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COMMUNITIES Symbol Key

Social Studies TEKS Planner

New, no old version

Decrease Level of Bloom’s Taxonomy

Increase Level of Bloom’s Taxonomy

Removed entirely

Kindergarten, Grades 1, 2, and 3 1

Copyright©2010 Education Service Center Region XIII


§113.11. Social Studies, Kindergarten. Knowledge and skills. New

Old The student understands that holidays are celebrations of special events. The student is expected to:

1 History

1 History

The student understands that holidays are celebrations of special events. The student is expected to:

Rigor Change

Content Change

None

None

1 (A) explain the reasons for national patriotic holidays such as Presidents’ Day, Veterans Day, and Independence Day; and

1 (A) explain the reasons for national patriotic holidays such as Presidents’ Day and Independence Day; and

None

• Specification Added: such as • Veterans Day

1 (B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day.

1 (B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day.

None

None

The student understands how historical figures and ordinary people helped to shape the community, state, and nation. The student is expected to:

None

• patriots and good citizens instead of ordinary people

2 (A) identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the state and nation; and

2 (A) identify the contributions of historical figures such as Stephen F. Austin and George Washington who helped to shape our state and nation; and

None

• Specification Added: including • Christopher Columbus • Jose Antonio Navarro

2 (B) identify contributions of patriots and good citizens who have shaped the community.

2 (B) identify ordinary people who have shaped the community.

None

• Elimination of: ordinary people • Addition of: patriots and good citizens

None

None

The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:

2 History

The student understands the concept of chronology. The student is expected to:

3 History

2 History

3 History

The student understands the concept of chronology. The student is expected to:

3 (A) place events in chronological order; and

3 (A) place events in chronological order; and

None

None

3 (B) use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow.

3 (B) use vocabulary related to time and chronology, including before, after, next, first, and last.

None

• Specification Added: including • Yesterday • Today • Tomorrow

Symbol Key

New, no old version

Decrease Level of Bloom’s Taxonomy

5

Increase Level of Bloom’s Taxonomy

Removed entirely

Copyright©2010 Education Service Center Region XIII


Rigor Change

Content Change

The student understands the concept of location. The student is expected to:

None

None

4 (A) use terms, including over, under, near, far, left, and right, to describe relative location;

4 (A) use terms, including over, under, near, far, left, and right, to describe relative location; and

None

None

4 (B) locate places on the school campus and describe their relative locations; and

4 (B) locate places on the school campus and describe their relative locations.

None

None

identify

• tools that aid in determining location • Specification: including • maps • globes

None

• characteristics of place instead of characteristics of the environment

New

Old

4 Geography.

4 (C)

5 Geography

The student understands the concept of location. The student is expected to:

4 Geography.

identify tools that aid in determining location, including maps and globes.

The student understands physical and human characteristics of place. The student is expected to:

5 Geography

The student understands the physical and human characteristics of the environment. The student is expected to:

5 (A) identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weather; and

5 (A) identify the physical characteristics of places such as landforms, bodies of water, natural resources, and weather; and

None

None

5 (B) identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location.

5 (B) identify the human characteristics of places such as types of houses and ways of earning a living.

None

• Specification Added: such as • Ways to earn a living • Shelter • Clothing • Food • Activities are based upon geographic location

The student understands that basic human needs are met in many ways. The student is expected to:

None

• Addition of: wants

None

• Specification Added: • food • clothing • shelter

6 Economics

The student understands that basic human needs and wants are met in many ways. The student is expected to:

6 (A) identify basic human needs of food, clothing, and shelter;

Symbol Key

New, no old version

6 Economics

6 (A) identify basic human needs; and

Decrease Level of Bloom’s Taxonomy

6

Increase Level of Bloom’s Taxonomy

Removed entirely

Copyright©2010 Education Service Center Region XIII


New

Old 6 (B) explain the difference between needs and wants; and

6 (C)

7 Economics

explain how basic human needs can be met such as through selfproducing, purchasing, and trading.

The student understands the value of jobs. The student is expected to:

6 (B) explain how basic human needs of food, clothing, and shelter can be met

7 Economics

The student understands the importance of jobs. The student is expected to:

Rigor Change

Content Change

explain

• differences between needs and wants

None

• Elimination of: basic human needs of food, clothing, and shelter can be met • Specification Added: such as • self-producing • purchasing • trading

None

• value of jobs instead of importance of jobs

7 (A) identify jobs in the home, school, and community; and

7 (A) identify jobs in the home, school, and community; and

None

None

7 (B) explain why people have jobs.

7 (B) explain why people have jobs.

None

None

None

None

8 Government

The student understands the purpose of rules. The student is expected to:

8 Government

The student understands the purpose of rules. The student is expected to:

8 (A) identify purposes for having rules; and

8 (A) identify purposes for having rules; and

None

None

8 (B) identify rules that provide order, security, and safety in the home and school.

8 (B) identify rules that provide order, security, and safety in the home and school.

None

None

None

None

9 (A) identify authority figures in the home, school, and community; and

9 (A) identify authority figures in the home, None school, and community; and

None

9 (B) explain how authority figures make and enforce rules.

9 (B) explain how authority figures make and enforce rules.

None

9 Government

Symbol Key

The student understands the role of authority figures. The student is expected to:

New, no old version

9 Government

The student understands the role of authority figures. The student is expected to:

Decrease Level of Bloom’s Taxonomy

7

None

Increase Level of Bloom’s Taxonomy

Removed entirely

Copyright©2010 Education Service Center Region XIII


New

Old

10 Citizenship

The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity. The student is expected to:

10 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:

Rigor Change

Content Change

None

• Elimination of: celebrations (addressed in new TEKS 1) • Addition of: responsibilities

10 (A) identify the flags of the United States and Texas;

10 (A) identify the flags of the United States and Texas;

None

None

10 (B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

10 (B) recite the Pledge of Allegiance; and

None

• Addition of: pledge to the Texas Flag

identify

• Constitution Day as a celebration of American freedom

explain  use

Note: the new Student Expectation requires the use of voting instead of students explaining how to use voting

None

None

10 (C) identify Constitution Day as a 1 celebration of American freedom; and

10 (D) use voting as a method for group decision making.

10 (C) explain the use of voting as a method for group decision making.

The student understands similarities and differences among people. The student is expected to:

11 Culture

11 Culture

The student understands similarities and differences among people. The student is expected to:

11 (A) identify similarities and differences among people such as kinship, laws, and religion; and

11 (A) identify personal attributes common to all people such as physical characteristics; and

None

• Elimination of: personal attributes common to all people such as physical characteristics • Addition of: similarities and differences • Specification Added: such as • kinship • laws • religion

11 (B) identify similarities and differences among people such as music, clothing, and food.

11 (B) identify differences among people.

None

• Addition of: similarities • Specification Added: such as • music • clothing • food

Symbol Key

New, no old version

Decrease Level of Bloom’s Taxonomy

8

Increase Level of Bloom’s Taxonomy

Removed entirely

Copyright©2010 Education Service Center Region XIII


New

Old The student understands the importance of family customs and traditions. The student is expected to:

12 Culture

The student understands how people learn about themselves through family customs and traditions. The student is expected to:

12 Culture

Rigor Change

Content Change

None

• Elimination of: how people learn about themselves through… • Addition of: importance of family customs and traditions

12 (A) describe and explain the importance of family customs and traditions; and

12 (A) identify family customs and traditions and explain their importance;

identify and explain  describe and explain

None

12 (B) compare family customs and traditions.

12 (B) compare family customs and traditions; and

None

None

None

• combined old TEKS 13 and 14

12 (C) describe customs of the local community.

13 Science, technology, and society

The student understands ways technology is used in the home and school and how technology affects people’s lives. The student is expected to:

13 Science, technology, and society 14 Science, technology, and society

The student understands ways technology is used in the home and school. The student is expected to: The student understands ways in which technology has changed how people live. The student is expected to:

13 (A) identify examples of technology used in the home and school;

13 (A) identify examples of technology used in the home and school; and

None

None

13 (B) describe how technology helps accomplish specific tasks and meet people’s needs; and

13 (B) describe how technology helps accomplish specific tasks.

list  describe

None

Symbol Key

New, no old version

14 (B) list ways in which technology meets people’s needs.

Decrease Level of Bloom’s Taxonomy

9

Increase Level of Bloom’s Taxonomy

Removed entirely

Copyright©2010 Education Service Center Region XIII


New

Old 13 (C) describe how his or her life might be different without modern technology.

14 Social studies skills

The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

14 (A) describe how his or her life might be different without modern technology; and

15 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:

Rigor Change

Content Change

None

None

None

• Addition of: valid sources

14 (A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music;

15 (A) obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;

None

None

14 (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts; and

15 (B) obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts;

None

• Specification eliminated: • television • maps • computer images • Specification Added: such as • electronic media

14 (C) sequence and categorize information.

15 (C) sequence and categorize information; and

None

None

None

None

15 (D) identify main ideas from oral, visual, and print sources.

15 Social studies skills

The student communicates in oral and visual forms. The student is expected to:

16 Social studies skills

The student communicates in oral and visual forms. The student is expected to:

15 (A) express ideas orally based on knowledge and experiences; and

16 (A) express ideas orally based on knowledge and experiences; and

None

None

15 (B) create and interpret visuals, including pictures and maps.

16 (B) create and interpret visuals including pictures and maps.

None

None

None

None

16 Social studies skills

Symbol Key

The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

New, no old version

17 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:

Decrease Level of Bloom’s Taxonomy

10

Increase Level of Bloom’s Taxonomy

Removed entirely

Copyright©2010 Education Service Center Region XIII

TEKS- Communities  

The Social Studies TEKS Planner is designed to help administrators and teachers understand the changes in the Social Studies TEKS when plann...

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