymn of literature; and the history of the United States; the Republic," transcendentalism, and other cultural activities in the history of the United States; transcendental literature; and (26)(B) identify examples of American art, music, (26)(B) identify examples of American art, music, • 2010 SE (26)(B) moved into 2018 (26)(A) and literature that reflect society in different eras; and literature that reflect society in different eras; and and (26)(C) analyze the relationship between fine arts (26)(B)(C) analyze the relationship between the (26)(B) analyze the relationship between the arts • 2010 SE (26)(C) recoded to 2018 SE (26)(B) and continuity and change in the American way of fine arts and continuity and change in the and continuity and change in the American way of • Edited for clarification life. American way of life. life. (27) Science, technology, and society. The student (27) Science, technology, and society. The student (27) Science, technology, and society. The student No change understands the impact of science and technology understands the impact of science and technology understands the impact of science and technology on the economic development of the United on the economic development of the United on the economic development of the United States. The student is expected to: States. The student is expected to: States. The student is expected to: (27)(A) explain the effects of technological and (27)(A) explain the effects of technological and (27)(A) explain the effects of technological and • The telegraph, implied in 2010 SE (27)(B), scientific innovations such as the steamboat, the scientific innovations such as the steamboat, the scientific innovations such as the steamboat, the moved into 2018 SE (27)(A) cotton gin, and interchangeable parts; cotton gin, the telegraph, and interchangeable cotton gin, the telegraph, and interchangeable parts; parts; (27)(B) analyze the impact of transportation and (27)(B) analyze the impact of transportation and • Streamlined communication systems on the growth, communication systems on the growth, • Impact of transportation and communication development, and urbanization of the United development, and urbanization of the United systems remains in 2018 SEs (27)(A), States; States; (27)(B), and (27)(C)

(27)(C) analyze how technological innovations (27)(B)(C) analyze how technological innovations (27)(B) analyze how technological innovations • 2010 SE (27)(C) recoded to 2018 (27)(B) changed the way goods were manufactured and changed the way goods were manufactured and changed the way goods were manufactured and • Edited for clarification marketed, nationally and internationally; and distributed marketed, nationally and distributed, nationally and internationally; and internationally; and

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 (27)(D) explain how technological innovations (27)(C)(D) analyze explain how technological (27)(C) analyze how technological innovations • 2010 SE (27)(D) recoded to 2018 SE (27)(C) brought about economic growth such as how the innovations brought about economic growth such brought about economic growth such as the • Cognitive verb changed from “explain” to factory system contributed to rapid as the development of how the factory system development of the factory system and the “analyze” industrialization and the Transcontinental contributed to rapid industrialization and the construction of the Transcontinental Railroad. • Edited for clarification Railroad led to the opening of the west. construction of the Transcontinental Railroad led to the opening of the west. (28) Science, technology, and society. The student (28) Science, technology, and society. The student (28) Science, technology, and society. The student No change understands the impact of scientific discoveries understands the impact of scientific discoveries understands the impact of scientific discoveries and technological innovations on daily life in the and technological innovations on daily life in the and technological innovations on daily life in the United States. The student is expected to: United States. The student is expected to: United States. The student is expected to: (28)(A) compare the effects of scientific (28)(A) compare the effects of scientific (28)(A) compare the effects of scientific No change discoveries and technological innovations that discoveries and technological innovations that discoveries and technological innovations that have influenced daily life in different periods in have influenced daily life in different periods in have influenced daily life in different periods in U.S. history; and U.S. history; and U.S. history; and (28)(B) identify examples of how industrialization (28)(B) identify examples of how industrialization (28)(B) identify examples of how industrialization No change changed life in the United States. changed life in the United States. changed life in the United States. (29) Social studies skills. The student applies (29) Social studies skills. The student applies (29) Social studies skills. The student applies Edited for clarification critical-thinking skills to organize and use critical-thinking skills to organize and use critical-thinking skills to organize and use information acquired through established research information acquired through established research information acquired through established research 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: (29)(A) differentiate between, locate, and use (29)(A) differentiate between, locate, and use (29)(A) differentiate between, locate, and use Edited for clarification valid primary and secondary sources such as valid primary and secondary sources such as valid primary and secondary sources such as 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 the acquire information about the United States; acquire information about the United States; United States;

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 (29)(B) analyze information by sequencing, (29)(B) analyze information by applying absolute (29)(B) analyze information by applying absolute • 2010 SE (1)(B) moved into 2018 SE (29)(B) categorizing, identifying cause-and-effect and relative chronology through sequencing, and relative chronology through sequencing, relationships, comparing, contrasting, finding the categorizing, identifying cause-and-effect categorizing, identifying cause-and-effect main idea, summarizing, making generalizations relationships, comparing, contrasting, finding the relationships, comparing, contrasting, finding the and predictions, and drawing inferences and main idea, summarizing, making generalizations main idea, summarizing, making generalizations conclusions; and predictions, and drawing inferences and and predictions, and drawing inferences and conclusions; conclusions; (29)(C) organize and interpret information from (29)(C) organize and interpret information from (29)(C) organize and interpret information from No change outlines, reports, databases, and visuals, including outlines, reports, databases, and visuals, including outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; graphs, charts, timelines, and maps; graphs, charts, timelines, and maps; (29)(D) identify points of view from the historical (29)(D) identify bias and points of view created (29)(D) identify bias and points of view created • 2010 SE (29)(F) moved into 2018 SE (29)(D) context surrounding an event and the frame of by from the historical context surrounding an by the historical context surrounding an event; • Streamlined reference which influenced the participants; event and the frame of reference which influenced the participants; (29)(E) support a point of view on a social studies (29)(E) support a point of view on a social studies (29)(E) support a point of view on a social studies No change issue or event; issue or event; issue or event; (29)(F) identify bias in written, oral, and visual (29)(F) identify bias in written, oral, and visual • 2010 SE (29)(F) moved into 2018 SE (29)(D) material; material; (29)(G) evaluate the validity of a source based on (29)(F)(G) evaluate the validity of a source based (29)(F) evaluate the validity of a source based on • 2010 SE (29)(G) recoded to 2018 SE (29)(F) language, corroboration with other sources, and on language, corroboration with other sources , corroboration with other sources and information • Streamlined information about the author; and information about the author; about the author; (29)(H) use appropriate mathematical skills to (29)(H) use appropriate mathematical skills to • Streamlined interpret social studies information such as maps interpret social studies information such as maps • Organizing and interpreting information and graphs; and graphs; remains in 2018 SE (29)(C) • Maps and graphs remain in 2018 SEs (29)(C), (29)(G), and (29)(H) (29)(I) create thematic maps, graphs, charts, (29)(G)(I) create a visual representation of (29)(G) create a visual representation of historical • 2010 SE (29)(I) recoded to 2018 SE (29)(G) models, and databases representing various historical information such as thematic maps, information such as thematic maps, graphs, and • Edited for alignment with similar TEKS in aspects of the United States; and graphs, and charts, models, and databases charts representing various aspects of the United other social studies courses representing various aspects of the United States; States; and and

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 (29)(J) pose and answer questions about (29)(H)(J) pose and answer questions about (29)(H) pose and answer questions about • 2010 SE (29)(J) recoded to 2018 SE (29)(H) geographic distributions and patterns shown on geographic distributions and patterns shown on geographic distributions and patterns shown on • Streamlined maps, graphs, charts, models, and databases. maps, graphs, and charts, models, and databases. maps, graphs, and charts. (30) Social studies skills. The student (30) Social studies skills. The student (30) 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: (30)(A) use social studies terminology correctly; (30)(A) use social studies terminology correctly; (30)(A) use social studies terminology correctly; No change (30)(B) use standard grammar, spelling, sentence (30)(B) use effective written communication (30)(B) use effective written communication Edited for alignment with similar TEKS in other structure, punctuation, and proper citation of skills, including proper citations and avoiding skills, including proper citations and avoiding social studies courses sources; plagiarism standard grammar, spelling, sentence plagiarism; and structure, punctuation, and proper citation of sources; and (30)(C) transfer information from one medium to (30)(C) transfer information from one medium to • Streamlined another, including written to visual and statistical another, including written to visual and statistical • Creating a visual representation remains in to written or visual, using computer software as to written or visual, using computer software as 2018 SE (29)(G) appropriate; and appropriate; and (30)(D) create written, oral, and visual (30)(C)(D) create written, oral, and visual (30)(C) create written, oral, and visual 2010 SE (30)(D) recoded to 2018 SE (30)(C) presentations of social studies information. presentations of social studies information. presentations of social studies information. (31) Social studies skills. The student uses (31) Social studies skills. The student uses (31) Social studies skills. The student uses • 2010 SE (31)(A) moved into 2018 K&S problem-solving and decision-making skills, problem-solving and decision-making skills, problem-solving and decision-making skills, statement (31) working independently and with others, in a working independently and with others, in a working independently and with others. The • Decision-making moved from 2010 SE variety of settings. The student is expected to: variety of settings. The student is expected to: use student is expected to use problem-solving and (31)(B) into 2018 K&S statement (31) problem-solving and decision-making process decision-making processes to identify a problem, • Edited for clarification 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

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 (31)(A) use a problem-solving process to identify (31)(A) use a problem-solving process to identify 2010 SE (31)(A) moved into 2018 K&S statement a problem, gather information, list and consider a problem, gather information, list and consider (31) 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 (31)(B) use a decision-making process to identify (31)(B) use a decision-making process to identify 2010 SE (31)(B) moved into 2018 K&S statement a situation that requires a decision, gather a situation that requires a decision, gather (31) information, identify options, predict information, identify options, predict consequences, and take action to implement a consequences, and take action to implement a decision. decision.