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What Are The Texas Essential Knowledge and Skills (TEKS)?
World History
SAISD Social Studies Department
406 Barrera Street • San Antonio, Texas • 78210
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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 http://
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 1898. 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.
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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.
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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 1898. 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 1877-1898. 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.
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What Are The Texas Essential Knowledge and Skills (TEKS)?
(3) History. The student understands the political, economic, and social changes in the
United States from 1877 to 1898. 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 1877-1898.
(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.
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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 1898.
• 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 1898.
We have just examined one student expectation out of the 130 student expectations in U.S.
History Since 1877.
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!
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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
Base your answer to question 32 on the cartoon
below and on your knowledge of social studies.
Example 2
QUALIFYING TEST FOR
SUPREME COURT JOBS
Base your answer to question 34 on the cartoon
below and on your knowledge of social studies.
According
to the opinion of the cartoonist Stretched Around the World
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)
Source: Fred O. Seibel, Richmond Times Dispatch,
October 29, 1942 (adapted)
34 Which statement most accurately expresses the
32 Based on this cartoon, President Franklin D.
During your studies,
you will be shown how to analyze
visuals,
and other types of
main idea
of this 1942speeches,
cartoon?
Roosevelt’s goal concerning the Supreme Court
(1) Allied
goalsyour
in Worldskills!
War II will affect every
documents so youwascan
explain what they mean by
using
to
nation.
(1) increase ethnic and racial diversity
(2) The Atlantic Charter will help only Europe
(2) insure support for New Deal legislation
and Asia.
(3) appoint justices who would use a strict
(3) The United States intends to rule the entire
®SAISD Social Studies Department
interpretation of the Constitution
world.
(4) strengthen judicial
independence
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remains intact.
(4)information
American strategy
will be to win the war in
the Pacific first.
33 What was the major purpose of the Lend-Lease
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What Are The Texas Essential Knowledge and Skills (TEKS)?
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
Dictionary Definition(s)
Acquire
to gain for oneself through one's actions or efforts: to acquire learning.
Analyze
to examine carefully and in detail so as to identify causes, key factors, possible results,
etc.
Aspect
part or a piece
Bias
Categorizing
Cause and
Effect
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
Comparing and
Contrasting
to examine (two or more objects, ideas, people, etc.) in order to note similarities and
differences
Consequences
a result or effect of an action or condition
Corroboration
evidence that confirms or supports a statement, theory, or finding; confirmation
Decision-Making
Drawing
Conclusions
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
Drawing
Inferences
to examine evidence carefully and then judge or draw a conclusion based on the
evidence
Frame of
Reference
making judgements in relation to personal ideals or values
Geographic
Distributions
how things are distributed over space (especially over the surface of the Earth)
Geographic
Patterns
a repetition in distributions over space (especially over the surface of the Earth)
Historical
Context
Historiography
Identify
Implement
Inquiry
Interpret
Main Idea
Making
Generalizations
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
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What Are The Texas Essential Knowledge and Skills (TEKS)?
Word
Dictionary Definition(s)
a particular attitude or way of considering a matter
Point of View
to make statements about future events based on patterns or presented evidence
Predict
Primary Source
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.
Problem-Solving
the process of finding solutions to difficult or complex issues
Secondary
Source
any source about an event, period, or issue in history that was produced after that
event, period or issue has passed.
Sequencing
to place things in chronological order
practice of collecting and analyzing numerical data in large quantities
Statistical
Summarizing
give a brief statement of the main points
Terminology
the body of words used with a particular subject of study (language of the profession)
Thematic Map
type of map or chart especially designed to show a particular theme connected with
a specific geographic area
to be factually sound
Validity
Information adapted from: http://dictionary.reference.com/ and en.wiktionary.org
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“Big Picture”- World History
People
Adam Smith
Karl Marx
Mao Zedong
Woodrow Wilson
Bolshevik
Benito Mussolini
Adolph Hitler
Hideki Tojo
Joseph Stalin
Franklin D. Roosevelt
Winston Churchill
Ronald Reagan
Mikhail Gorbachev
Lech Walesa
Pope John Paul II
Elizabeth I
Queen Victoria
Mother Teresa
Indira Gandhi
Margaret Thatcher
Golda Meir
John Locke
Thomas Hobbes
Voltaire
Charles de Montesquieu
Jean Jacques Rousseau
Thomas Aquinas
John Calvin
Thomas Jefferson
William Blackstone
Nelson Mandela
Mohandas Gandhi
Oscar Romero
Netan Sharansky
Las Madres de la Playa
de Mayo
Chinese Student
Protesters in
Tienanmen Square
Archimedes
Copernius
Eratosthenes
Galileo
Pythagoras
Isaac Newton
Robert Boyle
Marie Curie
Thomas Edison
Albert Einstein
Louis Pasteur
James Watt
William Wilberforce
Mongol
Simon Bolivar
United Nations
League of Nations
Napoleon Bonaparte
Al Qaeda
Events
Neolithic Revolution
Crusades
Black Death
Hundred Years’ War
English Civil War
Enlightenment
Great Schism
Silk Road
Gold-Salt Trade
Middle Ages
Renaissance
Reformation
Columbian Exchange
Atlantic Slave Trade
Commercial Revolution
Industrial Revolution
Scientific Revolution
Napoleonic Wars
American Revolution
French Revolution
Glorious Revolution
World War I & II
Mandate System
Russian Revolution
Holocaust
Pearl Harbor
Normandy Landing
Dropping of Atomic
Bomb
Cold War
Korean War
Vietnam War
September 11, 2001
Opening of the Panama
and Suez Canals
Palestinian Terrorism
Indian Ocean Trade
Primary Source
Documents
Treaty of Versailles
Fourteen Points
Hammurabi’s Code
Jewish Ten
Commandments
Justinian’s Code of
Law
Magna Carta
English Bill of Rights
The Declaration of
Independence
U.S. Constitution
Declaration of the Rights
of Man and the Citizen
Wealth of Nations
Religions
Judaism
Christianity
Islam
Roman Catholicism
Eastern Orthodoxy
Buddhism
Confucianism
Sikhism
Hinduism
Civilizations
River Valley civilizations
Classic Persia
Maurya India
Gupta China
Israel
Classic Greece
Classic Rome
Germany
Middle East
Russia/Soviet Union
Maya
Inca
Aztec
Byzantine Empire
Ottoman Empire
Ming Dynasty
Tang Dynasty
Song Dynasty
Yuan Dynasty
Zhou Dynasty
Qin Dynasty
Han Dynasty
Concepts
Human Geographic
Factors
Physical Geographic
Factors
Exploration
Colonization
Civilization
Expansion
Western Civilization
Classic Civilization
Rule of Law
Oppression
Conflict/Compromise
Revolution
Representative Government
Economy/Economic System
Conflict/Compromise
“trial by a jury of your
peers”
“innocent until proven
guilty”
“equality before the law”
Institutions
Technology
Government
Civic Participation
Non-citizens
Dates / Eras
8000 BC to 500 BC
500 BC to AD 600
600 to 1450
1450 to 1750
1750 to 1914
1914 to the present
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Vocabulary
Monotheism
Feudalism
Manoralism
Imperialism
Nationalism
Militarism
Alliance System
Totalitarianism
Arms Race
Global Depression
Separation of Powers
Checks and Balances
Liberty
Equality
Democracy
Popular Sovereignty
Human Rights
Constitutionalism
Casualty
Islamic Fundamentalism
Terrorism
Secularism
Individualism
Monarchy
Absolute Monarchy
Democracy
Republic
Oligarchy
Limited Monarchy
Fascism
Socialism
Democratic
Republican Government
Theocracy
Judeo-Christian Legal
Tradition
Genocide
Astronomy
Communism
Global Trade
Invasion
Total War
Trench Warfare
Resistance
Diffusion
Fundamental Ideas
Fundamental Institutions
Factory System
Medieval
Agricultural
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World History Texas Essential Knowledge and Skills
(1) World History Studies is a survey of the history of humankind. Due to the expanse of world history and
the time limitations of the school year, the scope of this course should focus on "essential" concepts and
skills that can be applied to various eras, events, and people within the standards in subsection (c) of this
section. The major emphasis is on the study of significant people, events, and issues from the earliest
times to the present. Traditional historical points of reference in world history are identified as students
analyze important events and issues in western civilization as well as in civilizations in other parts of the
world. Students evaluate the causes and effects of political and economic imperialism and of major
political revolutions since the 17th century. Students examine the impact of geographic factors on major
historic events and identify the historic origins of contemporary economic systems. Students analyze the
process by which constitutional governments evolved as well as the ideas from historic documents that
influenced that process. Students trace the historical development of important legal and political
concepts. Students examine the history and impact of major religious and philosophical traditions.
Students analyze the connections between major developments in science and technology and the growth
of industrial economies, and they use the process of historical inquiry to research, interpret, and use
multiple sources of evidence.
(2) The following periodization should serve as the framework for the organization of this course: 8000
BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era); 600-1450 (Postclassical Era); 1450-1750 (Connecting Hemispheres); 1750-1914 (Age of Revolutions); and 1914-present
(20th Century to the Present). Specific events and processes may transcend these chronological
boundaries.
(3) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and
secondary source material such as state papers, legal documents, charters, constitutions, biographies,
autobiographies, speeches, letters, literature, music, art, and architecture is encouraged. Motivating
resources are available from museums, art galleries, and historical sites.
(4) 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.
Introduction
(5) A greater depth of understanding of complex content material can be attained by integrating social
studies content and skills and by analyzing connections between and among historical periods and events.
The list of events and people in this course curriculum should not be considered exhaustive. Additional
examples can and should be incorporated. 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.
(6) 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.
(7) 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), §28.002(h).
(8) 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.
(9) 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,
§29.907, 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.
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World History Texas Essential Knowledge and Skills
Introduction
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."
(10) 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.
TEKS
WH.1A
WH.1B
WH.1C
WH.1D
HISTORY
WH.1E
WH.1F
WH.2A
WH.2B
WH.2C
WH.3A
WH.3B
WH.3C
WH.4A
WH.4B
Description
The student understands traditional historical points of reference in world history. The student is expected to identify
major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of
agriculture and the development of the river valley civilizations.
The student understands traditional historical points of reference in world history. The student is expected to identify
major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the
classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the
development of major world religions.
The student understands traditional historical points of reference in world history. The student is expected to identify
major causes and describe the major effects of the following important turning points in world history from 600 to
1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of
Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe,
China, India, and Southwest Asia.
The student understands traditional historical points of reference in world history. The student is expected to identify
major causes and describe the major effects of the following important turning points in world history from 1450 to
1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and
the Columbian Exchange, European expansion, and the Renaissance and the Reformation.
The student understands traditional historical points of reference in world history. The student is expected to identify
major causes and describe the major effects of the following important turning points in world history from 1750 to
1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modem economic
systems, European imperialism, and the Enlightenment's impact on political revolutions.
The student understands traditional historical points of reference in world history. The student is expected to identify
major causes and describe the major effects of the following important turning points in world history from 1914 to
the present: the world wars and their impact on political, economic, and social systems; communist revolutions and
their impact on the Cold War; independence movements; and globalization.
The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to
summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley
civilizations.
The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to
identify the characteristics of civilization.
The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to
explain how major river valley civilizations influenced the development of the classical civilizations.
The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on
subsequent civilizations. The student is expected to describe the major political, religious/philosophical, and cultural
influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and
Christianity.
The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on
subsequent civilizations. The student is expected to explain the impact of the fall of Rome on Western Europe.
The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on
subsequent civilizations. The student is expected to compare the factors that led to the collapse of Rome and Han
China.
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to explain the development of Christianity as a
unifying social and political factor in medieval Europe and the Byzantine Empire.
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to explain the characteristics of Roman Catholicism
and Eastern Orthodoxy.
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TEKS
WH.4C
WH.4D
WH.4E
WH.4F
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to describe the major characteristics of and the
factors contributing to the development of the political/social system of feudalism and the economic system of
manorialism.
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to explain the political, economic, and social
impact of Islam on Europe, Asia, and Africa.
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to describe the interactions among Muslim,
Christian, and Jewish societies in Europe, Asia, and North Africa.
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to describe the interactions between Muslim and
Hindu societies in South Asia.
WH.8D
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to explain how the Crusades, the Black Death, the
Hundred Years' War, and the Great Schism contributed to the end of medieval Europe
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to summarize the major political, economic, and
cultural developments in Tang and Song China and their impact on Eastern Asia.
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to explain the development of the slave trade.
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to analyze how the Silk Road and the African goldsalt trade facilitated the spread of ideas and trade.
The student understands how, after the collapse of classical empires, new political, economic, and social systems
evolved and expanded from 600 to 1450. The student is expected to summarize the changes resulting from the Mongol
invasions of Russia, China, and the Islamic world.
The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation
from 1450 to 1750. The student is expected to explain the political, intellectual, artistic, economic, and religious
impact of the Renaissance.
The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation
from 1450 to 1750. The student is expected to explain the political, intellectual, artistic, economic, and religious
impact of the Reformation.
The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is
expected to compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec
civilizations and explain how prior civilizations influenced their development.
The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is
expected to explain how the Inca and Aztec empires were impacted by European exploration/colonization.
The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to
analyze the causes of European expansion from 1450 to 1750.
The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to
explain the impact of the Columbian Exchange on the Americas and Europe.
The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to
explain the impact of the Atlantic slave trade on West Africa and the Americas.
The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to
explain the impact of the Ottoman Empire on Eastern Europe and global trade.
The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to
explain Ming China's impact on global trade.
The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to
explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution.
The student understands the causes and the global impact of the Industrial Revolution and European imperialism from
1750 to 1914. The student is expected to explain how 17th and 18th century European scientific advancements led to
the Industrial Revolution.
The student understands the causes and the global impact of the Industrial Revolution and European imperialism from
1750 to 1914. The student is expected to explain how the Industrial Revolution led to political, economic, and social
changes in Europe.
The student understands the causes and the global impact of the Industrial Revolution and European imperialism from
1750 to 1914. The student is expected to identify the major political, economic, and social motivations that
influenced European imperialism.
The student understands the causes and the global impact of the Industrial Revolution and European imperialism from
1750 to 1914. The student is expected to explain the major characteristics and impact of European imperialism.
WH.8E
The student understands the causes and the global impact of the Industrial Revolution and European imperialism from
1750 to 1914. The student is expected to explain the effects of free enterprise in the Industrial Revolution.
WH.4G
WH.4H
WH.4I
WH.4J
WH.4K
HISTORY
Description
WH.5A
WH.5B
WH.6A
WH.6B
WH.7A
WH.7B
WH.7C
WH.7D
WH.7E
WH.7F
WH.8A
WH.8B
WH.8C
®SAISD Social Studies Department
Page 13
Reproduction rights granted only if copyright information remains intact.
TEKS
WH.9A
WH.9B
WH.9C
WH.9D
WH.10A
WH.10B
WH.10C
WH.10D
WH.11A
HISTORY
WH.11B
WH.12A
WH.12B
WH.12C
WH.13A
WH.13B
WH.13C
WH.13D
WH.13E
WH.13F
WH.14A
GEOGRAPHY
WH.14B
WH.15A
Description
The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is
expected to compare the causes, characteristics, and consequences of the American and French revolutions,
emphasizing the role of the Enlightenment, the Glorious Revolution, and religion.
The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is
expected to explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America.
The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is
expected to trace the influence of the American and French revolutions on Latin America, including the role of Sim6n
Bolivar.
The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is
expected to identify the influence of ideas such as separation of powers, checks and balances, liberty, equality,
democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.
The student understands the causes and impact of World War I. The student is expected to identify the importance of
imperialism, nationalism, militarism, and the alliance system in causing World War I.
The student understands the causes and impact of World War I. The student is expected to identify major
characteristics of World War I, including total war, trench warfare, modern military technology, and high casualty
rates.
The student understands the causes and impact of World War I. The student is expected to explain the political
impact of Woodrow Wilson's Fourteen Points and the political and economic impact of the Treaty of Versailles,
including changes in boundaries and the mandate system.
The student understands the causes and impact of World War I. The student is expected to identify the causes of the
February (March) and October revolutions of 1917 in Russia, their effects on the outcome of World War I, and the
Bolshevik establishment of the Union of Soviet Socialist Republics.
The student understands the causes and impact of the global economic depression immediately following World War I.
The student is expected to summarize the international, political, and economic causes of the global depression.
The student understands the causes and impact of the global economic depression immediately following World War I.
The student is expected to explain the responses of governments in the United States, Germany, and the Soviet Union
to the global depression.
The student understands the causes and impact of World War II. The student is expected to describe the emergence
and characteristics of totalitarianism.
The student understands the causes and impact of World War II. The student is expected to explain the roles of
various world leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin, Franklin D. Roosevelt, and
Winston Churchill, prior to and during World War II.
The student understands the causes and impact of World War II. The student is expected to explain the major causes
and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, Japanese
imperialism, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.
The student understands the impact of major events associated with the Cold War and independence movements. The
student is expected to summarize how the outcome of World War II contributed to the development of the Cold War.
The student understands the impact of major events associated with the Cold War and independence movements. The
student is expected to summarize the factors that contributed to communism in China, including Mao Zedong's role in
its rise, and how it differed from Soviet communism.
The student understands the impact of major events associated with the Cold War and independence movements. The
student is expected to identify the following major events of the Cold War, including the Korean War, the Vietnam
War, and the arms race.
The student understands the impact of major events associated with the Cold War and independence movements. The
student is expected to explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech
Walesa, and Pope John Paul II in the collapse of communism in Eastern Europe and the Soviet Union.
The student understands the impact of major events associated with the Cold War and independence movements. The
student is expected to summarize the rise of independence movements in Africa, the Middle East, and South Asia and
reasons for ongoing conflicts.
The student understands the impact of major events associated with the Cold War and independence movements. The
student is expected to explain how Arab rejection of the State of Israel has led to ongoing conflict.
The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by
some of its adherents. The student is expected to summarize the development and impact of radical Islamic
fundamentalism on events in the second half of the 20th century, including Palestinian terrorism and the growth of al
Qaeda.
The student understands the development of radical Islamic fundamentalism and the subsequent use of terrorism by
some of its adherents. The student is expected to explain the U.S. response to terrorism from September 11, 2001, to
the present.
The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to create
and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the
historical development of a region or nation.
WH.15B
The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to
analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and
models.
WH.16A
The student understands the impact of geographic factors on major historic events and processes. The student is
expected to locate places and regions of historical significance directly related to major eras and turning points in
world history.
®SAISD Social Studies Department
Page 14
Reproduction rights granted only if copyright information remains intact.
TEKS
WH.16B
WH.16C
WH.17A
WH.17B
ECONOMICS
WH.17C
WH.18A
WH.18B
WH.18C
WH.18D
WH.18E
WH.18F
WH.19A
POLITICAL
WH.19B
WH.20A
WH.20B
WH.20C
WH.20D
CITIZENSHIP
WH.21A
WH.21B
WH.21C
WH.22A
WH.22B
Description
The student understands the impact of geographic factors on major historic events and processes. The student is
expected to analyze the influence of human and physical geographic factors on major events in world history,
including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and
Suez canals.
The student understands the impact of geographic factors on major historic events and processes. The student is
expected to interpret maps, charts, and graphs to explain how geography has influenced people and events in the
past.
The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The
student is expected to identify important changes in human life caused by the Neolithic Revolution and the Industrial
Revolution.
The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The
student is expected to summarize the role of economics in driving political changes as related to the Neolithic
Revolution and the Industrial Revolution.
The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The
student is expected to summarize the economic and social impact of 20th century globalization.
The student understands the historical origins of contemporary economic systems and the benefits of free enterprise
in world history. The student is expected to identify the historical origins and characteristics of the free enterprise
system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of
Nations.
The student understands the historical origins of contemporary economic systems and the benefits of free enterprise
in world history. The student is expected to identify the historical origins and characteristics of communism, including
the influences of Karl Marx.
The student understands the historical origins of contemporary economic systems and the benefits of free enterprise
in world history. The student is expected to identify the historical origins and characteristics of socialism.
The student understands the historical origins of contemporary economic systems and the benefits of free enterprise
in world history. The student is expected to identify the historical origins and characteristics of fascism.
The student understands the historical origins of contemporary economic systems and the benefits of free enterprise
in world history. The student is expected to explain why communist command economies collapsed in competition
with free market economies at the end of the 20th century.
The student understands the historical origins of contemporary economic systems and the benefits of free enterprise
in world history. The student is expected to formulate generalizations on how economic freedom improved the human
condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the
Industrial Revolution, and 20th-century free market economies, compared to communist command communities.
The student understands the characteristics of major political systems throughout history. The student is expected to
identify the characteristics of monarchies and theocracies as forms of government in early civilizations.
The student understands the characteristics of major political systems throughout history. The student is expected to
identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic,
oligarchy, limited monarchy, and totalitarianism.
The student understands how contemporary political systems have developed from earlier systems of government.
The student is expected to explain the development of democratic-republican government from its beginnings in the
Judea-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment.
The student understands how contemporary political systems have developed from earlier systems of government.
The student is expected to identify the impact of political and legal ideas contained in the following documents:
Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights,
the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen.
The student understands how contemporary political systems have developed from earlier systems of government.
The student is expected to explain the political philosophies of individuals such as John Locke, Thomas Hobbes,
Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and
William Blackstone.
The student understands how contemporary political systems have developed from earlier systems of government.
The student is expected to explain the significance of the League of Nations and the United Nations.
The student understands the significance of political choices and decisions made by individuals, groups, and nations
throughout history. The student is expected to describe how people have participated in supporting or changing their
governments.
The student understands the significance of political choices and decisions made by individuals, groups, and nations
throughout history. The student is expected to describe the rights and responsibilities of citizens and noncitizens in
civic participation throughout history.
The student understands the significance of political choices and decisions made by individuals, groups, and nations
throughout history. The student is expected to identify examples of key persons who were successful in shifting
political thought, including William Wilberforce.
The student understands the historical development of significant legal and political concepts related to the rights
and responsibilities of citizenship. The student is expected to summarize the development of the rule of law from
ancient to modern times.
The student understands the historical development of significant legal and political concepts related to the rights
and responsibilities of citizenship. The student is expected to identify the influence of ideas regarding the right to a
"trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law" that
originated from the Judea-Christian legal tradition and in Greece and Rome.
®SAISD Social Studies Department
Page 15
Reproduction rights granted only if copyright information remains intact.
TEKS
CITIZENSHIP
WH.22C
WH.22D
WH.22E
WH.22F
WH.23A
WH.23B
WH.24A
CULTURE
WH.24B
WH.25A
WH.25B
WH.25C
WH.25D
WH.26A
WH.26B
WH.26C
WH.27A
WH.27B
S-T-S
WH.27C
WH.27D
WH.27E
WH.28A
WH.28B
Description
The student understands the historical development of significant legal and political concepts related to the rights
and responsibilities of citizenship. The student is expected to identify examples of politically motivated mass murders
in Cambodia, China, Latin America, the Soviet Union, and Armenia.
The student understands the historical development of significant legal and political concepts related to the rights
and responsibilities of citizenship. The student is expected to identify examples of genocide, including the Holocaust
and genocide in the Balkans, Rwanda, and Darfur.
The student understands the historical development of significant legal and political concepts related to the rights
and responsibilities of citizenship. The student is expected to identify examples of individuals who led resistance to
political oppression such as Nelson Mandela, Mohandas Gandhi, Oscar Romero, Natan Sharansky, Las Madres de la
Plaza de Mayo, and Chinese student protestors in Tiananmen Square.
The student understands the historical development of significant legal and political concepts related to the rights
and responsibilities of citizenship. The student is expected to assess the degree to which American ideals have
advanced human rights and democratic ideas throughout the world.
The student understands the history and relevance of major religious and philosophical traditions. The student is
expected to describe the historical origins, central ideas, and spread of major religious and philosophical traditions,
including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of
monotheism.
The student understands the history and relevance of major religious and philosophical traditions. The student is
expected to identify examples of religious influence on various events referenced in the major eras of world history.
The student understands the roles of women, children, and families in different historical cultures. The student is
expected to describe the changing roles of women, children, and families during major eras of world history.
The student understands the roles of women, children, and families in different historical cultures. The student is
expected to describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira
Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history.
The student understands how the development of ideas has influenced institutions and societies. The student is
expected to summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and
India.
The student understands how the development of ideas has influenced institutions and societies. The student is
expected to summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and
Rome.
The student understands how the development of ideas has influenced institutions and societies. The student is
expected to explain the relationship among Christianity, individualism, and growing secularism that began with the
Renaissance and how the relationship influenced subsequent political developments.
The student understands how the development of ideas has influenced institutions and societies. The student is
expected to explain how Islam influences law and government in the Muslim world.
The student understands the relationship between the arts and the times during which they were created. The
student is expected to identify significant examples of art and architecture that demonstrate an artistic ideal or
visual principle from selected cultures.
The student understands the relationship between the arts and the times during which they were created. The
student is expected to analyze examples of how art, architecture, literature, music, and drama reflect the history of
the cultures in which they are produced.
The student understands the relationship between the arts and the times during which they were created. The
student is expected to identify examples of art, music, and literature that transcend the cultures in which they were
created and convey universal themes.
The student understands how major scientific and mathematical discoveries and technological innovations affected
societies prior to 1750. The student is expected to identify the origin and diffusion of major ideas in mathematics,
science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the
Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties.
The student understands how major scientific and mathematical discoveries and technological innovations affected
societies prior to 1750. The student is expected to summarize the major ideas in astronomy, mathematics, and
architectural engineering that developed in the Maya, Inca, and Aztec civilizations.
The student understands how major scientific and mathematical discoveries and technological innovations affected
societies prior to 1750. The student is expected to explain the impact of the printing press on the Renaissance and
the Reformation in Europe.
The student understands how major scientific and mathematical discoveries and technological innovations affected
societies prior to 1750. The student is expected to describe the origins of the Scientific Revolution in 16th century
Europe and explain its impact on scientific thinking worldwide.
The student understands how major scientific and mathematical discoveries and technological innovations affected
societies prior to 1750. The student is expected to identify the contributions of significant scientists such as
Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.
The student understands how major scientific and mathematical discoveries and technological innovations have
affected societies from 1750 to the present. The student is expected to explain the role of textile manufacturing and
steam technology in initiating the Industrial Revolution and the role of the factory system and transportation
technology in advancing the Industrial Revolution.
The student understands how major scientific and mathematical discoveries and technological innovations have
affected societies from 1750 to the present. The student is expected to explain the roles of military technology,
transportation technology, communication technology, and medical advancements in initiating and advancing 19th
century imperialism.
®SAISD Social Studies Department
Page 16
Reproduction rights granted only if copyright information remains intact.
TEKS
S-T-S
WH.28C
WH.28D
WH.28E
WH.29A
WH.29B
WH.29C
WH.29D
WH.29E
SKILLS
WH.29F
WH.29G
WH.29H
WH.30A
WH.30B
WH.30C
WH.30D
WH.31A
WH.31B
Description
The student understands how major scientific and mathematical discoveries and technological innovations have
affected societies from 1750 to the present. The student is expected to explain the effects of major new military
technologies on World War I, World War II, and the Cold War.
The student understands how major scientific and mathematical discoveries and technological innovations have
affected societies from 1750 to the present. The student is expected to explain the role of telecommunication
technology, computer technology, transportation technology, and medical advancements in developing the modem
global economy and society.
The student understands how major scientific and mathematical discoveries and technological innovations have
affected societies from 1750 to the present. The student is expected to identify the contributions of significant
scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.
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 identify methods used by archaeologists, anthropologists,
historians, and geographers to analyze evidence.
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 explain how historians, when examining sources, analyze
frame of reference, historical context, and point of view to interpret historical events.
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 explain the differences between primary and secondary
sources and examine those sources to analyze frame of reference, historical context, and point of view.
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 evaluate the validity of a source based on language,
corroboration with other sources, and information about the author.
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 identify bias in written, oral, and visual material.
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 information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, drawing inferences and conclusions, and developing connections between historical
events over time.
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 construct a thesis on a social studies issue or event
supported by evidence.
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 use appropriate reading and mathematical skills to
interpret social studies information such as maps and graphs.
The student communicates in written, oral, and visual forms. The student is expected to use social studies
terminology correctly.
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 interpret and create
written, oral, and visual presentations of social studies information.
The student communicates in written, oral, and visual forms. The student is expected to transfer information from
one medium to another.
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 a problem-solving process 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.
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 a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to implement a decision.
®SAISD Social Studies Department
Page 17
Reproduction rights granted only if copyright information remains intact.
Materials Organized and Provided By:
The Social Studies Department
“At Your Service”
406 Barrera St.
San Antonio, TX 78210
Phone: 210•554•2630
Fax: 210•224•6448
Content ®SAISD Social Studies Department Except Where Noted
®SAISD Social Studies Department
Page 18
Reproduction rights granted only if copyright information remains intact.