TTUISD - TEKS Tracker
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Evaluator____________________
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TTUISD: SOCS 5A ‐ Social Studies, Grade 5 (v.2.0), First Semester
TEKS: §113.7 ‐ Social Studies, Grade 5
TEKS Requirement (Elementary)
§113.7. Social Studies, Grade 5.
(a) Introduction.
(1) In Grade 5, students learn about the history of the United States from its early beginnings
to the present with a focus on colonial times through the 20th century. Historical content
includes the colonial and revolutionary periods, the establishment of the United States, and
issues that led to the Civil War. An overview of major events and significant individuals of
the late-19th century and the 20th century is provided. Students learn about a variety of
regions in the United States that result from physical features and human activity and identify
how people adapt to and modify the environment. Students explain the characteristics and
benefits of the free enterprise system and describe economic activities in the United States.
Students identify the roots of representative government in this nation as well as the important
ideas in the Declaration of Independence and the U.S. Constitution. Students recite and
explain the meaning of the Pledge of Allegiance. Students examine the importance of
effective leadership in a democratic society and identify important leaders in the national
government. Students examine fundamental rights guaranteed in the Bill of Rights. Students
describe customs and celebrations of various racial, ethnic, and religious groups in the nation
and identify the contributions of famous inventors and scientists. Students use criticalthinking skills including sequencing, categorizing, and summarizing information and drawing
inferences and conclusions.
(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 biographies; novels; speeches and letters; and
poetry, songs, and artworks is encouraged. Selections may include Yankee Doodle.
Motivating resources are also available from museums, historical sites, presidential libraries,
and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for social studies are intended to
be integrated for instructional purposes with the history and geography strands establishing a
sense of time and a sense of place. Skills listed in the geography and social studies skills
strands in subsection (b) 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.
(4) 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, §28.002(h).
(b) Knowledge and skills.
(1) History. The student understands the causes and effects of European colonization in the
United States. The student is expected to:
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
TEKS Requirement (Elementary)
(A) explain when, where, and why groups of people colonized and settled in the United
States; and
(B) describe the accomplishments of significant colonial leaders such as Anne Hutchinson,
William Penn, John Smith, and Roger Williams.
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
28, 31, 32, 33,
35, 37, 38, 40,
41, 43, 44, 45
126, 145, 146,
147, 149, 151,
156, 158, 159,
170, 171, 173,
175, 189, 193,
194, 196, 198,
199, 207, 210,
211, 213, 215,
219, 220, 221,
222, 229, 234,
235, 236, 238,
239, 242, 243,
248, 249, 251,
253, 256, 269,
277, 279, 299
Understand
A
33, 34, 37, 38,
40, 41, 43, 44,
51
158, 162, 164,
165, 189, 195,
196, 198, 199,
212, 213, 214,
218, 219, 221,
222, 229, 237,
239, 244, 245,
255, 258, 271
Remember
A
51, 53, 54, 58,
58, 59, 61, 64,
66, 68
271, 272, 285,
289, 292, 297,
305, 307, 311,
317, 319, 323,
324, 327
Remember
A
61, 68
269, 270, 272,
273, 275, 276,
277, 279, 280,
281, 283, 284,
285, 288, 289,
290, 292, 293,
294, 295, 296,
297, 298, 299,
303, 305, 307,
308, 309, 310,
311, 312, 318,
319,324, 325, 326,
527, 329,
Analyze
A
61, 68
304, 326, 327,
329,
Understand
Sem. A
A
(2) History. The student understands how conflict between the American colonies and Great
Britain led to American independence. The student is expected to:
(A) identify the contributions of significant individuals during the revolutionary period,
including Thomas Jefferson and George Washington;
(B) analyze the causes and effects of events prior to and during the American Revolution
such as the Boston Tea Party; and
(C) summarize the results of the American Revolution, including the establishment of the
United States and the origins of U.S. military institutions.
(3) History. The student understands the events that led from the Articles of Confederation to
the creation of the U.S. Constitution and the government it established. The student is
expected to:
(A) identify the contributions of individuals including James Madison and Roger Sherman
who helped create the U.S. Constitution; and
(B) summarize the events that led to the creation of the U.S. Constitution.
(4) History. The student understands political, economic, and social changes that occurred in
the United States during the 19th century. The student is expected to:
(A) identify changes in society resulting from the Industrial Revolution and explain how
these changes led to conflict among sections of the United States;
(B) identify reasons people moved west;
(C) identify examples of U.S. territorial expansion;
(D) describe the causes and effects of the Civil War;
A
Remember
A
Analyze
A
Remember
A
A
A
42,
225, 227,
Remember
Remember
Remember
TEKS Requirement (Elementary)
(E) explain the reasons for and rights provided by the 13th, 14th, and 15th amendments to the
U.S. Constitution;
(F) explain how industry and the mechanization of agriculture changed the American way of
life; and
(G) identify the challenges, opportunities, and contributions of people from selected NativeAmerican and immigrant groups.
(5) History. The student understands important issues, events, and individuals of the 20th
century in the United States. The student is expected to:
(A) analyze various issues and events of the 20th century such as urbanization,
industrialization, increased use of oil and gas, world wars, and the Great Depression; and
(B) identify the accomplishments of notable individuals such as Carrie Chapman Catt,
Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell, and Franklin D.
Roosevelt who have made contributions to society in the areas of civil rights, women's rights,
military actions, and politics.
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The
student is expected to:
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
Understand
A
Understand
A
95, 210, 211, 212,
213, 218, 219,
13, 26, 40, 41,
220, 222, 224,
42, 45
225, 227, 2150,
275, 280, 282,
283, 285, 291,
Understand
A
Analyze
A
Remember
A3, A4, A5, A6,
A7, A8, A9, A10,
A11, A12, A14,
A15, A17, 20, 21,
22, 23, 25, 27, 29,
30, 36, 37, 38, 41,
42, 45, 46, 47, 51,
53, 65, 68, 69, 83,
94, 97, 98, 108,
112, 113, 115,
119, 1`21, 122,
124, 125, 126,
128, 129, 133,
138, 139, 141,
147, 149, 151,
153, 154, 157,
158, 168, 177.
189, 197, 202,
211, 212, 219,
225, 234, 235,
238, 246, 247,
251, 253, 257,
269, 274, 279,
291, 299, 323,
328,
Apply
(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass
roses, to construct and interpret maps; and
A
1, 3, 4, 5, 6, 9,
12, 26, 27, 28,
29, 30, 31, 32,
32, 33, 35, 37,
38, 39, 40, 41,
42, 43, 44, 45,
51, 52, 58, 68
(B) translate geographic data into a variety of formats such as raw data to graphs and maps.
A
9, 39, 41, 45,
51
68, 202, 223, 251,
279,
Apply
A
2, 6, 7, 41, 44,
45, 52,
5, 45, 48, 49, 53,
223, 246, 247,
251, 275,
Understand
(7) Geography. The student understands the concept of regions. The student is expected to:
(A) describe a variety of regions in the United States such as political, population, and
economic regions that result from patterns of human activity;
TEKS Requirement (Elementary)
(B) describe a variety of regions in the United States such as landform, climate, and
vegetation regions that result from physical characteristics; and
(C) locate the fifty states on a map and identify regions such as New England and the Great
Plains made up of various groups of states.
(8) Geography. The student understands the location and patterns of settlement and the
geographic factors that influence where people live. The student is expected to:
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
1, 3, 4, 5, 44,
A3, A4, A5, A6,
A7, A8, A9, A10,
A11, A12, A14,
A15, A17, 20, 21,
22, 23, 25, 27, 29,
30, 36, 37, 38, 41,
42, 45, 46, 47, 51,
53, 65, 68, 69, 83,
94, 97, 98, 108,
112, 113, 115,
119, 1`21, 122,
124, 125, 126,
128, 129, 133,
138, 139, 141,
147, 149, 151, 1
Understand
A
1, 3, 4, 26,
A10, A13, 21, 29,
98, 247,
Remember
41, 42, 43, 47, 48,
5, 6, 7, 7, 8, 9, 49, 53, 56, 57, 59,
38, 42, 43, 44, 66, 97, 173, 198,
45,
227, 229, 239,
242, 251,
Remember
Sem. A
(A) identify and describe the types of settlement and patterns of land use in the United States;
A
(B) describe clusters of settlement in the United States and explain their distribution;
A
(C) analyze the location of cities in the United States, including capital cities, and explain
their distribution, past and present; and
A
(D) explain the geographic factors that influence patterns of settlement and the distribution of
population in the United States, past and present.
A
56, 59, 76, 198,
239,
42, 46, 47, 49, 51,
5, 6, 26, 38, 43, 53, 97, 108, 194,
45,
197, 239, 251,
253,
32, 46, 47, 48, 57,
62, 64, 80, 93,
4, 6, 4, 9, 31,
147, 149, 190,
37, 38, 42, 43,
198, 199, 225,
44, 45,
227, 234, 239,
242, 248, 249,
250, 251,
7, 11, 38, 43,
Understand
Analyze
Understand
(9) Geography. The student understands how people adapt to and modify their environment.
The student is expected to:
(A) describe ways people have adapted to and modified their environment in the United
States, past and present;
A
(B) identify reasons why people have adapted to and modified their environment in the
United States, past and present, such as the use of human resources to meet basic needs; and
A
(C) analyze the consequences of human modification of the environment in the United States,
past and present.
A
64, 67, 70, 71, 76,
3, 4, 5, 6, 9, 10,
80, 81, 82, 83, 84,
11, 12, 31, 34,
85, 93, 226, 227,
39, 42,
256,
15, 23, 31, 41, 42,
43, 63, 67, 70, 72,
73, 79, 80, 82, 83,
3, 4, 5, 9, 10, 85, 87, 89, 90, 93,
11, 12, 13, 31, 96, 146, 147, 173,
39, 40, 42, 202, 204, 207,
211, 226, 227, 242
5, 6, 12, 44, 45,
40, 42, 43, 82,
242, 245, 251,
253,
Understand
Understand
Analyze
TEKS Requirement (Elementary)
(10) Economics. The student understands the basic economic patterns of early societies in the
United States. The student is expected to:
(A) explain the economic patterns of various early Native-American groups in the United
States; and
(B) explain the economic patterns of early European colonists.
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
7, 11, 13, 31,
34, 38,
58, 80, 88, 198,
Understand
A
31, 32, 35, 37,
39, 40, 41, 43,
44, 45, 53,
145, 152, 169,
170, 176, 193,
202, 204, 206,
211, 215, 222,
233, 234, 237,
239, 241, 242,
245, 249, 257,
283, 285,
Understand
A
118, 121, 123,
124, 127, 130,
131, 132, 133,
27, 28, 29, 30,
136, 137, 141,
31, 32, 33, 34,
145, 147, 149,
Understand
38, 41, 43, 45
150, 151, 156,
159, 164, 176,
198, 199, 205,
221, 222, 234, 251
A
145, 151, 162,
164, 176, 200,
201, 203, 204,
31, 32, 34, 39,
207, 215, 222,
40, 41, 43, 44,
234, 237, 239,
45
241, 244, 246,
247, 249, 250,
253, 256, 257, 331
(11) Economics. The student understands the reasons for exploration and colonization. The
student is expected to:
(A) identify the economic motivations for European exploration and settlement in the United
States; and
(B) identify major industries of colonial America.
(12) Economics. The student understands the characteristics and benefits of the free
enterprise system in the United States. The student is expected to:
(A) describe the development of the free enterprise system in colonial America and the
United States;
(B) describe how the free enterprise system works in the United States; and
(C) give examples of the benefits of the free enterprise system in the United States.
(13) Economics. The student understands the impact of supply and demand on consumers
and producers in a free enterprise system. The student is expected to:
(A) explain how supply and demand affects consumers in the United States; and
(B) evaluate the effects of supply and demand on business, industry, and agriculture,
including the plantation system, in the United States.
(14) Economics. The student understands patterns of work and economic activities in the
United States. The student is expected to:
(A) analyze how people in different parts of the United States earn a living, past and present;
(B) identify and explain how geographic factors have influenced the location of economic
activities in the United States;
(C) analyze the effects of immigration, migration, and limited resources on the economic
development and growth of the United States;
Remember
A
45,
250,
Understand
A
A
39,
201,
Remember
Understand
41, 43, 51,
200, 205, 232,
241, 263,
Understand
A
A
A
26, 37, 40, 42,
43, 44, 45,
A
5, 39, 41, 44,
A
39,
107, 176, 190,
193, 200, 201,
204, 227, 234,
237, 239, 241,
242, 245, 245,
247, 249, 253,
256, 257,
32, 35, 36, 200,
204, 222, 245,
202,
Evaluate
Analyze
Understand
Analyze
TEKS Requirement (Elementary)
(D) describe the impact of mass production, specialization, and division of labor on the
economic growth of the United States;
(E) analyze how developments in transportation and communication have influenced
economic activities in the United States; and
(F) explain the impact of American ideas about progress and equality of opportunity on the
economic development and growth of the United States.
(15) Government. The student understands how people organized governments in colonial
America. The student is expected to:
(A) compare the systems of government of early European colonists; and
(B) identify examples of representative government in the American colonies, including the
Mayflower Compact and the Virginia House of Burgesses.
(16) Government. The student understands important ideas in the Declaration of
Independence and the U.S. Constitution. The student is expected to:
(A) identify the purposes and explain the importance of the Declaration of Independence; and
(B) explain the purposes of the U.S. Constitution as identified in the Preamble to the
Constitution.
(17) Government. The student understands the framework of government created by the U.S.
Constitution. The student is expected to:
(A) identify and explain the basic functions of the three branches of government;
(B) identify the reasons for and describe the system of checks and balances outlined in the
U.S. Constitution; and
(C) distinguish between national and state governments and compare their responsibilities in
the U.S. federal system.
(18) Citizenship. The student understands important customs, symbols, and celebrations that
represent American beliefs and principles and contribute to our national identity. The student
is expected to:
(A) explain selected patriotic symbols and landmarks such as the Statue of Liberty and the
White House and political symbols such as the donkey and elephant;
(B) sing or recite The Star-Spangled Banner and explain its history;
(C) recite and explain the meaning of the Pledge of Allegiance; and
(D) describe the origins and significance of national celebrations such as Memorial Day,
Labor Day, and Columbus Day.
(19) Citizenship. The student understands the importance of individual participation in the
democratic process. The student is expected to:
(A) explain how individuals can participate in civic affairs and political parties at the
national level;
(B) analyze the role of the individual in national elections;
(C)identify significant individuals such as Cesar Chavez and Benjamin Frankllin who
modeled active participation in the democratic process; and
(D) explain how to contact elected and appointed leaders in the national governments.
(20) Citizenship. The student understands the importance of effective leadership in a
democratic society. The student is expected to:
(A) identify leaders in the national governments, including the president and selected
members of Congress, and their political parties; and
(B) identify and compare leadership qualities of national leaders, past and present.
(21) Citizenship. The student understands the fundamental rights of American citizens
guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. The student is
expected to:
(A) summarize the reasons for the creation of the Bill of Rights;
(B) describe important individual rights including freedom of religion, speech, and press and
the right to assemble and petition the government;
(C) describe important due process rights including trial by jury and the right to an attorney;
and
(D) summarize selected amendments to the U.S. Constitution such as those that extended
voting rights of U.S. citizens.
(22) Culture. The student understands the relationship between the arts and the times during
which they were created. The student is expected to:
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
37,
190,
Understand
A
43,
238,
Analyze
Understand
A
A
Analyze
A
Remember
A
61,
303, 304, 307,
Understand
A
Understand
A
Understand
A
Remember
A
Analyze
A
59,
293, 296,
A
A
28, 35, 61,
A
28, 35, 61,
123, 168, 306,
123, 126, 168,
306,
Understand
Apply
Remember
Remember
A
Understand
A
Analyze
A
51, 59, 66,
271, 294, 317,
Remember
Understand
A
Remember
A
A
41,
222,
Understand
A
41,
222,
Evaluate
A
38, 45, 58,
199, 234, 290,
Remember
A
40,
214, 229,
Remember
A
Analyze
TEKS Requirement (Elementary)
(A) identify significant examples of art, music, and literature from various periods in U.S.
history; and
(B) explain how examples of art, music, and literature reflect the times during which they
were created.
(23) Culture. The student understands the contributions of people of various racial, ethnic,
and religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among selected racial, ethnic, and
religious groups in the United States;
(B) describe customs, celebrations, and traditions of selected racial, ethnic, and religious
groups in the United States; and
(C) summarize the contributions of people of selected racial, ethnic, and religious groups to
our national identity.
(24) Science, Technology, and Society. The student understands the impact of science and
technology on life in the United States. The student is expected to:
(A) describe the contributions of famous inventors and scientists such as Neil Armstrong,
John J. Audubon, Benjamin Banneker, Clarence Birdseye, George Washington Carver,
Thomas Edison, and Carl Sagan;
(B) identify how scientific discoveries and technological innovations such as the
transcontinental railroad, the discovery of oil, and the rapid growth of technology industries
have advanced the economic development of the United States;
(C) explain how scientific discoveries and technological innovations in the fields of
medicine, communication, and transportation have benefited individuals and society in the
United States;
(D) analyze environmental changes brought about by scientific discoveries and technological
innovations such as air conditioning and fertilizers; and
(E) predict how future scientific discoveries and technological innovations could affect life in
the United States.
(25) Social Studies Skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The student is
expected to:
(A) differentiate between, locate, and use primary and secondary sources such as computer
software; interviews; biographies; oral, print, and visual material; and artifacts to acquire
information about the United States and Texas;
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
9, 44, 51, 52,
61,
65, 109, 245, 263,
265, 276, 307,
Understand
A
25, 29, 51
109, 130, 264,
Understand
A
46, 63, 66, 67, 73,
6, 9, 10, 11, 12,
76, 80, 84, 85, 86,
13, 29, 32, 37,
88, 90, 129, 155,
54,
188, 189, 309,
Analyze
A
46, 59, 63, 64, 66,
72, 73, 76, 78, 79,
6, 7, 8, 9, 10,
80, 84, 85, 86, 88,
11, 12, 13, 26,
97, 98, 107, 108,
29, 31, 32, 33,
129, 148, 150,
37, 64,
155, 188, 189,
309,
Remember
A
31, 41, 64,
149, 150, 215,
222, 310,
Understand
A
41,
221, 222,
Remember
A
41, 43,
222, 239,
Analyze
A
26, 27, 43,
107, 108, 109,
110, 116, 239,
Understand
A
5,
41, 42,
Analyze
Understand
A
A
2, 3, 5, 6, 9, 10,
12, 26, 27, 28,
29, 31, 33, 35,
38, 39, 40, 44,
51, 53, 54, 58,
58, 59, 61,
1, 2, 5, 11, 20, 25,
38, 43, 45, 46, 47,
51, 68, 72, 75, 84,
98, 99, 103, 109,
117, 120, 125,
129, 135, 137,
149, 158, 167,
168, 175, 179,
195, 200, 203,
205, 217, 246,
255, 282, 286,
287, 289, 292,
295, 297, 300,
304,
Analyze
TEKS Requirement (Elementary)
Sem. A
Curriculum
Guide Lesson
#
(B) analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions;
A
3, 4, 5, 6, 7, 8,
9, 10, 11, 12,
1326, 27, 28,
29, 30, 31, 32,
33, 34, 35, 37,
39, 40, 41, 42,
43, 44, 45, 51,
52, 53, 58, 59,
61, 64, 68
A
1, 3, 4, 5, 6, 7,
12, 13. 26, 27,
28, 29, 30, 31,
32, 33, 37, 38,
39, 40, 41, 42,
43, 44, 45, 51,
52, 53, 58, 60,
61, 64, 66, 68
A
7, 13, 28, 53,
58, 59,
A
54, 64, 9, 28,
38, 68,
(C) organize and interpret information in outlines, reports, databases, and visuals including
graphs, charts, timelines, and maps;
(D) identify different points of view about an issue or topic;
(E) identify the elements of frame of reference that influenced the participants in an event;
and
Textbook
Chapter/Page #
17, 18, 21, 22, 23,
28, 32, 35, 36, 39,
43, 48, 49, 52, 55,
59, 61, 65, 67, 68,
71, 72, 73, 76, 77,
78, 89, 81, 82, 93,
84, 85, 87, 88, 90,
92, 105, 110, 111,
113, 115, 119,
120, 121, 126,
127, 130, 132,
133, 139, 140,
141, 143, 145,
147, 149, 154,
155, 158, 159,
161, 162, 164,
170, 171, 173,
187, 193, 198,
199, 201, 203,
204, 205, 206,
207, 209, 211,
215, 217, 222,
227, 228, 231,
238, 239, 245,
246, 251, 252,
253, 267, 272,
277, 284, 285,
A3, A4, A5, A6,
A7, A8, A9, A10,
A11, A12, A14,
A15, A17, 20, 21,
22, 23, 25, 27, 29,
30, 36, 37, 38, 41,
42, 45, 46, 47, 51,
53, 65, 68, 69, 83,
94, 97, 98, 108,
112, 113, 115,
119, 1`21, 122,
124, 125, 126,
128, 129, 133,
138, 139, 141,
147, 149, 151,
152, 153, 154,
155, 157, 158,
159, 161, 162,
164, 170, 171,
173, 176, 177,
186, 189, 190,
193, 197, 198,
199, 202, 204,
205, 207, 208,
211, 212, 215,
219, 222, 223,
225, 229, 230,
59, 87, 97, 124,
281, 287, 290,
297, 299, 309,
312, 313,
287, 310, 312,
313,
Bloom's
Taxonomy
Analyze
Evaluate
Understand
Understand
TEKS Requirement (Elementary)
(F) use appropriate mathematical skills to interpret social studies information such as maps
and graphs.
(26) Social Studies Skills. The student communicates in written, oral, and visual forms. The
student is expected to:
(A) use social studies terminology correctly;
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
9, 28, 38, 68
65, 123, 195, 331
Apply
A
61, 64, 66, 68
11, 23, 26, 32, 33,
39, 40, 43, 49, 52,
59, 67, 73, 80, 90,
93, 96, 99, 111,
114, 117, 119,
126, 133, 136,
139, 141, 147,
149, 155, 159,
164, 170, 173,
176, 179, 193,
199, 204, 207,
215, 222, 227,
229, 239, 251,
253, 272, 277,
285, 292, 297,
299, 307, 312,
319, 329,
Apply
A
23, 43, 52, 59, 67,
80, 81, 85, 90, 96,
98, 103, 140, 159,
11, 12, 13, 28,
172, 173, 189,
34, 38, 43,
206, 223, 239,
252, 253, 256,
258, 298, 329,
Apply
A
10, 12, 13, 28,
36, 38, 43
Apply
A
3, 4, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 26, 27, 28,
29, 30, 31, 32,
33, 34, 35, 37,
38, 39, 40, 41,
42, 43, 44, 45,
51, 52, 58, 61,
66, 68,
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies; and
70, 85, 91, 121,
165, 196, 240,
17, 19, 30, 32, 34,
35, 39, 42, 44, 46,
47, 49, 51, 52, 55,
58, 59, 61, 64, 66,
67, 73, 78, 79, 80,
82, 84, 85, 88, 89,
92, 96, 98, 105,
106, 107, 109,
111, 117, 119,
122, 124, 126,
127, 128, 131,
132, 133, 138,
139, 140, 143,
147, 148, 149,
155, 159, 164,
170, 171, 172,
176, 187, 189,
192, 193, 199,
203, 204, 206,
209, 215, 217,
219, 222, 223,
227, 228, 229,
231, 239, 245,
252, 253, 256,
258, 267, 272,
277, 292, 297,
298, 301, 307,
Create
TEKS Requirement (Elementary)
Sem. A
(E) use standard grammar, spelling, sentence structure, and punctuation.
(27) Social Studies Skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings. The student is expected to:
(A) 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; and
(B) 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.
Source: The provisions of this §113.7 adopted to be effective September 1, 1998, 22 TexReg
7684.
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
23, 32, 43, 59, 80,
92, 98, 111, 133,
4, 5, 7, 11, 12,
140, 172, 193,
13, 37, 38, 39,
199, 202, 206,
41, 42, 43, 44,
223, 227, 239,
59,
245, 256, 258,
298,
A
5, 13, 34, 38,
35, 87, 91, 93,
165, 173, 199,
Evaluate
A
13, 39, 40, 64,
87, 203, 214, 313
Create
Apply