What Are The Texas Essential Knowledge and Skills (TEKS)? World Geography. SAISD Social Studies Department

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1 World Geography SAISD Social Studies Department 406 Barrera Street San Antonio, Texas SAISD Social Studies Department Page 1

2 What Are The TEKS? The Texas Essential Knowledge and Skills (or TEKS for short) is a list of what you need to know and what you should be able to do by the time you finish a course in any subject area. If you went to any school in the state of Texas since Kindergarten, your teachers were provided with the TEKS for what they were teaching. Why Are They Important? It is important to know what the TEKS are so you know what is expected of you during the year. Also, since you are going to be assessed by a state exam (STAAR) this year, the TEKS let you know what information might be on the test. Where Can I Find Them? The TEKS are posted on the Texas Education Agency s website found at ritter.tea.state.tx.us/rules/tac/chapter113. You can also search for them on the internet by using U.S. History Since 1877 TEKS as your keywords. How Do I Read Them? At first glance, the TEKS for any subject look like an outline for a research paper. (3) History. The student understands the political, economic, and social changes in the United States from 1877 to The student is expected to: (A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism; (B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business; (C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and (D) describe the optimism of the many immigrants who sought a better life in America. How the TEKS look online They appear like that because they are part of the Texas Education Code (TEC) and the Texas Administrative Code (TAC). In other words, they are part of state law. SAISD Social Studies Department Page 2

3 What Am I Looking At? When you look at the TEKS, they seem complicated at first. However, when you first look at anything new, you tend to look at different pieces before understanding the big picture. For example, when you are shown a picture, most will look at the different details before determining whether or not you like the picture as a whole. Understanding the TEKS and what you need to know by the end of the year is like the same thing. What Are The Parts Of The TEKS? Whether you are in science, social studies, math, language arts, band, or physical education, there are TEKS that outline what is to be taught. No matter which subject area, all TEKS have four basic parts. Part 1: The Strand The strand is a group of TEKS that have a common theme or concept that they share. In social studies, there are eight different strands that the TEKS are classified by: 1. History - The people, places, and events 2. Geography - How people affect the planet, how people affect people, and how the planet affects people 3. Economics - How people/governments create/lose wealth 4. Government - How different types of governments are created, how they operate, and how they change over time 5. Citizenship - How people in different societies participate in government 6. Culture - How different societies live and interact with other societies 7. Science, Technology and Society - How advancements in technology, science, and medicine affect societies 8. Social Studies Skills - How to develop research, reading, thinking, writing, and communication skills Part 2: The Knowledge Statement The knowledge statement is always the sentence that follows a number in the TEKS. The knowledge statement gives you the big idea or concept that has to be understood. Part 3: The Student Expectation The student expectation is the part of the TEKS that always follow a letter in the TEKS. The student expectation tells you exactly what you need to know as it relates to the knowledge statement. More importantly, student expectations are not just lists of stuff you have to memorize and repeat back. They tell you how much you have to understand something and how you are going to show how well you know it. SAISD Social Studies Department Page 3

4 So What Do I Do? The important thing to remember when looking at the TEKS is understanding exactly what you need to know and how you can explain it back to someone else. Before going any further, lets take some time to break down a few of the TEKS for U.S. History for practice. Strand Knowledge Statement (3) History. The student understands the political, economic, and social changes in the United States from 1877 to The student is expected to: (A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism; Student Expectations (B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business; (C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and (D) describe the optimism of the many immigrants who sought a better life in America. So, in our example above, the student expectations (A-D) belong in the HISTORY strand. Therefore, we know that the student expectations have to do with people, places, and events from the past. Also, we read the stem and we then find out that the student expectations (A-D) have something to do with the political, economic, and social changes in the United States during the years Finally, we read the student expectations to find out what specific things we need to find out about and at what level do we need to understand them. SAISD Social Studies Department Page 4

5 (3) History. The student understands the political, economic, and social changes in the United States from 1877 to The student is expected to: (A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism; (B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business; (C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and (D) describe the optimism of the many immigrants who sought a better life in America. To take a deeper look, let s take one student expectation and make a sentence out of it: (3) (A) The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism. Now, break down the sentence into pieces: Students are expected to analyze the political issue of Indian Policies. Students are expected to analyze the political issue of the growth of political machines. Students are expected to analyze the political issue of civil service reform. Students are expected to analyze the political issue of the beginnings of Populism. Keep in mind that the four items listed above are things that were going on from (We know this from the Stem portion) Notice that the word analyze is underlined in each of the sentences above. Another important feature of the student expectations is the verb. All student expectations have verbs and the state uses different verbs throughout the TEKS. The verbs are clues to how much you know about a certain topic. Sometimes, the state expects you to identify (recall) something. Other times, the state wants you to analyze (examine what something means and understand why something is important) people, places, and events. Therefore, it is important to look at the entire sentence to find out not only the what you need to know but also the skills you need to show. SAISD Social Studies Department Page 5

6 Returning to Breaking It Down Now we have examined one single student expectation, lets go back to it one more time to string together what we need to do. The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism. Now that we have defined what we have to know, we have to investigate political issues during the years between 1877 and 1898 and: Define political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism. Explain how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism were political issues during 1877 through Analyze how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism affected people and events politically during 1877 through We have just examined one student expectation out of the 130 student expectations in U.S. History Since Putting All The Pieces Together: If you examine the chart on Page 10, you will see the people, places, events and concepts that are covered in your TEKS. It seems overwhelming in the beginning to look at all of the student expectations and trying to figure out how all of this information will stay in your memory. However, when examining the student expectations, you will begin to notice patterns of how things are connected together! SAISD Social Studies Department Page 6

7 The TEKS is not only about people, places, and events from the past. The TEKS are also about developing your skills to think as a historian, economist, geographer, and political scientist. The Social Studies Skills are a series of student expectations that are listed at the end of every subject and grade level since Kindergarten. The reason they exist is because we want you to develop and use your critical- thinking skills. You should also be able to use a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context. Basically, the state and your teachers want you to become a researcher and reporter of the past and present. The way to accomplish this is to use a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks during the year. When it comes to assessing your skills on STAAR, in the 8th and 11th grades, it is expected that you can analyze a visual and draw a historical conclusion based on that visual. Look at the examples below to find out how visuals can make a question more difficult: Example 1 President Franklin D. Roosevelt s goal concerning the Supreme Court was to A) increase ethnic and racial diversity B) insure support for New Deal legislation C) appoint justices who would use a strict interpretation of the Constitution D) strengthen judicial independence Example 2 QUALIFYING TEST FOR SUPREME COURT JOBS According to the opinion of the cartoonist - A) President Roosevelt was looking to increase his power over the Supreme Court. B) the Supreme Court at that time needed to go along with the New Deal policies. C) the Supreme Court was not following the Constitution. D) President Roosevelt was agreeing with the justices of the Supreme Court. Source: Edward S. Brown, New York Herald Tribune, February 12, 1937 (adapted) During your studies, you will be shown how to analyze visuals, speeches, and other types of documents so you can explain what they mean by using your skills! SAISD Social Studies Department Page 7

8 The chart below and on the next page show you the verbs used in the TEKS for social studies. When you are looking at a student expectation and are not sure how much of something you need to know, refer to this list. Word Acquire Analyze Aspect Bias Categorizing Cause and Effect Comparing and Contrasting Consequences Corroboration Decision-Making Drawing Conclusions Drawing Inferences Frame of Reference Geographic Distributions Geographic Patterns Historical Context Historiography Identify Implement Inquiry Interpret Main Idea Making Generalizations Dictionary Definition(s) to gain for oneself through one's actions or efforts: to acquire learning. to examine carefully and in detail so as to identify causes, key factors, possible results, etc. part or a piece prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. to arrange in categories or classes; classify to understand why events happen and what happens because of events to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences a result or effect of an action or condition evidence that confirms or supports a statement, theory, or finding; confirmation the process of examining a situation, weighing the options, and making a choice to frame or formulate a conclusion based on information presented to examine the evidence and come to a final idea/picture to examine evidence carefully and then judge or draw a conclusion based on the evidence making judgements in relation to personal ideals or values how things are distributed over space (especially over the surface of the Earth) a repetition in distributions over space (especially over the surface of the Earth) the political, social, cultural, and economic environment related to historical moments, events, and trends the study of historical writing to recognize or establish as being a particular person or thing to put into action or to include as part of an action the act of asking for information explain the meaning of what something is about to make broad statements based on either facts or presented evidence SAISD Social Studies Department Page 8

9 Word Point of View Predict Primary Source Problem-Solving Secondary Source Sequencing Statistical Summarizing Terminology Thematic Map Validity Dictionary Definition(s) a particular attitude or way of considering a matter to make statements about future events based on patterns or presented evidence an artifact, a document, a recording, or other source of information that was created at the time under study. It serves as an original source of information about the topic. the process of finding solutions to difficult or complex issues any source about an event, period, or issue in history that was produced after that event, period or issue has passed. to place things in chronological order practice of collecting and analyzing numerical data in large quantities give a brief statement of the main points the body of words used with a particular subject of study (language of the profession) type of map or chart especially designed to show a particular theme connected with a specific geographic area to be factually sound Information adapted from: and en.wiktionary.org SAISD Social Studies Department Page 9

10 Big Picture - World Geography HISTORY GEOGRAPHY CULTURE Spatial Exchange/Diffusion Physical Patterns/Features/ Processes Human Patterns/Processes Environmental Conditions Migration Migration Patterns Culture Groups Columbian Exchange Popular Culture Diverse GOVERNMENT Spatial Characteristics Political Unit/Political Boundaries Voting Patterns Political Power/Policies Political Divisions Political Relationships Democracy Dictatorship Monarchy Republic Theocracy Totalitarian Resources Conflict International Political Relations China United States Japan Russia United Nations European Union Public Policies Decision Making Process Points of View Local, State, National International Citizenship Citizenship Practices Cultural Beliefs Nationalism Patriotism Physical Processes Landforms Environments Weather Climate Tectonic Forces Erosion Soil-Building Processes Lithosphere Atmosphere Hydrosphere Biosphere Elevation Wind Systems Ocean Currents Position Mountain Barrier Temperature Precipitation Landforms Biomes El Nino Flood Tsunami Volcano Climate Region Vegetation Vegetation Region POPULATION GEOGRAPHY Demographic Indicators Gross Domestic Product per Capita Life expectancy/infant Mortality Literacy Level of Development Standard of Living Human Development Index (HDI) Less Developed Newly Industrialized More Developed Urbanization Population Pyramid Push/Pull Factor Urban/Rural Area Culture Technology Cultural Patterns Cultural Landscapes Innovation Diffusion Language Religion Beliefs and Customs Institution Urban/Rural Area Environmental Changes Land Use Education Anamism Buddism Christianity Hinduism Islam Judaism Sikhism Spatial Distribution Ethnic Minority Religious Minority Underrepresented Population Genocide Terrorism Cultural Convergence Cultural Divergence Elements Perceive/Perception Region Distinctive Diverse Groups Multicultural Societies Democratic Ideas Fast-Food Franchise Popular Culture ECONOMICS, TECH., SOCIETY, SCIENCE Economics Scarcity Sustainable Development Non-Renewable Resources Natural Resource Traditional Economy Goods/Services Free Enterprise Socialist Communism Subsistence Agriculture Commercial Agriculture Cottage Industry Commercial Industry Primary Industry Secondary Industry Tertiary Industry Quaternary Industry Infrastructure Service Industry Manufacturing Industry Technology Communication Transportation Spectrum Production Distribution Technology Innovation Desalinization Global Positioning System (GPS) United Nations Geographic Information System (GIS) European Union Globalization Connectivity Standard of Living Pandemic Outsourcing Free Trade Zone Social Studies Skills: Analyze Aerial Photograph Infer Primary Source Significance Evaluate Map Relationships Decision-Making Secondary Source Validity Contemporary Change Geographic Questions Utility Geopolitical Problem-Solve Case Study Real-World Question SAISD Social Studies Department Page 10

11 World Geography Texas Essential Knowledge and Skills (1) In World Geography Studies, students examine people, places, and environments at local, regional, national, and international scales from the spatial and ecological perspectives of geography. Students describe the influence of geography on events of the past and present with emphasis on contemporary issues. A significant portion of the course centers around the physical processes that shape patterns in the physical environment; the characteristics of major landforms, climates, and ecosystems and their interrelationships; the political, economic, and social processes that shape cultural patterns of regions; types and patterns of settlement; the distribution and movement of the world population; relationships among people, places, and environments; and the concept of region. Students analyze how location affects economic activities in different economic systems. Students identify the processes that influence political divisions of the planet and analyze how different points of view affect the development of public policies. Students compare how components of culture shape the characteristics of regions and analyze the impact of technology and human modifications on the physical environment. Students use problemsolving and decision-making skills to ask and answer geographic questions. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as contemporary and historic maps of various types, satellite-produced images, photographs, graphs, map sketches, and diagrams is encouraged. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system. Introduction (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), (h). (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. (7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, , or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. SAISD Social Studies Department Page 11

12 HISTORY GEOGRAPHY TEKS WG.1A WG.1B WG.2A WG.2B WG.3A WG.3B WG.3C WG.4A WG.4B WG.4C WG.5A WG.5B WG.6A WG.6B WG.7A WG.7B WG.7C WG.7D WG.8A WG.8B WG.8C Description The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to explain how changes in societies have led to diverse uses of physical features. The student understands how physical processes shape patterns in the physical environment. The student is expected to explain weather conditions and climate in relation to annual changes in Earth-Sun relationships. The student understands how physical processes shape patterns in the physical environment. The student is expected to describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil building processes. The student understands how physical processes shape patterns in the physical environment. The student is expected to examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to describe different landforms and the physical processes that cause their development. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to explain the influence of climate on the distribution of biomes in different regions. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to analyze how the character of a place is related to its political, economic, social, and cultural elements. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed. The student understands the types, patterns, and processes of settlement. The student is expected to locate and describe human and physical features that influence the size and distribution of settlements The student understands the types, patterns, and processes of settlement. The student is expected to locate and describe human and physical features that influence the size and distribution of settlements explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to explain how political, economic, social, and environmental push and pull factors and physical geography affect the routes and flows of human migration. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to describe trends in world population growth and distribution. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss of local culture. The student understands how people, places, and environments are connected and interdependent. The student is expected to compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology. The student understands how people, places, and environments are connected and interdependent. The student is expected to describe the interaction between humans and the physical environment and analyze the consequences of extreme weather and other natural disasters such as El Nino, floods, tsunamis, and volcanoes. The student understands how people, places, and environments are connected and interdependent. The student is expected to evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewable resources. SAISD Social Studies Department Page 12

13 ECONOMICS GOVERNMENT CITIZENSHIP TEKS WG.9A WG.9B WG.10A WG.10B WG.10C WG.10D WG.11A WG.11B WG.11C WG.12A WG.12B WG.13A WG.13B WG.14A WG.14B WG.14C WG.15A WG.15B Description The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to describe different types of regions, including formal, functional, and perceptual regions. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to describe the forces that determine the distribution of goods and services in free enterprise, socialist, and communist economic systems. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to classify where specific countries fall along the economic spectrum between free enterprise and communism. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries. The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to compare global trade patterns over time and examine the implications of globalization, including outsourcing and free trade zones. The student understands how geography influences economic activities. The student is expected to understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary). The student understands how geography influences economic activities. The student is expected to identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries. The student understands how geography influences economic activities. The student is expected to assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities. The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people. The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water. The student understands the spatial characteristics of a variety of global political units. The student is expected to interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries. The student understands the spatial characteristics of a variety of global political units. The student is expected to compare maps of voting patterns or political boundaries to make inferences about the distribution of political power. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU). The student understands how different points of view influence the development of public policies and decision making processes on local, state, national, and international levels. The student is expected to identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels. The student understands how different points of view influence the development of public policies and decision making processes on local, state, national, and international levels. The student is expected to explain how citizenship practices, public policies, and decision-making may be influenced by cultural beliefs, including nationalism and patriotism. SAISD Social Studies Department Page 13

14 CULTURE S - T - S SKILLS TEKS WG.16A WG.16B WG.16C WG.16D WG.17A WG.17B WG.17C WG.17D WG.18A WG.18B WG.18C WG.18D WG.19A WG.19B WG.19C WG.20A WG.20B WG.21A WG.21B WG.21C WG.22A WG.22B WG.22C Description The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to explain ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and environmental changes. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to compare economic, political, or social opportunities in different cultures for women, ethnic and religious minorities, and other underrepresented populations. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to evaluate the experiences and contributions of diverse groups to multicultural societies. The student understands the ways in which cultures change and maintain continuity. The student is expected to analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion. The student understands the ways in which cultures change and maintain continuity. The student is expected to assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism. The student understands the ways in which cultures change and maintain continuity. The student is expected to identify examples of cultures that maintain traditional ways, including traditional economies. The student understands the ways in which cultures change and maintain continuity. The student is expected to evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, U.S.-based fast-food franchises, the English language, technology, or global sports. The student understands the impact of technology and human modifications on the physical environment. The student is expected to evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment. The student understands the impact of technology and human modifications on the physical environment. The student is expected to analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places. The student understands the impact of technology and human modifications on the physical environment. The student is expected to examine the environmental, economic, and social impacts of advances in technology on agriculture and natural resources. The student understands how current technology affects human interaction. The student is expected to describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS). The student understands how current technology affects human interaction. The student is expected to examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to locate places of contemporary geopolitical significance on a map. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. The student communicates in written, oral, and visual forms. The student is expected to design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships. The student communicates in written, oral, and visual forms. The student is expected to generate summaries, generalizations, and thesis statements supported by evidence. The student communicates in written, oral, and visual forms. The student is expected to use geographic terminology correctly. SAISD Social Studies Department Page 14

15 SKILLS TEKS WG.22D WG.22E WG.23A WG.23B WG.23C Description The student communicates in written, oral, and visual forms. The student is expected to use standard grammar, spelling, sentence structure, and punctuation. The student communicates in written, oral, and visual forms. The student is expected to create original work using proper citations and understanding and avoiding plagiarism. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to use case studies and GIS to identify contemporary challenges and to answer realworld questions. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. SAISD Social Studies Department Page 15

16 Materials Organized and Provided By: The Social Studies Department At Your Service 406 Barrera St. San Antonio, TX Phone: Fax: Content SAISD Social Studies Department Except Where Noted SAISD Social Studies Department Page 16