Pre-K-6 Social Studies TEKS Vertical Alignment History PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Time and Chronology PK.VII.A People, Past and K.3 History. The student 1.3 History. The student 2.2 History. The student 3.3 History. The student Present Skills. Prekindergarten understands the concept of understands the concepts of understands the concepts of understands the concepts of children are aware of time and chronology. time and chronology. time and chronology. time and chronology. begin to organize their lives around it. Four‐year‐old children 2.3 History. The student learn to depend on events and understands how various routines that occur in a regular sources provide information and predictable order. They about the past and present. begin to understand past events and how these events relate to present and future activities, demonstrating evidence of their growing understanding of time, change, and continuity. 2.2A Pfocus 1.3A PK.VII.A.3. Pfocus K.3A Pfocus describe the order of events by 3.3A Pfocus distinguish among past, present, Child organizes their place events in chronological using designations of time use vocabulary related to and future life around events, order periods such as historical and chronology, including past, time, and routines present times present, and future times

K.3B 1.3B Pfocus 2.2B 3.3B Pfocus use vocabulary related to time describe and measure calendar apply vocabulary related to create and interpret timelines and chronology, including time by days, weeks, months, chronology, including past, before, after, next, first, last, and years present, and future yesterday, today, and tomorrow 1.3C 2.2C Pfocus 3.3C Pfocus create a calendar and simple create and interpret timelines apply the terms year, decade,

timeline for events in the past and and century to describe present historical times 2.3A identify several sources of information about a given period or event such as reference

materials, biographies, newspapers, and electronic sources

2.3B describe various evidence of the same time period using primary sources such as photographs, journals, and interviews

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 1 Pre-K-6 Social Studies TEKS Vertical Alignment History PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Individuals, Issues, and Events Shaping Communities K.2 History. The student 1.2 History. The student 2.4 History. The student 3.2 History. The student 4.1 History. The student 5.1 History. The student 6.2 History. The student understands how historical understands how historical understands the concepts of understands common understands the origins, understands the causes and understands the influences of figures, patriots, and good figures, patriots, and good time and chronology. characteristics of communities, similarities, and differences of effects of European colonization individuals and groups from citizens helped shape the citizens helped shape the past and present. American Indian groups in Texas in the United States beginning in various cultures on various community, state, and nation. community, state, and nation. and North America before 1565, the founding of St. historical and contemporary European exploration. Augustine. societies. 3.1 History. The student 4.2 History. The student 5.3 History. The student understands how individuals, understands the causes and understands the events that led events, and ideas have effects of European exploration from the Articles of influenced the history of various and colonization of Texas and Confederation to the creation of communities. North America. the U.S. Constitution and the government it established. 4.4 History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. 4.5 History. The student 5.5 History. The student understands important issues, understands important issues, events, and individuals of the events, and individuals in the 20th century in Texas. United States during the 20th and 21st centuries. 4.1A explain the possible origins of American Indian groups in Texas and North America 4.1B identify American Indian groups in Texas and North America 1.2C before European exploration such 6.2B compare the similarities and as the Lipan Apache, Karankawa, 2.4C 3.1A evaluate the social, political, differences among the lives and Caddo, and Jumano explain how people and events describe how individuals, events, economic, and cultural activities of historical figures and 4.1D have influenced local community and ideas have changed contributions of individuals and other individuals who have compare the ways of life of history communities, past and present groups from various societies, influenced the community, American Indian groups in Texas past and present state, and nation and North America before

European exploration 4.1C describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama- Coushatta, and Kickapoo

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 2 Pre-K-6 Social Studies TEKS Vertical Alignment History PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

5.1A explain when, where, and why groups of people explored, colonized, and settled in the 4.2A United States, including the 3.2A summarize motivations for search for religious freedom and identify reasons people have European exploration and economic gain formed communities, including a settlement of Texas, including 5.3B need for security, religious economic opportunity, identify the contributions of freedom, law, and material well- competition, and the desire for individuals, including James being expansion Madison, and others such as

George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution 4.2C 5.1B explain when, where, and why describe the accomplishments of the Spanish established significant individuals during the settlements and Catholic colonial period, including

missions in Texas as well as William Bradford, Anne important individuals such as Hutchinson, William Penn, John José de Escandón Smith, John Wise, and Roger Williams K.2A 3.1C 4.2B 5.4D identify contributions of describe how individuals, identify the accomplishments identify significant events and historical figures, including including Daniel Boone, and explain the impact of concepts associated with U.S. Stephen F. Austin, George Christopher Columbus, the significant explorers, including territorial expansion, including Washington, Christopher Founding Fathers, and Juan de Cabeza de Vaca; Francisco the Louisiana Purchase, the Columbus, and Jose Antonio Onate, have contributed to the Coronado; and René Robert expedition of Lewis and Clark, Navarro, who helped to shape expansion of existing Cavelier, Sieur de la Salle, on the and Manifest Destiny the state and nation communities or to the creation settlement of Texas

of new communities 4.2E 3.1B identify the accomplishments identify individuals, including and explain the economic 5.4C PierreCharles L'Enfant, Benjamin motivations and impact of identify reasons people moved Banneker, and Benjamin significant empresarios, west Franklin, who have helped to including Stephen F. Austin and shape communities Martín de León, on the

settlement of Texas 3.2B identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 3 Pre-K-6 Social Studies TEKS Vertical Alignment History PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

3.2C compare ways in which various

other communities meet their needs 4.4B explain the growth, develop- ment, and impact of the cattle

industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson

4.4C

identify the impact of railroads

on life in Texas, including

changes to cities and major industries 1.2B 2.4B 5.4F K.2B identify historical figures such as identify historical figures such as explain how industry and the identify contributions of patriots Alexander Graham Bell, Thomas Amelia Earhart, W. E. B. DuBois, mechanization of agriculture and good citizens who have Edison, Garrett Morgan, and Robert Fulton, and George changed the American way of shaped the community Richard Allen, and other Washington Carver who have life individuals who have exhibited exhibited individualism and

individualism and inventiveness inventiveness 5.4B identify and explain how changes resulting from the

Industrial Revolution led to conflict among sections of the United States 1.2A 2.4A 4.5C 5.5C identify contributions of identify contributions of identify the accomplishments of identify the accomplishments of historical figures, including Sam historical figures, including notable individuals such as John individuals and groups such as Houston, George Washington, Thurgood Marshall, Irma Rangel, Tower, Scott Joplin, Audie Jane Addams, Susan B. Anthony, Abraham Lincoln, and Martin John Hancock, and Theodore Murphy, Cleto Rodríguez, Dwight Eisenhower, Martin Luther King Jr., who have Roosevelt, who have influenced Stanley Marcus, Bessie Coleman, Luther King, Jr., Rosa Parks, influenced the community, the community, state, and Raul A. Gonzalez Jr., and other Cesar Chavez, Franklin D. state, and nation nation local notable individuals Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 4 Pre-K-6 Social Studies TEKS Vertical Alignment History PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

5.5A 4.5A analyze various issues and identify the impact of various events of the 20th century such issues and events on life in Texas as industrialization, such as urbanization, increased urbanization, increased use of oil use of oil and gas, the Great and gas, the Great Depression, Depression, the Dust Bowl, and the world wars, the civil rights World War II movement, and military actions 4.5B explain the development and impact of the oil and gas industry upon industrialization

and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins People, Issues, and Events Before, During, and After Military and Diplomatic Conflicts 4.3 History. The student 5.2 History. The student 6.1 History. The student understands the importance of understands how conflict understands that historical the Texas Revolution, the between the American colonies events influence contemporary Republic of Texas, and the and Great Britain led to events. annexation of Texas to the American independence. United States. 5.3 History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. 5.5 History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. 4.2C 5.2A Pfocus 6.1A identify Texas' role in the identify and analyze the causes trace characteristics of various Mexican War of Independence and effects of events prior to contemporary societies in and the war's impact on the and during the American regions that resulted from development of Texas Revolution, including the French historical events or factors such and Indian War and the Boston as invasion, conquests, Tea Party colonization, immigration, and trade

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 5 Pre-K-6 Social Studies TEKS Vertical Alignment History PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

4.3B summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney 5.2B Sherman; Tejanos Juan Antonio identify the Founding Fathers Padilla, Carlos Espalier, Juan N. and Patriot heroes, including 6.1B Seguín, Plácido Benavides, and John Adams, Samuel Adams, analyze the historical José Francisco Ruiz; Mexicans Benjamin Franklin, Nathan Hale, background of various Antonio López de Santa Anna Thomas Jefferson, the Sons of contemporary societies to and Vicente Filisola; and non- Liberty, and George Washington, evaluate relationships between combatants Susanna Dickinson and their motivations and past conflicts and current and Enrique Esparza contributions during the conditions 4.3C revolutionary period identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones 4.3A 5.2C analyze the causes, major summarize the results of the events, and effects of the Texas American Revolution, including Revolution, including the Battle the establishment of the United of the Alamo, the Texas States and the development of Declaration of Independence, the U.S. military the Runaway Scrape, and the

Battle of San Jacinto

4.3D describe the successes, problems, 5.3A and organizations of the Republic identify the issues that led to the of Texas such as the creation of the U.S. Constitution, establishment of a constitution, including the weaknesses of the economic struggles, relations with Articles of Confederation American Indians, and the Texas Rangers 4.3E 5.4A explain the events that led to describe the causes and effects the annexation of Texas to the of the War of 1812 United States, including the

impact of the U.S.-Mexican War

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 6 Pre-K-6 Social Studies TEKS Vertical Alignment History PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

5.4E Pfocus identify the causes of the Civil 4.4A Pfocus War, including sectionalism, describe the impact of the Civil states’ rights, and slavery, and War and Reconstruction on the effects of the Civil War, Texas including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution 5.5B analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 7 Geography PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Geography Skills PK.VII.C K.4 Geography. The student 1.4 Geography. The student 2.5 Geography. The student 3.5 Geography. The student 4.6 Geography. The student 5.6 Geography. The student 6.3 Geography. The student Geography Skills. understands the concept of understands the relative uses simple geographic tools understands the concepts of uses geographic tools to collect, uses geographic tools to collect, uses geographic tools to answer Prekindergarten children begin location. location of places. such as maps and globes. location, distance, and direction analyze, and interpret data. analyze, and interpret data. geographic questions. to think about geography using on maps and globes. location and direction. Children 1.5 Geography. The student 2.6 Geography. The student 4.7 Geography. The student 5.7 Geography. The student 6.4 Geography. The student use direction to locate understands the purpose of understands the locations and understands the concept of understands the concept of understands the factors that their relative position in space maps and globes. characteristics of places and regions. regions in the United States. influence the locations and and to locate their home and regions in the community, state, characteristics of locations of school in their community. and nation. various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. PK.VII.C.1 K.4A 6.3A 4.6A Pfocus Child identifies and creates use terms, including over, under, 3.5C 5.6A Pfocus pose and answer geographic apply geographic tools, including common features in her near, far, left, and right, to 1.4A identify and use the compass apply geographic tools, including questions, including: Where is it grid systems, legends, symbols, immediate environment describe relative location locate places using the four rose, grid system, and symbols grid systems, legends, symbols, located? Why is it there? What is scales, and compass roses, to K.4C Pfocus cardinal directions 2.5A Pfocus to locate places on maps and scales, and compass roses, to significant about its location? construct and interpret maps identify tools that aid in interpret information on maps globes construct and interpret maps How is its location related to the

determining location, including and globes using basic map location of other people, places,

maps and globes elements such as title, and environments? orientation north, south, east, 4.6B 5.6B 6.3B K.4B Pfocus 1.4B west, and legend/map keys 3.5B translate geographic data, translate geographic data into a pose and answer questions locate places on the school describe the location of self and use a scale to determine the population distribution, and variety of formats such as raw about geographic distributions campus and describe their objects relative to other distance between places on natural resources into a variety data to graphs and maps and patterns for various world relative locations locations in the classroom and maps and globes of formats such as graphs and regions and countries shown on school maps maps, graphs, charts, models,

and databases

5.7D 6.4A locate on a map important locate various contemporary physical features such as the societies on maps and globes Rocky Mountains, Mississippi using latitude and longitude to River, and Great Plains determine absolute location 2.6B Pfocus 3.5A Pfocus 4.7B Pfocus locate places of significance, use cardinal and intermediate identify, locate, and compare 6.4F including the local community, directions to locate places on the geographic regions of Texas identify the location of major 1.5B Texas, the state capital, the U.S. maps and globes such as the Mountains and Basins, Great 5.7C world countries such as Canada, locate the community, Texas, capital, major cities in Texas, the Rocky Mountains, the Plains, North Central Plains, locate on a map important Mexico, France, Germany, the and the United States on maps coast of Texas, Canada, Mexico, Mississippi River, and Austin, Coastal Plains, including their political features such as the ten United Kingdom, Italy, Spain, and globes and the United States on maps Texas, in relation to the local landforms, climate, and largest urban areas in the United Norway, Sweden, Russia, South and globes community vegetation States, the 50 states and their Africa, Nigeria, Iraq, Afghanistan, capitals, and regions such as the Israel, Iran, India, Pakistan, the Northeast, the Midwest, and the People's Republic of China, the Southwest Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 8 Geography PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6.3D create thematic maps, graphs, 3.5D Pfocus charts, models, and databases 2.5B Pfocus 1.5A Pfocus create and interpret maps of depicting aspects such as create maps to show places and create and use simple maps such places and regions that contain population, disease, and routes within the home, school, as maps of the home, classroom, map elements, including a title, economic activities of various and community school, and community compass rose, legend, scale, and world regions and countries

grid system 6.4E draw sketch maps that illustrate various places and regions Characteristics K.5 Geography. The student 1.6 Geography. The student 2.6 3.4 Geography. The student 4.7 Geography. The student 5.7 Geography. The student 6.3 Geography. The student understands physical and human understands various physical Geography. The student understands how humans adapt understands the concept of understands the concept of uses geographic tools to answer characteristics of place. and human characteristics. understands the locations and to variations in the physical regions. regions in the United States. geographic questions. characteristics of places and environment. regions in the community, state, and nation. 2.7 Geography. The student 4.8 Geography. The student 5.8 Geography. The student 6.4 understands how physical understands the location and understands the location and Geography. The student characteristics of places and patterns of settlement and the patterns of settlement and the understands the factors that regions affect people's activities geographic factors that influence geographic factors that influence influence the locations and and settlement patterns. where people live. where people live. characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. 6.6 Geography. The student understands that geographical patterns result from physical environmental processes. 3.4A 6.3C describe and explain variations compare various world regions in the physical environment, 5.7B and countries using data from 4.7C including climate, landforms, describe a variety of regions in geographic tools, including 1.6A compare the geographic regions K.5A 2.6A Pfocus natural resources, and natural the United States such as maps, graphs, charts, databases, identify and describe the of Texas Mountains and Basins, identify the physical identify major landforms and hazards landform, climate, and and models physical characteristics of place Great Plains, North Central characteristics of place such as bodies of water, including each vegetation regions that result such as landforms, bodies of Plains, Coastal Plains with landforms, bodies of water, of the continents and each of 3.4C from physical characteristics 6.6A water, natural resources, and regions of the United States and natural resources, and weather the oceans, on maps and globes describe the effects of physical such as the Great Plains, Rocky describe and explain the effects weather other parts of the world processes such as volcanoes, Mountains, and Coastal Plains of physical environmental

hurricanes, and earthquakes in processes such as erosion, ocean shaping the landscape currents, and earthquakes on Earth's surface

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 9 Geography PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6.6B identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber 6.6C analyze the effects of the interaction of physical processes and the environment on humans

5.7A Pfocus 4.7A Pfocus describe a variety of regions in 6.4D 2.6C describe a variety of regions in the United States such as identify and locate major examine information from Texas and the United States such political, population, and physical and human geographic various sources about places and as political, population, and economic regions that result features such as landforms, regions economic regions that result from patterns of human activity water bodies, and urban centers from patterns of human activity of various places and regions

4.8C Pfocus 5.8B 2.7B Pfocus explain the geographic factors 1.6B explain the geographic factors 6.4B describe how natural resources such as landforms and climate identify examples of and uses for that influence patterns of identify and explain the and natural hazards affect that influence patterns of natural resources in the settlement and the distribution geographic factors responsible activities and settlement settlement and the distribution community, state, and nation of population in the United for patterns of population in patterns of population in Texas, past and States, past and present places and regions present

K.5B 1.6C 2.7C 4.8B identify how the human identify and describe how the explain how people depend on 5.8A 3.4E describe and explain the location characteristics of place such as human characteristics of place the physical environment and identify and describe the types identify and compare the human and distribution of various towns ways of earning a living, shelter, such as shelter, clothing, food, natural resources to meet basic of settlement and patterns of characteristics of various regions and cities in Texas, past and clothing, food, and activities are and activities are based upon needs land use in the United States present based upon geographic location geographic location 4.8A 5.8C identify and explain clusters and 2.7A analyze the reasons for the patterns of settlement in Texas describe how weather patterns location of cities in the United at differrent time periods such and seasonal patterns affect States, including capital cities, as prior to the Texas Revolution, activities and settlement and explain their distribution, after the building of the patterns past and present railroads, and following World

War II 2.7D 6.4C identify the characteristics of explain ways in which human different communities, including migration influences the urban, suburban, and rural, and character of places and regions how they affect activities and

settlement patterns

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 10 Geography PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6.5 Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. 6.5A identify and explain the geographic factors responsible for the location of economic activities in places and regions 6.5C explain the impact of geographic factors on economic development and the domestic and foreign policies of societies 6.5B identify geographic factors such as location, physical features, transportation corridors and

barriers, and distribution of natural resources that influence a society's ability to control territory Human Interaction 6.7 Geography. The student 2.8 Geography. The student 3.4 Geography. The student 4.9 Geography. The student 5.9 Geography. The student understands the impact of understands how humans use understands how humans adapt understands how people adapt understands how people adapt interactions between people and and modify the physical to variations in the physical to and modify their to and modify their the physical environment on the environment. environment. environment. environment. development and conditions of

places and regions. 4.9A 2.8A 3.4B describe ways people have 5.9A identify ways in which people identify and compare how adapted to and modified their describe how and why people 6.7A have modified the physical people in different communities environment in Texas, past and have adapted to and modified identify and analyze ways people environment such as building adapt to or modify the physical present, such as timber clearing, their environment in the United have adapted to the physical roads, clearing land for urban environment in which they live agricultural production, States, past and present, such as environment in various places development and agricultural such as deserts, mountains, wetlands drainage, energy the use of human resources to and regions use, and drilling for oil wetlands, and plains production, and construction of meet basic needs dams

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 11 Geography PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

4.9B identify reasons why people 2.8B 3.4D 6.7B have adapted to and modified identify positive and negative describe the effects of human identify and analyze ways people their environment in Texas, past consequences of human processes such as building new have modified the physical and present, such as the use of modification of the physical homes, conservation, and environment such as mining, natural resources to meet basic environment such as the use of pollution in shaping the irrigation, and transportation needs, facilitate transportation, irrigation to improve crop yields landscape infrastructure and enhance recreational

activities

4.9C compare the positive and negative consequences of 5.9B 6.7C 2.8C human modification of the analyze the positive and describe ways in which identify ways people can environment in Texas, past and negative consequences of technology influences human conserve and replenish natural present, both governmental and human modification of the interactions with the resources. private, such as economic environment in the United environment such as humans development and the impact on States, past and present building dams for flood control habitats and wildlife as well as air and water quality

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 12 Economics PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Scarcity PK.VIIB. Economic Skills K.6 Economics. The student 1.7 Economics. The student 4.10 Economics. The student 5.10 Economics. The student 6.8 Economics. The student In prekindergarten, children understands that basic human understands how families meet understands the basic economic understands the basic economic understands the factors of learn about the world in their needs and wants are met in basic human needs. activities of early societies in patterns of early societies in the production in a society's community. They explore the many ways. Texas and North America. United States. economy. roles and relationships K.6A 1.9 Economics. The student of consumers and producers, identify basic human needs of understands the condition of not and become aware that people food, clothing, and shelter being able to have all the goods produce services as well as and services one wants. goods. Children learn that their community benefits from many different people working in many different ways. PK.VII.B.1 1.9A 4.10B 5.10A K.6B Child demonstrates that all identify examples of people explain the economic activities explain the economic patterns of explain the difference between people need food, clothing, and wanting more than they can early immigrants to Texas used early European colonists needs and wants shelter have to meet their needs and wants. 4.10A 1.9B explain the economic activities explain why wanting more than various early American Indian 5.10B they can have requires that groups in Texas and North identify major industries of people make choices America used to meet their colonial America. needs and wants such as farming, trading, and hunting 5.13A compare how people in different parts of the United States earn a 6.8A 4.12D living, past and present describe ways in which the describe the impact of mass factors of production (natural 5.13D production, specialization, and resources, labor, capital, and describe the impact of mass division of labor on the entrepreneurs) influence the production, specialization, and economic growth of Texas economies of various division of labor on the contemporary societies economic growth of the United States 4.12B 5.13B 6.8B 1.9C explain how geographic factors identify and explain how identify problems and issues identify examples of choices such as climate, transportation, geographic factors have that may arise when one or

families make when buying and natural resources have influenced the location of more of the factors of goods and services. influenced the location of economic activities in the United production is in relatively short economic activities in Texas States; supply 4.12C 5.13C analyze the effects of analyze the effects of 1.7A exploration, immigration, immigration, migration, and describe ways that families meet migration, and limited resources limited resources on the basic human needs on the economic development economic development and and growth of Texas growth of the United States

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 13 Economics PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1.7B describe similarities and differences in ways families meet basic human needs. Supply and Demand 5.12 Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. 3.8B 5.12A explain how supply and demand explain how supply and demand

affect the price of a good or affects consumers in the United service; States 5.12B evaluate the effects of supply and demand on business,

industry, and agriculture, including the plantation system, in the United States. 6.8C explain the impact of relative scarcity of resources on

international trade and economic interdependence among and within societies. 4.13 Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. 4.13C explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world 4.12E explain how developments in transportation and communication have influenced economic activities in Texas

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 14 Economics PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

4.13B identify oil and gas, agricultural, and technological products of

Texas that are purchased to meet needs in the United States and around the world

Economic Systems K.7 Economics. The student 1.10 Economics. The student 2.9 Economics. The student 3.7 Economics. The student 4.11 Economics. The student 5.11 Economics. The student 6.9 Economics. The student understands the value of jobs. understands the value of work. understands the value of work. understands the concept of the understands the characteristics understands the development, understands the various ways in free enterprise system. and benefits of the free characteristics, and benefits of which people organize economic enterprise system in Texas. the free enterprise system in the systems. United States. 3.7B 6.9A 4.11B 5.11B explain the impact of scarcity on compare ways in which various describe how the free enterprise describe how the free enterprise the production, distribution, and societies organize the system works, including supply system works in the United consumption of goods and production and distribution of and demand States services goods and services 6.9B compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system 6.9C understand the importance of morality and ethics in maintaining a functional free enterprise system Free Enterprise System 1.10A 5.11A describe the components of 2.9A describe the development of the K.7A 3.7A 4.11A various jobs and the explain how work provides free enterprise system in identify jobs in the home, define and identify examples of describe the development of the characteristics of a job well income to purchase goods and colonial America and the United school, and community scarcity free enterprise system in Texas performed services States;

PK.VII.B.3. Pfocus 2.9B Child discusses the roles and explain the choices people in the responsibilities of community U.S. free enterprise system can 6.9D workers 1.10B 3.7C 4.11C 5.11C make about earning, spending, examine the record of collective, K.7B describe how specialized jobs explain the concept of a free give examples of the benefits of give examples of the benefits of and saving money and where to non-free market economic explain why people have jobs contribute to the production of market as it relates to the U.S. the free enterprise system such the free enterprise system in the live and work. systems in contemporary world goods and services free enterprise system. as choice and opportunity. United States. societies.

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 15 Economics PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

4.12F 5.13E explain the impact of American explain the impact of American ideas about progress and ideas about progress and

equality of opportunity on the equality of opportunity on the economic development and economic development and growth of Texas. growth of the United States. Markets 1.8 Economics. The student 2.10 Economics. The student 3.8 Economics. The student 4.12 Economics. The student 5.13 Economics. The student 6.10 Economics. The student understands the concepts of understands the roles of understands how businesses understands patterns of work understands patterns of work understands categories of goods and services. producers and consumers in the operate in the U.S. free and economic activities in Texas. and economic activities in the economic activities and the data production of goods and enterprise system. United States. used to measure a society's services. economic level. 1.8A 4.12A 6.10A PK.VII.B. 2. K.6C dentify examples of goods and 2.10A explain how people in different define and give examples of Child participates in activities to explain how basic human needs 3.8A services in the home, school, distinguish between producing regions of Texas earn their living, agricultural, wholesale, retail, help them become aware of can be met such as through self- dentify examples of how a and community and consuming; past and present, through a manufacturing (goods), and what it means to be a producing, purchasing, and simple business operates subsistence economy and service industries; consumer trading providing goods and services 2.10B 6.10C 1.8B identify ways in which people identify and describe the effects identify ways people exchange are both producers and of government regulation and goods and services consumers taxation on economic develop-

ment and business planning. 1.8C 2.10C 3.8C identify the role of markets in examine the development of a explain how the cost of

the exchange of goods and product from a natural resource production and selling price services. to a finished product. affect profits 3.8D explain how government

regulations and taxes impact consumer costs Economic Indicators of Development 6.10B describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy Personal Financial Literacy 3.8E identify individuals, past and present, including Henry Ford and other entrepreneurs in the

community such as Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton, who have started new businesses Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 16 Economics PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

3.6 Economics. The student understands the purposes of earning, spending, saving, and donating money. 3.6A identify ways of earning,

spending, saving, and donating money 3.6B create a simple budget that

allocates money for spending, saving, and donating.

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 17 Government PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Purpose of Government K.8 Government. The student 1.11 Government. The student 2.11 Government. The student 3.10 Government. The student 4.15 Government. The student 5.15 Government. The student 6.11 Government. The student understands the purpose of understands the purpose of understands the purpose of understands important ideas in understands important ideas in understands important ideas in understands the concepts of rules. rules and laws. governments. historical documents at various historical documents of Texas the Declaration of limited and unlimited levels of government. and the United States. Independence, the U.S. governments. Constitution, and the Bill of Rights. 5.16 Government. The student understands the framework of government created by the U.S. Constitution of 1787.

2.11B identify governmental services 3.10A Pfocus 1.11A Pfocus K.8A Pfocus in the community such as police identify the purposes of the 6.11C explain the purpose for rules identify purposes for having and fire protection, libraries, Declaration of Independence identify reasons for limiting the and laws in the home, school, rules schools, and parks and explain and the U.S. Constitution, 5.15B Pfocus power of government and community their value to the community including the Bill of Rights explain the purposes of the U.S. Constitution as identified in the 4.15A Pfocus Preamble 6.12C identify the purposes and identify historical origins of explain the importance of the democratic forms of Texas Declaration of government such as Ancient

Independence, the Texas Greece. 3.10B Pfocus K.8B Pfocus 1.11B Pfocus 2.11A Pfocus Constitution, and other 6.11A describe and explain the identify rules that provide order, identify rules and laws that identify functions of documents such as the identify and describe examples importance of the concept of security, and safety in the home establish order, provide security, governments such as Meusebach-Comanche Treaty of limited and unlimited "consent of the governed" as it 5.16B Pfocus and school. and manage conflict. establishing order, providing governments such as relates to the functions of local, identify the reasons for and security, and managing conflict constitutional (limited) and state, and national government. describe the system of checks totalitarian (unlimited) and balances outlined in the U.S. 6.11B Constitution compare the characteristics of limited and unlimited governments U.S. Documents 5.15A identify the key elements and the purposes and explain the importance of the Declaration of 4.15C Independence identify the intent, meaning, and importance of the Declaration of

Independence, the U.S. 5.15C Constitution, and the Bill of explain the reasons for the Rights Celebrate Freedom Week. creation of the Bill of Rights and its importance.

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 18 Government PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Structure and Functions of Government K.9 Government. The student 1.12 Government. The student 2.12 Government. The student 3.9 Government. The student 4.14 Government. The student 5.16 Government. The student understands the role of understands the role of understands the role of public understands the basic structure understands how people understands the framework of authority figures. authority figures, public officials, officials. and functions of various levels of organized governments in government created by the U.S. and citizens. government. different ways during the early Constitution of 1787. development of Texas. 5.14 Government. The student 6.12 Government. The student understands the organization of understands various ways in governments in colonial which people organize America. governments. 1.12A 2.12A 3.9A K.9A identify the responsibilities of name current public officials, describe the basic structure of identify authority figures in the authority figures in the home, including mayor, governor, and government in the local home, school, and community school, and community president community, state, and nation 1.12B 2.12B 3.9C K.9B identify and describe the roles of compare the roles of public identify services commonly explain how authority figures public officials in the officials, including mayor, provided by local, state, and make and enforce rules. community, state, and nation governor, and president national governments

4.15B 5.16A identify and explain the basic identify and explain the basic functions of the three branches functions of the three branches of government according to the of government Texas Constitution

Federalism: Powers of the State and National Governments 5.16C Pfocus distinguish between national and state governments and compare their responsibilities in the U.S. federal system.

Participating in Government

2.12C 3.9B identify ways that public officials identify local, state, and national

are selected, including election government officials and explain and appointment to office how they are chosen

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 19 Government PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Comparing Systems of Government 5.14A 4.14A identify and compare the 6.12A compare how various American systems of government of early identify and give examples of Indian groups such as the Caddo European colonists, including governments with rule by one, and the Comanche governed representative government and few, or many themselves monarchy 6.11D review the record of human rights abuses of limited or unlimited governments such as

4.14B identify and compare 5.14B the oppression of Christians in characteristics of the Spanish identify examples of Sudan. colonial government and the representative government in early Mexican governments and the American colonies, including 6.12B their influence on inhabitants of the Mayflower Compact and the compare ways in which various Texas. Virginia House of Burgesses. societies such as China, Germany, India, and Russia organize government and how they function Financing Government 3.9D 2.11C explain how local, state, and describe how governments tax national government services citizens to pay for services. are financed.

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 20 Citizenship PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Rights and Responsibilities 1.13 Citizenship. The student 2.13 Citizenship. The student 3.11 Citizenship. The student 4.17 Citizenship. The student 5.18 Citizenship. The student 6.14 Citizenship. The student understands characteristics of understands characteristics of understands characteristics of understands the importance of understands the importance of understands the relationship good citizenship as exemplified good citizenship as exemplified good citizenship as exemplified active individual participation in individual participation in the among individual rights, by historical figures and other by historical figures and other by historical and contemporary the democratic process. democratic process at the local, responsibilities, duties, and individuals. individuals. figures. state, and national levels. freedoms in societies with representative governments. 1.12 Government. The student 2.12 Government. The student 5.20 Citizenship. The student understands the role of understands the role of public understands the fundamental authority figures, public officials, officials. rights of American citizens and citizens. guaranteed in the Bill of Rights and other amendments to the U.S. Constitution.

6.13 Citizenship. The student understands that the nature of citizenship varies among societies.

5.20A Pfocus describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including 6.14B freedom of religion, speech, and explain relationships among

press; the right rights, responsibilities, and

to assemble and petition the duties in societies with government; representative governments the right to keep and bear arms; the right to trial by jury; and the right to an attorney 5.20B describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens. 1.13A Pfocus 6.14A 2.13A Pfocus 3.11A identify characteristics of good 4.17B identify and explain the duty of identify characteristics of good identify characteristics of good citizenship, including explain how individuals can civic participation in societies citizenship, including citizenship, including truthfulness, justice, equality, participate voluntarily in civic with representative truthfulness, justice, equality, truthfulness, justice, equality, 5.18A respect for oneself and others, affairs at state and local levels governments respect for oneself and others, respect for oneself and others, explain the duty individuals have responsibility in daily life, and through activities such as responsibility in daily life, and responsibility in daily life, and to participate in civic affairs at participation in government by holding public officials to their 6.13A participation in government by participation in government by the local, state, and national educating oneself about the word, writing letters, and describe roles and educating oneself about the educating oneself about the levels issues, respectfully holding participating in historic responsibilities of citizens in issues, respectfully holding issues, respectfully holding public officials to their word, and preservation and service various contemporary societies, public officials to their word, and public officials to their word, and voting projects including the United States voting voting

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 21 Citizenship PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

3.11C 6.13C 2.13D identify and explain the 5.18B compare the role of citizens in identify ways to actively practice 4.17E importance of individual acts of explain how to contact elected the United States with the role good citizenship, including explain how to contact elected civic responsibility, including and appointed leaders in local, of citizens from various involvement in community and appointed leaders in state obeying laws, serving the state, and national governments contemporary societies with service and local governments community, serving on a jury, representative and

1.12C and voting nonrepresentative governments identify and describe the role of

a good citizen in maintaining a 2.12D constitutional republic identify how citizens participate 6.13B in their own governance through 4.17C explain how opportunities for staying informed of what public explain the duty of the individual citizens to participate in and

officials are doing, providing in state and local elections such influence the political process input to them, and volunteering as being informed and voting vary among various to participate in government contemporary societies functions

Exemplar Leaders and Citizens 3.12 Citizenship. The student 4.18 Citizenship. The student 5.19 Citizenship. The student understands the impact of understands the importance of understands the importance of individual and group decisions on effective leadership in a effective leadership in a communities in a constitutional constitutional republic. constitutional republic. republic.

2.13B 1.13B 3.11B 4.17A identify historical figures such as 5.19A identify historical figures such as identify historical figures such as identify important individuals Paul Revere, Abigail Adams, explain the contributions of the Benjamin Franklin, Francis Scott Helen Keller and Clara Barton who have participated World War II Women Airforce Founding Fathers to the Key, and Eleanor Roosevelt who and contemporary figures such voluntarily in civic affairs at state . Service Pilots (WASPs) and development of the national have exemplified good as Ruby Bridges and military and and local levels such as Adina de Navajo Code Talkers, and government citizenship first responders who exemplify Zavala and Clara Driscoll Sojourner Truth who have good citizenship exemplified good citizenship

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 22 Citizenship PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

4.17D identify the importance of historical figures and important 3.12C individuals who modeled active 5.19B 1.13C 2.13C identify examples of nonprofit participation in the democratic identify past and present leaders identify other individuals who identify other individuals who and/or civic organizations such process such as Sam Houston, in the national government,

exemplify good citizenship. exemplify good citizenship as the Red Cross and explain Barbara Jordan, Lorenzo de including the president and how they serve the common Zavala, Ann Richards, Sam various members of Congress, good. Rayburn, Henry B. González, and their political parties James A. Baker III, Wallace Jefferson, and other local individuals

4.18A identify leaders in state, local, and national governments, including the governor, local members of the Texas

Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States 4.18B 5.19C identify leadership qualities of identify and compare leadership state and local leaders, past and qualities of national leaders, present past and present

PK.VII.D. K.10 Citizenship. The student 1.14 Citizenship Skills. The child understands important symbols, Citizenship. The student begins to understand important customs, and responsibilities understands important symbols, customs, symbols, and that represent American beliefs customs, and celebrations that celebrations that represent and principles and contribute to represent American beliefs and American beliefs our national identity. principles and contribute to our and principles and contribute to national identity. our national identity. PK.VII.D3 Pfocus 1.14D Pfocus 3.12A K.10D Pfocus The child engages in explain and practice voting as a give examples of community use voting as a method for voting as a method way of making choices and changes that result from group decision making for group decision-making decisions individual or group decisions 3.12B identify examples of actions individuals and groups can take to improve the community

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 23 Culture PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Cultural Characteristics and Expression PK.VII.A K.11 Culture. The student 1.15 Culture. The student 4.19 Culture. The student 5.22 Culture. The student 6.15 Culture. The student People, Past and Present Skills. understands similarities and understands the importance of understands the contributions of understands the contributions of understands the similarities and Prekindergarten children are differences among people. family and community beliefs, people of various racial, ethnic, people of various racial, ethnic, differences within and among aware of time customs, language, and and religious groups to Texas. and religious groups to the cultures in various world and begin to organize their lives traditions. United States. societies. around it. Four‐year‐old children learn to depend on 6.16 Culture. The student events and routines that occur understands that all societies in a regular and predictable order. have basic institutions in common They begin to understand past even though the characteristics of events and how these these institutions may differ. events relate to present and future activities, demonstrating 6.19 Culture. The student evidence of their growing understands the relationships understanding of time, change, among religion, philosophy, and and continuity. culture.

6.15A define culture and the common K.11A traits that unify a culture region identify similarities and differences among people such as kinship, laws, and religion 6.19A explain the relationship among religious ideas, philosophical PK.VII.A.1. ideas, and cultures Child identifies similarities and 6.15B differences in characteristics of 1.15A 5.22A 4.19A identify and describe common people K.11B describe and explain the identify the similarities and identify the similarities and traits that define cultures identify similarities and importance of various beliefs, differences within and among differences among various racial, differences among people such customs, language, and various racial, ethnic, and 6.15E ethnic, and religious groups in PK.VII.A.2. as music, clothing, and food traditions of families and religious groups in the United analyze the similarities and Texas Child identifies communities States differences among various world similarities and societies differences in 6.16A characteristics of families identify institutions basic to all societies, including government, economic, educational, and religious institutions

6.16B compare characteristics of institutions in various contemporary societies

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 24 Culture PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

PK.VII.D Citizenship Skills. The K.12 Culture. The student 2.16 Culture. The student 3.13 Culture. The student child begins to understand understands the importance of understands ethnic and/or understands ethnic and/or important customs, symbols, family customs and traditions. cultural celebrations. cultural celebrations of the local and celebrations that represent community and other American beliefs and principles communities. and contribute to our national identity.

3.13A K.12A 2.16A explain the significance of 6.19B describe and explain the identify the significance of various ethnic and/or cultural 4.19B PK.VII.D.4. explain the significance of importance of family customs various ethnic and/or cultural celebrations in the local identify customs, celebrations, The child identifies 5.22B religious holidays and and traditions celebrations community and other and traditions of various similarities among people like describe customs and traditions observances such as Christmas, communities cultural, regional, and local himself of various racial, ethnic, and Easter, Ramadan, the annual groups in Texas such as Cinco de and classmates as well as among 3.13B religious groups in the United hajj, Yom Kippur, Rosh Mayo, Oktoberfest, the himself and people from other K.12B 2.16B compare ethnic and/or cultural States Hashanah, Diwali, and Vaisakhi Strawberry Festival, and Fiesta cultures compare family customs and compare ethnic and/or cultural celebrations in the local in various contemporary San Antonio traditions celebrations community with other societies communities 2.15 Culture. The student 3.15 Culture. The student 5.21 Culture. The student 6.18 Culture. The student understands the significance of understands the importance of understands the relationship understands the relationship works of art in the local writers and artists to the cultural between the arts and the times that exists between the arts and community. heritage of communities. during which they were created. the societies in which they are produced.

5.22C summarize the contributions of 3.15A people of various racial, ethnic, dentify various individual writers 4.19C 1.15B and religious groups to our 2.15A and artists such as Kadir Nelson, summarize the contributions of 6.18A explain the way folktales and national identity identify selected stories, poems, Tomie dePaola, and Phillis people of various racial, ethnic, explain the relationships that legends such as Aesop's fables statues, paintings, and other Wheatley and their stories, and religious groups in the exist between societies and their reflect beliefs, customs, examples of the local cultural poems, statues, and paintings development of Texas such as architecture, art, music, and language, and traditions of heritage and other examples of cultural Lydia Mendoza, Chelo Silva, and 5.21A literature communities heritage from various Julius Lorenzo Cobb Bledsoe identify significant examples of communities art, music, and literature from various periods in U.S. history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 25 Culture PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

3.15B 6.18B explain the significance of relate ways in which contempor- various individual writers and 5.21B ary expressions of culture have 2.15B explain the significance of artists such as Carmen Lomas explain how examples of art, been influenced by the past selected stories, poems, statues, Garza, Laura Ingalls Wilder, and music, and literature reflect the paintings, and other examples of 6.18C Bill Martin Jr. and their stories, times during which they were the local cultural heritage describe ways in which poems, statues, and paintings created contemporary issues influence and other examples of cultural creative expressions the past heritage to various communities 6.18D identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as religion, justice, and the passage of time National/State Identity PK.VII.D Citizenship Skills. The K.10 Citizenship. The student 1.14 Citizenship. The student 2.14 Citizenship. The student 3.14 Culture. The student 4.16 Citizenship. The student 5.17 Citizenship. The student child begins to understand understands important symbols, understands important symbols, identifies customs, symbols, and understands the role of heroes understands important customs, understands important symbols, important customs, symbols, customs, and responsibilities customs, and celebrations that celebrations that represent in shaping the culture of symbols, and celebrations of customs, celebrations, and and celebrations that represent that represent American beliefs represent American beliefs and American beliefs and principles communities, the state, and the Texas. landmarks that represent American beliefs and principles and contribute to principles and contribute to our that contribute to our national nation. American beliefs and principles and principles and contribute to our national identity. national identity. identity. and contribute to our national our national identity. K.1 History. The student 1.1 History. The student 2.1 History. The student identity. understands that holidays are understands the origins of understands the historical celebrations of special events. customs, holidays, and significance of landmarks and celebrations. celebrations in the community, state, and nation.

3.14A identify and compare the heroic 1.14A 2.14C deeds of state and national 5.17A PK. VII.D.1. explain state and national identify selected symbols such as heroes, including Hector P. explain various patriotic Child identifies patriotic symbols, including the state and national birds and Garcia and James A. Lovell, and symbols, including Uncle Sam, flags of the United United States and Texas flags, flowers and patriotic symbols other individuals such as Harriet 4.16A explain the meaning of various and political symbols such as the States and Texas the Liberty Bell, the Statue of such as the U.S. and Texas flags Tubman, Juliette Gordon Low, donkey and elephant K.10A Liberty, and the Alamo and Uncle Sam Todd Beamer, Ellen Ochoa, John patriotic symbols and landmarks identify the flags of the United "Danny" Olivas, and other of Texas, including the six flags States and Texas that flew over Texas, the San contemporary heroes Jacinto Monument, the Alamo, 2.14D 6.16C 1.14E 3.14B and various missions 5.17E identify how selected customs, analyze the efforts and activities explain how patriotic customs identify and analyze the heroic explain the significance of symbols, and celebrations reflect institutions use to sustain and celebrations reflect deeds of individuals, including important landmarks, including an American love of themselves over time such as American individualism and military and first responders the White House, the Statue of individualism, inventiveness, and the development of an informed freedom such as the Four Chaplains Liberty, and Mount Rushmore freedom citizenry through education and

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 26 Culture PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

2.1B the use of monumental identify and explain the architecture by religious significance of various institutions

community, state, and national landmarks such as monuments and government buildings PK. VII.D.2. 1.14B Child recites the Pledge of K.10B 2.14A 5.17C recite and explain the meaning 4.16C Allegiance recite the Pledge of Allegiance to recite the Pledge of Allegiance to recite and explain the meaning of the Pledge of Allegiance to recite and explain the meaning to the United States flag and the the United States Flag and the the United States Flag and the of the Pledge of Allegiance to the United States Flag and the of the Pledge to the Texas Flag state flag and observes a Pledge to the Texas Flag Pledge to the Texas Flag the United States Flag Pledge to the Texas Flag moment of silence 2.14B 1.14C identify selected patriotic songs, 5.17B 4.16B identify anthems and mottoes of including "The Star Spangled sing or recite "The Star-Spangled sing or recite "Texas, Our Texas" Texas and the United States Banner" and "America the Banner" and explain its history Beautiful"

K.10C 1.14F identify Constitution Day as a identify Constitution Day as a

celebration of American celebration of American freedom freedom

K.1A 1.1A 2.1A 5.17D explain the reasons for national describe the origins of customs, explain the significance of 4.16D describe the origins and patriotic holidays such as holidays, and celebrations of the various community, state, and describe the origins and significance of national Presidents' Day, Veterans Day, community, state, and nation national celebrations such as significance of state celebrations celebrations such as Memorial and Independence Day such as San Jacinto Day, Veterans Day, Memorial Day, such as Texas Independence Day Day, Independence Day, Labor Independence Day, and Independence Day, and and Juneteenth Day, Constitution Day, Columbus Veterans Day Thanksgiving Day, and Veterans Day K.1B 1.1B identify customs associated with compare the observance of national patriotic holidays such holidays and celebrations, past as parades and fireworks on and present Independence Day Cultural Interaction 4.4 History. The student 5.4 History. The student 6.17 Culture. The student understands the political, understands political, economic, understands relationships that economic, and social changes in and social changes that occurred exist among world cultures. Texas during the last half of the in the United States during the 19th century. 19th century.

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 27 Culture PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6.17A identify and describe how culture traits such as trade, travel, and war spread

6.17C evaluate the impact of improved communication technology among cultures 6.17B identify and describe factors that influence cultural change such as

improved communication, transportation, and economic development 4.4D examine the effects upon 5.4G American Indian life resulting 6.17D identify the challenges, from changes in Texas, including identify and define the impact of opportunities, and contributions the Red River War, building of cultural diffusion on individuals of people from various American U.S. forts and railroads, and loss and world societies Indian and immigrant groups of buffalo

6.17E identify examples of positive and negative effects of cultural diffusion 6.15C define a multicultural society and consider both the positive and negative qualities of multiculturalism

6.15D analyze the experiences and evaluate the contributions of diverse groups to multicultural societies

6.15F identify and explain examples of conflict and cooperation between and among cultures

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 28 Science, Technology, and Society PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

K.13 Science, technology, and 1.16 Science, technology, and 2.17 Science, technology, and 3.16 Science, technology, and 4.20 Science, technology, and 5.23 Science, technology, and 6.20 Science, technology, and society. The student society. The student society. The student society. The student society. The student society. The student society. The student understands ways technology is understands how technology understands how science and understands how individuals understands the impact of understands the impact of understands the influences of used in the home and school and affects daily life, past and technology have affected life, have created or invented new science and technology on life in science and technology on science and technology on how technology affects people's present. past and present. technology and affected life in Texas. society in the United States. contemporary societies. lives. various communities, past and present. 4.13 Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent.

5.23C 3.16B 4.20B K.13A Pfocus 1.16A explain how scientific 6.20B 2.17B identify the impact of scientific describe how scientific identify examples of technology describe how technology discoveries and technological explain how resources, belief explain how science and breakthroughs and new discoveries and innovations such used in the home and school changes the ways families live innovations in the fields of systems, economic factors, and technology change the ways in technology in computers, as in aerospace, agriculture, medicine, communication, and political decisions have affected which people meet basic needs pasteurization, and medical energy, and technology have transportation have benefited the use of technology vaccines on various communities benefited individuals, individuals and society in the businesses, and society in Texas United States 5.23A 3.16A 6.20A identify the accomplishments of 2.17A Pfocus identify scientists and inventors, 4.20A give examples of scientific notable individuals in the fields K.13B Pfocus 1.16B describe how science and including Jonas Salk, Maria identify famous inventors and discoveries and technological of science and technology, describe how technology helps describe how technology technology change Mitchell, and others who have scientists such as Gail Borden, innovations, including the roles including Benjamin Franklin, Eli accomplish specific tasks and changes communication, communication, transportation, discovered scientific Joseph Glidden, Michael of scientists and inventors, that Whitney, John Deere, Thomas meet people's needs transportation, and recreation and recreation breakthroughs or created or DeBakey, and Millie Hughes- have transcended the Edison, Alexander Graham Bell, invented new technology such Fulford and their contributions boundaries of societies and have George Washington Carver, the as Cyrus McCormick, Bill Gates, shaped the world Wright Brothers, and Neil and Louis Pasteur Armstrong

4.20B Pfocus describe how scientific discoveries and innovations such as in aerospace, agriculture, 5.23B energy, and technology have identify how scientific benefited individuals, discoveries, technological K.13C Pfocus 1.16C businesses, and society in Texas innovations, and the rapid describe how his or her life describe how technology growth of technology industries might be different without changes the way people work have advanced the economic modern technology development of the United

4.13A States, including the identify ways in which transcontinental railroad and technological changes in areas the space program such as transportation and communication have resulted in increased interdependence among Texas, the United States, and the world Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 29 Science, Technology, and Society PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6.20C 4.20C 5.23D make predictions about future predict how future scientific predict how future scientific social, political, economic, discoveries and technological discoveries and technological cultural, and environmental innovations might affect life in innovations could affect society impacts that may result from Texas in the United States. future scientific discoveries and

technological innovations

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 30 Social Studies Skills PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

RESEARCH K.14 Social studies skills. The 1.17 Social studies skills. The 2.18 Social studies skills. The 3.17 Social studies skills. The 4.21 Social studies skills. The 5.24 Social studies skills. The 6.21 Social studies skills. The student applies critical-thinking student applies critical-thinking student applies critical-thinking student applies critical-thinking student applies critical-thinking student applies critical-thinking student applies critical-thinking skills to organize and use skills to organize and use skills to organize and use skills to organize and use skills to organize and use skills to organize and use skills to organize and use information acquired from a information acquired from a information acquired from a information acquired from a information acquired from a information acquired from a information acquired through variety of valid sources, variety of valid sources, variety of valid sources, variety of valid sources, variety of valid sources, variety of valid sources, established research including electronic technology. including electronic technology. including electronic technology. including electronic technology. including electronic technology. including electronic technology. methodologies from a variety of valid sources, including electronic technology. K.14A Pfocus 1.17A Pfocus 2.18A Pfocus obtain information about a topic obtain information about a topic obtain information about a topic using a variety of valid oral using a variety of valid oral using a variety of valid oral sources such as conversations, sources such as conversations, sources such as conversations, 3.17A Pfocus interviews, and music interviews, and music interviews, and music research information, including 4.21A Pfocus 2.18B Pfocus historical and current events, 5.24A Pfocus 6.21A differentiate between, locate, obtain information about a topic and geographic data, about the differentiate between, locate, differentiate between, locate, K.14B Pfocus 1.17B Pfocus and use valid primary and using a variety of valid visual community and world, using a and use valid primary and and use valid primary and obtain information about a topic obtain information about a topic secondary sources such as sources such as pictures, maps, variety of valid print, oral, visual, secondary sources such as secondary sources such as using a variety of valid visual using a variety of valid visual computer software; interviews; electronic sources, literature, and Internet resources computer software; interviews; computer software; interviews; sources such as pictures, sources such as pictures, biographies; oral, print, and reference sources, and artifacts biographies; oral, print, and biographies; oral, print, and symbols, electronic media, print symbols, electronic media, visual material; documents; and visual material; documents; and visual material; and artifacts to material, and artifacts maps, literature, and artifacts artifacts to acquire information artifacts to acquire information acquire information about about the United States and about the United States various world cultures 2.18C Pfocus 3.17D Pfocus Texas use various parts of a source, use various parts of a source, including the table of contents, including the table of contents,

glossary, and index, as well as glossary, and index as well as keyword Internet searches to keyword Internet searches, to locate information locate information 4.21B Pfocus 5.24B Pfocus 6.21B analyze information by analyze information by analyze information by sequencing, categorizing, sequencing, categorizing, sequencing, categorizing, K.14C Pfocus 1.17C Pfocus 3.17B Pfocus identifying cause-and-effect identifying cause-and-effect identifying cause-and-effect sequence and categorize 2.18D Pfocus sequence and categorize sequence and categorize relationships, comparing, relationships, comparing, relationships, comparing, information. sequence and categorize information. information contrasting, finding the main contrasting, finding the main contrasting, finding the main information idea, summarizing, making idea, summarizing, making idea, summarizing, making

generalizations and predictions, generalizations and predictions, generalizations and predictions, and drawing inferences and and drawing inferences and and drawing inferences and conclusions conclusions conclusions

3.17C Pfocus 4.21C Pfocus 5.24C Pfocus 6.21C 2.18E Pfocus interpret oral, visual, and print organize and interpret organize and interpret organize and interpret interpret oral, visual, and print material by identifying the main information in outlines, reports, information in outlines, reports, information from outlines, material by identifying the main idea, distinguishing between fact databases, and visuals, including databases, and visuals, including reports, databases, and visuals, idea, predicting, and comparing and opinion, identifying cause graphs, charts, timelines, and graphs, charts, timelines, and including graphs, charts, and contrasting. and effect, and comparing and maps maps timelines, and maps contrasting

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 31 Social Studies Skills PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

3.17E Pfocus 4.21D Pfocus 5.24D Pfocus 6.21D interpret and create visuals, identify different points of view identify different points of view identify different points of view including graphs, charts, tables, about an issue, topic, historical about an issue, topic, or current about an issue or current topic timelines, illustrations, and maps event, or current event event

3.17F 4.21E 6.21F use appropriate mathematical use appropriate mathematical use appropriate mathematical

skills to interpret social studies skills to interpret social studies skills to interpret social studies

information such as maps and information such as maps and information such as maps and graphs graphs graphs 6.21E 5.24E identify the elements of frame of identify the historical context of reference that influenced an event participants in an event Communication PK.VII.C Geography Skills. K.15 Social studies skills. The 1.18 Social studies skills. The 2.19 Social studies skills. The 3.18 Social studies skills. The 4.22 Social studies skills. The 5.25 Social studies skills. The 6.22 Social studies skills. The Prekindergarten children begin student communicates in oral student communicates in oral, student communicates in student communicates in student communicates in student communicates in student communicates in to think about geography using and visual forms. visual, and written forms. written, oral, and visual forms. written, oral, and visual forms. written, oral, and visual forms. written, oral, and visual forms. written, oral, and visual forms. location and direction. Children use direction to locate their relative position in space and to locate their home and school in their community. 4.22A Pfocus 5.25A Pfocus 6.22A use social studies terminology use social studies terminology use social studies terminology correctly correctly correctly K.15A Pfocus 1.18A Pfocus 2.19A Pfocus 3.18A Pfocus 4.22C Pfocus 5.25C Pfocus 6.22C express ideas orally based on express ideas orally based on express ideas orally based on express ideas orally based on express ideas orally based on express ideas orally based on express ideas orally based on knowledge and experiences knowledge and experiences knowledge and experiences knowledge and experiences research and experiences research and experiences research and experiences

4.22D Pfocus 5.25D Pfocus 6.22D PK.VII.C.1 create written and visual create written and visual create written and visual Child identifies and creates material such as journal entries, material such as journal entries, material such as journal entries, 3.18B Pfocus common features in her 2.19B Pfocus reports, graphic organizers, reports, graphic organizers, reports, graphic organizers, K.15B Pfocus 1.18B Pfocus use technology to create written immediate environment create written and visual outlines, and bibliographies outlines, and bibliographies outlines, and bibliographies create and interpret visuals, create and interpret visual and and visual material such as material such as stories, poems, based on research including pictures and maps written material stories, poems, pictures, maps, maps, and graphic organizers to 4.22B Pfocus 5.25B Pfocus 6.22B and graphic organizers to express ideas incorporate main and supporting incorporate main and supporting incorporate main and supporting express ideas ideas in verbal and written ideas in verbal and written ideas in verbal and written communication; communication; communication based on research 6.22E

use standard grammar, spelling, 3.18C 4.22E 5.25E sentence structure, and use standard grammar, spelling, use standard grammar, spelling, use standard grammar, spelling, punctuation sentence structure, and sentence structure, and sentence structure, and 6.22F punctuation punctuation punctuation use proper citations to avoid plagiarism Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 32 Social Studies Skills PreK Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Problem-Solving and Decision-Making K.16 Social studies skills. The 1.19 Social studies skills. The 2.20 Social studies skills. The 3.19 Social studies skills. The 4.23 Social studies skills. The 5.26 Social studies skills. The 6.23 Social studies skills. The student uses problem-solving student uses problem-solving student uses problem-solving student uses problem-solving student uses problem-solving student uses problem-solving student uses problem-solving and decision-making skills, and decision-making skills, and decision-making skills, and decision-making skills, and decision-making skills, and decision-making skills, and decision-making skills, working independently and with working independently and with working independently and with working independently and with working independently and with working independently and with working independently and with others, in a variety of settings. others, in a variety of settings. others, in a variety of settings. others, in a variety of settings. others, in a variety of settings. others, in a variety of settings. others, in a variety of settings. K.16A Pfocus 1.19A Pfocus 2.20A Pfocus 3.19A Pfocus 4.23A Pfocus 5.26A Pfocus 6.23A use a problem-solving process to use a problem-solving process to use a problem-solving process to use a problem-solving process to use a problem-solving process to use a problem-solving process to use a problem-solving process to identify a problem, gather identify a problem, gather identify a problem, gather identify a problem, gather identify a problem, gather identify a problem, gather identify a problem, gather information, list and consider information, list and consider information, list and consider information, list and consider information, list and consider information, list and consider information, list and consider options, consider advantages options, consider advantages options, consider advantages options, consider advantages options, consider advantages options, consider advantages options, consider advantages and disadvantages, choose and and disadvantages, choose and and disadvantages, choose and and disadvantages, choose and and disadvantages, choose and and disadvantages, choose and and disadvantages, choose and implement a solution, and implement a solution, and implement a solution, and implement a solution, and implement a solution, and implement a solution, and implement a solution, and evaluate the effectiveness of the evaluate the effectiveness of the evaluate the effectiveness of the evaluate the effectiveness of the evaluate the effectiveness of the evaluate the effectiveness of the evaluate the effectiveness of the solution solution solution solution solution solution solution K.16B Pfocus 1.19B Pfocus 2.20B Pfocus 6.23B use a decision-making process to use a decision-making process to use a decision-making process to 3.19B Pfocus 4.23B Pfocus 5.26B Pfocus use a decision-making process to identify a situation that requires identify a situation that requires identify a situation that requires use a decision-making process to use a decision-making process to use a decision-making process to identify a situation that requires a decision, gather information, a decision, gather information, a decision, gather information, identify a situation that requires identify a situation that requires identify a situation that requires a decision, gather information, generate options, predict generate options, predict generate options, predict a decision, gather information, a decision, gather information, a decision, gather information, identify options, predict outcomes, take action to outcomes, take action to outcomes, take action to identify options, predict identify options, predict identify options, predict consequences, and take action implement a decision, and implement a decision, and implement a decision, and consequences, and take action consequences, and take action consequences, and take action to implement a decision reflect on the effectiveness of reflect on the effectiveness of reflect on the effectiveness of to implement a decision to implement a decision to implement a decision

the decision that decision that decision

Process Standard = Readiness Standard = Supporting Standard = Pfocus Standard Pflashpoint Standard 33