What Are The Texas Essential Knowledge and Skills (TEKS)? Second Grade. SAISD Social Studies Department. 406 Barrera Street San Antonio, Texas 78210

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1 Second Grade SAISD Social Studies Department 406 Barrera Street San Antonio, Texas SAISD Social Studies Department Page 1

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

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

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

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

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

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

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

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

10 Big Picture - Second Grade People Geography Concepts Vocabulary Abigail Adams George Washington Carver W. E. B. Du Bois Amelia Earhart Robert Fulton John Hancock Thurgood Marshall Navajo Code Talkers Irma Rangel Paul Revere Theodore Roosevelt Sojourner Truth World War II Women Air Force Service Pilots (WASP) north south east west legend map keys landforms bodies of water oceans local community Texas state capital U.S. capital U.S., Canada, Mexico, coast of Texas weather patterns seasonal patterns urban suburban rural settlement patterns natural resources natural hazards Time and chronology Sources of information about past and present People have shaped community, state, and nation Value of work Roles of producers and consumers Purposes of government Role of public officials Characteristics of good citizenship American beliefs and principles Ethnic/cultural celebrations Impact of science and technology Patriotic Dates and Symbols Veterans Day Memorial Day Independence Day Thanksgiving Day monuments Government Buildings Pledge of Allegiance to the U.S. Flag Pledge to the Texas Flag Star-Spangled Banner America the Beautiful state bird and flower national bird and flower Texas and U.S. Flag Uncle Sam past present future timelines urban physical environment natural resources basic needs suburban rural settlement irrigation crop yields producers consumers security tax appointment election individualism freedom justice equality responsibility voting SAISD Social Studies Department Page 10

11 Second Grade Texas Essential Knowledge and Skills In Grade 2, students focus on a study of their local community by examining the impact of significant individuals and events on the history of the community as well as on the state and nation. Students begin to develop the concepts of time and chronology. The relationship between the physical environment and human activities is introduced as are the concepts of consumers and producers. Students identify functions of government as well as services provided by the local government. Students continue to acquire knowledge of customs, symbols, and celebrations that represent American beliefs and principles. Students identify the significance of works of art in the local community and explain how technological innovations have changed transportation and communication. Students communicate what they have learned in written, oral, and visual forms. To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as nonfiction texts, primary sources, biographies, folklore, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, online tours, and local and state preservation societies. 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 (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. 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. Introduction 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. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), (h). 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. Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Grade 2 is not required to participate in Celebrate Freedom Week, according to the TEC, , primary grades lay the foundation for subsequent learning. As a result, Grade 2 Texas essential knowledge and skills include standards related to this patriotic observance. 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. 1 History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to: (A) explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving; and (B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings. 2 History. The student understands the concepts of time and chronology. The student is expected to: (A) describe the order of events by using designations of time periods such as historical and present times; (B) apply vocabulary related to chronology, including past, present, and future; and (C) create and interpret timelines for events in the past and present. SAISD Social Studies Department Page 11

12 Second Grade Texas Essential Knowledge and Skills History. The student understands how various sources provide information about the past and present. The student is expected to: (A) identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources; and (B) describe various evidence of the same time period using primary sources such as photographs, journals, and interviews. History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: (A) identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation; (B) identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver who have exhibited individualism and inventiveness; and (C) explain how people and events have influenced local community history. Geography. The student uses simple geographic tools such as maps and globes. The student is expected to: (A) interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys; and (B) create maps to show places and routes within the home, school, and community. Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to: (A) identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes; (B) locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes; and (C) examine information from various sources about places and regions. Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to: (A) describe how weather patterns and seasonal patterns affect activities and settlement patterns; (B) describe how natural resources and natural hazards affect activities and settlement patterns; (C) explain how people depend on the physical environment and natural resources to meet basic needs; and (D) identify the characteristics of different communities, including urban, suburban, and rural, and how they affect activities and settlement patterns. Geography. The student understands how humans use and modify the physical environment. The student is expected to: (A) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development and agricultural use, and drilling for oil; (B) identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields; and (C) identify ways people can conserve and replenish natural resources. Economics. The student understands the value of work. The student is expected to: (A) explain how work provides income to purchase goods and services; and (B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work. Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to: (A) distinguish between producing and consuming; (B) identify ways in which people are both producers and consumers; and (C) examine the development of a product from a natural resource to a finished product. Government. The student understands the purpose of governments. The student is expected to: (A) identify functions of governments such as establishing order, providing security, and managing conflict; (B) identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community; and (C) describe how governments tax citizens to pay for services. SAISD Social Studies Department Page 12

13 Second Grade Texas Essential Knowledge and Skills Government. The student understands the role of public officials. The student is expected to: (A) name current public officials, including mayor, governor, and president; (B) compare the roles of public officials, including mayor, governor, and president; (C) identify ways that public officials are selected, including election and appointment to office; and (D) identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions. Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: (A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; (B) identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship; (C) identify other individuals who exemplify good citizenship; and (D) identify ways to actively practice good citizenship, including involvement in community service. 14 Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to: (A) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag; (B) identify selected patriotic songs, including "The Star Spangled Banner" and "America the Beautiful"; (C) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam; and (D) identify how selected customs, symbols, and celebrations reflect an American love of individualism, inventiveness, and freedom Culture. The student understands the significance of works of art in the local community. The student is expected to: (A) identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage; and (B) explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage. Culture. The student understands ethnic and/or cultural celebrations. The student is expected to: (A) identify the significance of various ethnic and/or cultural celebrations; and (B) compare ethnic and/or cultural celebrations. Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to: (A) describe how science and technology change communication, transportation, and recreation; and (B) explain how science and technology change the ways in which people meet basic needs. Social studies skills. 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: (A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music; (B) obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts; (C) use various parts of a source, including the table of contents, glossary, and index, as well as keyword Internet searches to locate information; (D) sequence and categorize information; and (E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. SAISD Social Studies Department Page 13

14 Second Grade Texas Essential Knowledge and Skills Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; and (B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas. 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, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision. SAISD Social Studies Department Page 14

15 THIS PAGE IS INTENTIONALLY BLANK SAISD Social Studies Department Page 15

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

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