Spring 2021 TX Curriculum Framework for STAAR Alternate 2 Gr 8 Reading

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8 Social Studies

Social Studies

October 2020 1

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.1) History. The student understands traditional historical points of

reference in U.S. history through 1877. The student is expected to

(A) identify the major eras in U.S. history through 1877,

including colonization, revolution, creation and ratication of

the Constitution, early republic, the Age of Jackson, westward

expansion, reform movements, sectionalism, Civil War, and

Reconstruction, and describe their causes and effects;

Readiness Standard

(B) explain the signicance of the following dates: 1607,

founding of Jamestown; 1620, arrival of the Pilgrims and

signing of the Mayower Compact; 1776, adoption of the

Declaration of Independence; 1787, writing of the U.S.

Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil

War. Supporting Standard

Recognizes important dates and time periods in U.S. history through

1877.

8.1 Prerequisite Skills/Links to TEKS Vertical Alignment

Historical Signicance of Patriotic Celebrations and National Landmarks

• explain the signicance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence

Day, and Thanksgiving (2)

• describe the origins of customs, holidays, and celebrations of the community, state, and nation such as Constitution Day,

Independence Day, and Veterans Day (1)

• identify national patriotic holidays such as Constitution Day, Presidents’ Day, Veterans Day, and Independence Day (K)

Historical Points of Reference

• explain the signicance of the following dates: 1519, mapping of the Texas coast and rst mainland Spanish settlement; 1718,

founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins;

1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop (7)

• identify the major eras in Texas history, describe their dening characteristics, and explain the purpose of dividing the past into

eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early

Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and

World War II; Civil Rights; and Contemporary Texas (7)

Continued

Social Studies

October 2020 2

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.1 Prerequisite Skills/Links to TEKS Vertical Alignment

Application of Critical Thinking Skills

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (6-7)

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (4–5)

• use social studies terminology correctly (1–7)

• gather information, including historical and current events and geographic data about the community using a variety of resources (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and

opinion, identifying cause and effect, and comparing, and contrasting (3)

• apply the terms year, decade, and century to describe historical times (3)

• create and interpret timelines (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2)

• create and interpret timelines for events in the past and present (2)

• apply vocabulary related to chronology, including past, present, and future (2)

• describe the order of events by using designations of time periods such as historical and present times (2)

• use a calendar to describe and measure time in days, weeks, months, and years (1)

• use a simple timeline to distinguish among past, present, and future (1)

• use social studies terminology related to time and chronology correctly, including before, after, next, rst, last, yesterday, today, and

tomorrow (K)

• gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, symbols, and

artifacts with adult assistance (K-1)

• place events in chronological order (K)

Social Studies

October 2020 3

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.2) History. The student understands the causes of exploration and

colonization eras. The student is expected to

(A) identify reasons for English, Spanish, and French

exploration and colonization of North America; Readiness

Standard

(B) compare political, economic, religious, and social reasons

for the establishment of the 13 English colonies. Supporting

Standard

Recognizes reasons for exploration and colonization.

8.2 Prerequisite Skills/Links to TEKS Vertical Alignment

Individuals and Groups Shaping History

• contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas (7)

• identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar

Núñez Cabeza de Vaca, the search for gold, and the conicting territorial claims between France and Spain (7)

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

(6)

• describe how individuals, events, and ideas have changed communities, past and present (3)

• describe how people and events have inuenced local community history (2)

• identify contributions of historical gures, including Stephen F. Austin, George Washington, Christopher Columbus, and Jose

Antonio Navarro, who helped to shape the state and nation (K)

Issues and Events Shaping History

• identify important individuals, events, and issues related to European colonization of Texas, including the establishment of Catholic

missions, towns, and ranches, and the contributions of individuals such as Fray Damián Massanet, Antonio Margil de Jesús, and

Francisco Hidalgo (7)

Historical Points of Reference

• identify the major eras in Texas history, describe their dening characteristics, and explain the purpose of dividing the past into

eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early

Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and

World War II; Civil Rights; and Contemporary Texas (7)

Continued

Social Studies

October 2020 4

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.2 Prerequisite Skills/Links to TEKS Vertical Alignment

Exploration and Development of Communities, Past and Present

• explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for

religious freedom and economic gain (5)

• explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals

(4)

• identify the accomplishments and explain the economic motivations and impact of signicant empresarios, including Stephen F.

Austin and Martín de León, on the settlement of Texas (4)

• summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the

desire for expansion (4)

• identify reasons people have formed communities, including a need for security and laws, religious freedom, and material well-

being (3)

Application of Critical Thinking Skills

• identify bias and points of view from the historical context surrounding an event that inuenced the participants (7)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (6-7)

• identify different points of view about an issue or current topic (6)

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• identify different points of view about an issue, topic, historical event, or current event (4-5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (4–5)

• use social studies terminology correctly (1–7)

• interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and

opinion, identifying cause and effect, and comparing, and contrasting (3)

• gather information, including historical and current events and geographic data about the community using a variety of resources (3)

Continued

Social Studies

October 2020 5

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.2 Prerequisite Skills/Links to TEKS Vertical Alignment

• apply the terms year, decade, and century to describe historical times (3)

• create and interpret timelines (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2)

• gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, maps, and

artifacts (2)

• create and interpret timelines for events in the past and present (2)

• apply vocabulary related to chronology, including past, present, and future (2)

• describe the order of events by using designations of time periods such as historical and present times (2)

• use a calendar to describe and measure time in days, weeks, months, and years (1)

• use a simple timeline to distinguish among past, present, and future (1)

• sequence and categorize information (K–1)

• use social studies terminology related to time and chronology correctly, including before, after, next, rst, last, yesterday, today, and

tomorrow (K)

• place events in chronological order (K)

Social Studies

October 2020 6

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.3) History. The student understands the foundations of

representative government in the United States. The student is

expected to

(A) explain the reasons for the growth of representative

government and institutions during the colonial period;

Readiness Standard

(B) analyze the importance of the Mayower Compact, the

Fundamental Orders of Connecticut, and the Virginia House of

Burgesses to the growth of representative government;

Supporting Standard

of representative government in the American colonies.

Supporting Standard

Recognizes the foundations of representative government in the United

States.

8.3 Prerequisite Skills/Links to TEKS Vertical Alignment

Individuals and Groups Shaping History

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

(6)

• describe how individuals, events, and ideas have changed communities, past and present (3)

• describe how people and events have inuenced local community history (2)

• identify contributions of historical gures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, who have

inuenced the state and nation (2)

• identify contributions of historical gures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King

Jr, who have inuenced the state and nation (1)

• identify contributions of historical gures, including Stephen F. Austin, George Washington, Christopher Columbus, and Jose

Antonio Navarro, who helped to shape the state and nation (K)

Exploration and Development of Communities, Past and Present

• describe the accomplishments of signicant individuals who settled for religious freedom and economic gain during the colonial

period, including William Bradford, Anne Hutchinson, William Penn, John Smith, and Roger Williams (5)

Continued

Social Studies

October 2020 7

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.3 Prerequisite Skills/Links to TEKS Vertical Alignment

• compare ways in which people in the local community and other communities meet their needs for government, education,

communication, transportation, and recreation (3)

Application of Critical Thinking Skills

• identify bias and points of view from the historical context surrounding an event that inuenced the participants (7)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and

opinion, identifying cause and effect, and comparing, and contrasting (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2)

• sequence and categorize information (K–1)

Social Studies

October 2020 8

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.4) History. The student understands signicant political and

economic issues of the revolutionary and Constitutional eras. The

student is expected to

(A) analyze causes of the American Revolution, including the

Proclamation of 1763, the Intolerable Acts, the Stamp Act,

mercantilism, lack of representation in Parliament, and British

economic policies following the French and Indian War;

Readiness Standard

(B) explain the roles played by signicant individuals during the

American Revolution, including Abigail Adams, John Adams,

Wentworth Cheswell, Samuel Adams, Mercy Otis Warren,

James Armistead, Benjamin Franklin, Crispus Attucks, King

George III, Patrick Henry, Thomas Jefferson, the Marquis de

Lafayette, Thomas Paine, and George Washington; Supporting

Standard

American Revolution, including declaring independence;

ghting the battles of Lexington and Concord, Saratoga, and

Yorktown; enduring the winter at Valley Forge; and signing the

Treaty of Paris of 1783; Readiness Standard

(D) analyze the issues of the Constitutional Convention of

1787, including the Great Compromise and the Three-Fifths

Compromise. Supporting Standard

Recognizes important events, issues, and people relating to the

revolutionary era.

8.4 Prerequisite Skills/Links to TEKS Vertical Alignment

Historical Signicance of Patriotic Celebrations and National Landmarks

• identify and explain the signicance of various community, state, and national landmarks such as monuments and government

buildings (2)

• explain the signicance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence

Day, and Thanksgiving (2)

Continued

Social Studies

October 2020 9

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.4 Prerequisite Skills/Links to TEKS Vertical Alignment

• describe the origins of customs, holidays, and celebrations of the community, state, and nation such as Constitution Day,

Independence Day, and Veterans Day (1)

• explain the reasons for national patriotic holidays such as Presidents’ Day, Veterans Day, and Independence Day (K)

Individuals and Groups Shaping History

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

(6)

• identify the contributions of Founding Fathers James Madison and George Mason who helped create the U.S. Constitution (5)

• describe how individuals, including Daniel Boone and the Founding Fathers have contributed to the expansion of existing

communities or to the creation of new communities (3)

• identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape

communities (3)

• describe how individuals, events, and ideas have changed communities, past and present (3)

• describe how people and events have inuenced local community history (2)

• identify contributions of historical gures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, who have

inuenced the state and nation (2)

• compare the lives of historical gures who have inuenced the state and nation (1)

• identify contributions of historical gures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King

Jr., who have inuenced the state and nation (1)

• identify contributions of historical gures, including Stephen F. Austin, George Washington, Christopher Columbus, and Jose

Antonio Navarro, who helped to shape the state and nation (K)

Events Prior and During Military and Diplomatic Conicts

• analyze the causes and effects of events prior to and during the American Revolution, including the taxation resulting from the

French and Indian War and the colonist response to taxation such as the Boston Tea Party (5)

Individual Contributions During Wartime

• identify the Founding Fathers and Patriot heroes, including John Adams, Benjamin Franklin, Thomas Jefferson, the Sons of Liberty,

and George Washington, and their motivations and contributions during the revolutionary period (5)

Effects of Military and Diplomatic Conicts

• summarize the results of the American Revolution, including the establishment of the United States (5)

Continued

Social Studies

October 2020 10

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.4 Prerequisite Skills/Links to TEKS Vertical Alignment

Application of Critical Thinking Skills

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• sequence and categorize information (K–1)

Social Studies

October 2020 11

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.5) History. The student understands the challenges confronted by

the government and its leaders in the early years of the republic and

the Age of Jackson. The student is expected to

(A) describe major domestic problems faced by the leaders

of the new republic, including maintaining national security,

creating a stable economic system, and setting up the court

system; Readiness Standard

(B) summarize arguments regarding protective tariffs, taxation,

and the banking system; Supporting Standard

parties; Readiness Standard

(D) explain the causes, important events, and effects of the War

of 1812; Supporting Standard

(E) identify the foreign policies of presidents Washington

through Monroe and explain the impact of Washington’s

Farewell Address and the Monroe Doctrine; Readiness Standard

(F) explain the impact of the election of Andrew Jackson,

including expanded suffrage; Supporting Standard

(G) analyze the reasons for the removal and resettlement of

Cherokee Indians during the Jacksonian era, including the Indian

Removal Act, Worcester v. Georgia, and the Trail of Tears.

Supporting Standard

Recognizes important challenges faced by the country during its early

years.

8.5 Prerequisite Skills/Links to TEKS Vertical Alignment

Individuals and Groups Shaping History

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

(6)

• describe how individuals, events, and ideas have changed communities, past and present (3)

• describe how people and events have inuenced local community history (2)

Continued

Social Studies

October 2020 12

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.5 Prerequisite Skills/Links to TEKS Vertical Alignment

• identify contributions of historical gures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt who have inuenced

the community, state, and nation (2)

• identify contributions of historical gures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King

Jr., who have inuenced the state and nation (1)

• identify contributions of historical gures, including Stephen F. Austin, George Washington, Christopher Columbus, and José

Antonio Navarro, who helped to shape the state and nation (K)

Exploration and Development of Communities, Past and Present

• compare ways in which people in the local community and other communities meet their needs for government, education,

communication, transportation, and recreation (3)

• identify reasons people have formed communities, including a need for security and laws, religious freedom, and material well-

being (3)

Events Prior and During Military and Diplomatic Conicts

• describe the causes and effects of the War of 1812 such as impressment of sailors, territorial conicts with Great Britain, and the

increase in U.S. manufacturing (5)

Application of Critical Thinking Skills

• identify bias and points of view from the historical context surrounding an event that inuenced the participants (7)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• identify different points of view about an issue or current topic (6)

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• identify different points of view about an issue, topic, historical event, or current event (4-5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and

opinion, identifying cause and effect, and comparing, and contrasting (3)

Continued

Social Studies

October 2020 13

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.5 Prerequisite Skills/Links to TEKS Vertical Alignment

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2)

• gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, maps, and

artifacts (2)

• sequence and categorize information (K–1)

Social Studies

October 2020 14

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.6) History. The student understands westward expansion and its

effects on the political, economic, and social development of the

nation. The student is expected to

(A) explain how the Northwest Ordinance established principles

and procedures for orderly expansion of the United States;

Readiness Standard

(B) analyze the westward growth of the nation, including the

Louisiana Purchase and Manifest Destiny; Readiness Standard

their impact on the United States. Readiness Standard

Recognizes westward expansion of the United States and its effects on

the development of the nation.

8.6 Prerequisite Skills/Links to TEKS Vertical Alignment

Individuals and Groups Shaping History

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

(6)

• describe how individuals, including Daniel Boone and the Founding Fathers have contributed to the expansion of existing

communities or to the creation of new communities (3)

• describe how individuals, events, and ideas have changed communities, past and present (3)

• describe how people and events have inuenced local community history (2)

• identify contributions of historical gures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, who have

inuenced the state and nation (2)

• identify contributions of historical gures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King

Jr., who have inuenced the state and nation (1)

• identify contributions of historical gures, including Stephen F. Austin, George Washington, Christopher Columbus, and José

Antonio Navarro, who helped to shape the state and nation (K)

Issues and Events Shaping History

• explain the political, economic, and social impact of the agricultural industry and the development of West Texas resulting from the

close of the frontier (7)

Continued

Social Studies

October 2020 15

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.6 Prerequisite Skills/Links to TEKS Vertical Alignment

• identify signicant individuals, events, and issues, including the effects of the growth of railroads and the contributions of James

Hogg (7)

• identify individuals, events, and issues during early Texas statehood, including the U.S.- Mexican War, the Treaty of Guadalupe-

Hidalgo, slavery, and the Compromise of 1850 (7)

• analyze the causes of and events leading to Texas annexation such as security and public debt (7)

Effects of Military and Diplomatic Conicts

• explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War (4)

Exploration and Development of Communities, Past and Present

• identify reasons people have formed communities, including a need for security and laws, religious freedom, and material well-

being (3)

Political Inuences

• identify signicant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition

of Lewis and Clark, and Manifest Destiny (5)

Economic Inuences

• explain the effects of the railroad industry on life in Texas, including changes to cities and major industries (4)

• explain the growth, development, and impact of the cattle industry such as contributions made by Charles Goodnight, Richard King,

and Lizzie Johnson (4)

Social Inuences

• identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups such as the

settlement of the frontier and building of the Transcontinental Railroad (5)

Social Studies

October 2020 16

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.7) History. The student understands how political, economic, and

social factors led to the growth of sectionalism and the Civil War. The

student is expected to

(A) analyze the impact of tariff policies on sections of the

United States before the Civil War; Supporting Standard

(B) compare the effects of political, economic, and social factors

on slaves and free blacks; Supporting Standard

United States; Readiness Standard

(D) identify the provisions and compare the effects of

congressional conicts and compromises prior to the Civil War,

including the role of John Quincy Adams. Supporting Standard

Recognizes the causes of U.S. sectional conict that led to the Civil

War.

8.7 Prerequisite Skills/Links to TEKS Vertical Alignment

Individuals and Groups Shaping History

• describe how individuals, events, and ideas have changed communities, past and present (3)

• describe how people and events have inuenced local community history (2)

Events Prior and During Military and Diplomatic Conicts

• explain the central role the expansion of slavery played in the involvement of Texas in the Civil War (7)

Economic Inuences

• identify and explain how changes resulting from the Industrial Revolution led to conict among sections of the United States (5)

Social Inuences

• explain the central role of the expansion of slavery in causing sectionalism, disagreement over states’ rights, and the Civil War (5)

Application of Critical Thinking Skills

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines and maps (6-7)

• identify different points of view about an issue or current topic (6)

Continued

Social Studies

October 2020 17

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.7 Prerequisite Skills/Links to TEKS Vertical Alignment

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (4–5)

• identify different points of view about an issue, topic, historical event, or current event (4-5)

• interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and

opinion, identifying cause and effect, and comparing, and contrasting (3)

• gather information, including historical and current events and geographic data about the community using a variety of resources (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2)

• gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, maps, and

artifacts (2)

• sequence and categorize information (K–1)

• gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, symbols, and

artifacts with adult assistance (K-1)

Social Studies

October 2020 18

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.8) History. The student understands individuals, issues, and events

of the Civil War. The student is expected to

(A) explain the roles played by signicant individuals during the

Civil War, including Jefferson Davis, Ulysses S. Grant, Robert

E. Lee, and Abraham Lincoln, and heroes such as congressional

Medal of Honor recipients William Carney and Philip Bazaar;

Supporting Standard

(B) explain the central role of the expansion of slavery in

causing sectionalism, disagreement over states’ rights, and the

Civil War;

Readiness Standard

ring on Fort Sumter; the battles of Antietam, Gettysburg, and

Vicksburg, the Emancipation Proclamation; Lee’s surrender at

Appomattox Court House; and the assassination of Abraham

Lincoln; Readiness Standard

(D) analyze Abraham Lincoln’s ideas about liberty, equality,

union, and government as contained in his rst and second

inaugural addresses and the Gettysburg Address and contrast

them with the ideas contained in Jefferson Davis’s inaugural

address. Readiness Standard

Recognizes important people, issues, and events relating to the Civil

War.

8.8 Prerequisite Skills/Links to TEKS Vertical Alignment

Historical Signicance of Patriotic Celebrations and National Landmarks

• identify and explain the signicance of various community, state, and national landmarks such as monuments and government

buildings (2)

Individuals and Groups Shaping History

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

(6)

Continued

Social Studies

October 2020 19

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.8 Prerequisite Skills/Links to TEKS Vertical Alignment

• identify individuals, including Pierre-Charles L’Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape

communities (3)

• describe how individuals, events, and ideas have changed communities, past and present (3)

• describe how people and events have inuenced local community history (2)

• identify contributions of historical gures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, who have

inuenced the state and nation (2)

• identify contributions of historical gures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King

Jr., who have inuenced the state and nation (1)

• identify contributions of historical gures, including Stephen F. Austin, George Washington, Christopher Columbus, and José

Antonio Navarro, who helped to shape the state and nation (K)

Events Prior and During Military and Diplomatic Conicts

• explain the central role the expansion of slavery played in the involvement of Texas in the Civil War (7)

Individual Contributions During Wartime

• identify signicant events concerning Texas and the Civil War such as the Battle of Galveston, the Battle of Sabine Pass, and the

Battle of Palmito Ranch (7)

Effects of Military and Diplomatic Conicts

• explain the political, economic, and social effects of the Civil War and Reconstruction in Texas (7)

Social Inuences

• explain the central role of the expansion of slavery in causing sectionalism, disagreement over states’ rights, and the Civil War (5)

Application of Critical Thinking Skills

• identify bias and points of view from the historical context surrounding an event that inuenced the participants (7)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• identify different points of view about an issue or current topic (6)

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the main

idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

Continued

Social Studies

October 2020 20

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.8 Prerequisite Skills/Links to TEKS Vertical Alignment

• identify different points of view about an issue, topic, historical event, or current event (4-5)

• interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and opinion,

identifying cause and effect, and comparing, and contrasting (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and contrasting

(2)

• sequence and categorize information (K–1)

Social Studies

October 2020 21

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 1 – History: The student will demonstrate an understanding of issues and events in U.S. history.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.9) History. The student understands the effects of Reconstruction

on the political, economic, and social life of the nation. The student is

expected to

(A) evaluate legislative reform programs of the Radical

Reconstruction Congress and reconstructed state governments;

Supporting Standard

(B) explain the impact of the election of African Americans

from the South such as Hiram Rhodes Revels; Supporting

Standard

Reconstruction and evaluate their impact on different groups.

Readiness Standard

Recognizes the effects of Reconstruction on the United States.

8.9 Prerequisite Skills/Links to TEKS Vertical Alignment

Individuals and Groups Shaping History

• describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

(6)

• describe how individuals, events, and ideas have changed communities, past and present (3)

• describe how people and events have inuenced local community history (2)

• identify contributions of historical gures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King

Jr., who have inuenced the state and nation (1)

Events Prior and During Military and Diplomatic Conicts

• describe the impact of the Civil War and Reconstruction on Texas (4)

Application of Critical Thinking Skills

• identify bias and points of view from the historical context surrounding an event that inuenced the participants (7)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

Continued

Social Studies

October 2020 22

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.9 Prerequisite Skills/Links to TEKS Vertical Alignment

• identify different points of view about an issue or current topic (6)

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• identify different points of view about an issue, topic, historical event, or current event (4-5)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and

opinion, identifying cause and effect, and comparing, and contrasting (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2)

• sequence and categorize information (K–1)

Social Studies

October 2020 23

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and

cultural influences on historical issues and events.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.10) Geography. The student understands the location and

characteristics of places and regions of the United States, past and

present. The student is expected to

(A) locate places and regions directly related to major eras and

turning points in the United States during the 17th, 18th, and

19th centuries; Supporting Standard

(B) compare places and regions of the United States in terms of

physical and human characteristics; Readiness Standard

factors such as wealth landforms, waterways, transportation, and

communication on major historical events in the United States.

Readiness Standard

Recognizes the physical characteristics of the United States and the

effects of these on historical events.

8.10 Prerequisite Skills/Links to TEKS Vertical Alignment

Geographic Location Using Tools

• identify the location of major world countries for each of the world region (6)

• identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various

places and regions (6)

• explain ways in which human migration inuences the character of places and regions (6)

• identify and explain the geographic factors responsible for patterns of population in places and regions (6)

• use cardinal and intermediate directions to locate places on maps and globes in relation to the local community (3)

• locate and explore the community, Texas, and the United States on maps and globes (1)

• describe the location of self and objects relative to other locations in the classroom and school using spatial terms (1)

• locate places using the four cardinal directions (1)

• locate places on the school campus and describe their relative locations (K)

• use spatial terms, including over, under, near, far, left, and right, to describe relative location (K)

Continued

Social Studies

October 2020 24

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.10 Prerequisite Skills/Links to TEKS Vertical Alignment

Relationship between People and Physical Environment

• explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and

alternative energy sources have affected the political, economic, and social development of Texas (7)

• identify ways in which Texans have adapted to and modied the environment and explain the positive and negative consequences of

the modications (7)

• identify and analyze ways people have adapted to the physical environment in various places and regions (6)

• describe ways people have been impacted by physical processes such as earthquakes and climate (6)

• describe how and why people have adapted to and modied their environment in the United States such as the use of human

resources to meet basic needs (5)

• explain reasons why people have adapted to and modied their environment in Texas, past and present, such as the use of natural

resources to meet basic needs, facilitate transportation, and enhance recreational activities (4)

• describe ways people have adapted to and modied their environment in Texas, past and present, such as timber clearing,

agricultural production, wetlands drainage, energy production, and construction of dams (4)

• identify and compare how people in different communities adapt to or modify the physical environment in which they live such as

deserts, mountains, wetlands, and plains (3)

Geographic Inuence on History

• identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural

resources that inuence a society’s political relationships (6)

• explain the geographic factors responsible for the location of economic activities in places and regions (6)

Population and Settlement Patterns

• analyze the geographic factors that inuence the location of the ve largest urban areas in the United States and explain their

distribution (5)

• explain the geographic factors that inuence patterns of settlement and the distribution of population in the United States (5)

• explain the geographic factors such as landforms and climate that inuence patterns of settlement and the distribution of population

in Texas, past and present (4)

Characteristics of Places and Regions

• analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication

on major events in Texas (7)

• locate and compare places of importance in Texas in terms of physical and human characteristics such as major cities, waterways,

natural and historic landmarks, political and cultural regions, and local points of interest (7)

• locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions (7)

Continued

Social Studies

October 2020 25

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.10 Prerequisite Skills/Links to TEKS Vertical Alignment

• create a map of important physical features such as the Appalachian Mountains, Great Lakes, Mississippi River, Great Plains, and

Rocky Mountains (5)

• locate on a map important political features such as the ve largest cities by population in the United States and the 50 states (5)

• describe regions in the United States based on physical characteristics such as landform, climate, and vegetation (5)

• describe political and economic regions in the United States that result from patterns of human activity (5)

• compare the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) (4)

• identify, locate, and describe the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal

Plains), including their characteristics such as landforms, climate, vegetation, and economic activities (4)

• locate places, including the local community, Texas, the United States, the state capital, the U.S. capital, and the bordering countries

of Canada and Mexico on maps and globes (2)

• identify major landforms and bodies of water, including each of the seven continents and each of the oceans, on maps and globes (2)

• identify and describe how geographic location inuences the human characteristics of place such as shelter, clothing, food, and

activities (1)

• identify and describe the physical characteristics of place such as landforms, bodies of water, Earth’s resources, and weather (1)

• identify how geographic location inuences human characteristics of place such as shelter, clothing, food, and activities (K)

• identify the physical characteristics of place such as landforms, bodies of water, Earth’s resources, and weather (K)

Geography skills

• identify and create common features in the natural environment (Pre-K)

Social Studies

October 2020 26

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and

cultural influences on historical issues and events.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.11) Geography. The student understands the physical

characteristics of North America and how humans adapted to and

modied the environment through the mid-19th century. The student is

expected to

(A) analyze how physical characteristics of the environment

inuenced population distribution, settlement patterns, and

economic activities in the United States; Readiness Standard

(B) describe the positive and negative consequences of human

modication of the physical environment of the United States.

Supporting Standard

Recognizes the physical characteristics of North America and how

humans adapted to and modied the environment.

8.11 Prerequisite Skills/Links to TEKS Vertical Alignment

Relationship between People and Physical Environment

• identify ways in which Texans have adapted to and modied the environment and explain the positive and negative consequences of

the modications (7)

• identify and analyze ways people have modied the physical environment such as mining, irrigation, and transportation

infrastructure (6)

• identify and analyze ways people have adapted to the physical environment in various places and regions (6)

• describe ways people have been impacted by physical processes such as earthquakes and climate (6)

• analyze the positive and negative consequences of human modication of the environment in the United States (5)

• describe how and why people have adapted to and modied their environment in the United States such as the use of human

resources to meet basic needs (5)

• compare the positive and negative consequences of human modication of the environment in Texas, past and present (4)

• explain reasons why people have adapted to and modied their environment in Texas, past and present, such as the use of natural

resources to meet basic needs, facilitate transportation, and enhance recreational activities (4)

• describe ways people have adapted to and modied their environment in Texas, past and present, such as timber clearing,

agricultural production, wetlands drainage, energy production, and construction of dams (4)

• describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape (3)

Continued

Social Studies

October 2020 27

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.11 Prerequisite Skills/Links to TEKS Vertical Alignment

• identify and compare how people in different communities adapt to or modify the physical environment in which they live such as

deserts, mountains, wetlands, and plains (3)

• identify ways people can conserve and replenish Earth’s resources (2)

• identify consequences of human modication of the physical environment (2)

• identify ways in which people have modied the physical environment such as clearing land, building roads, using land for

agriculture, and drilling for oil (2)

Population and Settlement Patterns

• analyze the geographic factors that inuence the location of the ve largest urban areas in the United States and explain their

distribution (5)

• explain the geographic factors that inuence patterns of settlement and the distribution of population in the United States (5)

• identify and describe the patterns of settlement such as rural, urban, and suburban (5)

• explain the geographic factors such as landforms and climate that inuence patterns of settlement and the distribution of population

in Texas, past and present (4)

• identify and explain patterns of settlement such as the location of towns and cities in Texas at different time periods (4)

Characteristics of Places and Regions

• analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication

on major events in Texas (7)

• describe political and economic regions in the United States that result from patterns of human activity (5)

• identify and describe how geographic location inuences the human characteristics of place such as shelter, clothing, food, and

activities (1)

• identify how geographic location inuences human characteristics of place such as shelter, clothing, food, and activities (K)

Social Studies

October 2020 28

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and

cultural influences on historical issues and events.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.23) Culture. The student understands the relationships between

and among people from various groups, including racial, ethnic, and

religious groups, during the 17th, 18th, and 19th centuries. The student

is expected to

(A) identify racial, ethnic, and religious groups that settled in the

United States and explain their reasons for immigration;

Readiness Standard

(B) explain how urbanization contributed to conicts resulting

from differences in religion, social class, and political beliefs;

Supporting Standard

racial, ethnic, and religious groups were addressed; Supporting

Standard

(D) analyze the contributions of people of various racial,

ethnic, and religious groups to our national identity; Supporting

Standard

(E) identify the political, social, and economic contributions of

women to American society. Supporting Standard

Recognizes the relationships among people from various groups and

their effects on American society.

8.23 Prerequisite Skills/Links to TEKS Vertical Alignment

Impact of Diversity

• identify examples of Spanish inuence and the inuence of other cultures on Texas such as place names, vocabulary, religion,

architecture, food, and the arts (7)

• describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to

the larger Texas culture (7)

• explain how the diversity of Texas is reected in a variety of cultural activities and celebrations (7)

• identify and explain examples of conict and cooperation between and among cultures (6)

• analyze the experiences and contributions of diverse groups to multicultural societies (6)

• identify and describe common traits that dene cultures and culture regions (6)

Continued

Social Studies

October 2020 29

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.23 Prerequisite Skills/Links to TEKS Vertical Alignment

• summarize the contributions of people of various racial, ethnic, and religious groups to our national identity (5)

• describe customs and traditions of various racial, ethnic, and religious groups in the United States (5)

• summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas culture such as

Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe (4)

• identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo,

Oktoberfest, and Fiesta San Antonio (4)

• compare ethnic and/or cultural celebrations in the local community with other communities (3)

• explain the signicance of various ethnic and/or cultural celebrations in the local community and other communities (3)

• compare ethnic and/or cultural celebrations (2)

• identify the signicance of various ethnic and/or cultural celebrations (2)

• describe and explain the importance of beliefs, language, and traditions of families and communities (1)

• identify similarities and differences among people such as kinship, laws, and religion (K)

Cultural Effects on Institutions

• explain the signicance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur,

Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies (6)

• explain the relationship among religious ideas, philosophical ideas, and cultures (6)

Individuals and Groups Who Have Affected Culture

• identify and describe the heroic deeds of individuals such as Harriet Tubman, Todd Beamer, and other contemporary heroes (3)

• identify and describe the heroic deeds of state and national heroes and military and rst responders such as Hector P. Garcia, James

A. Lovell, and the Four Chaplains (3)

Application of Critical Thinking Skills

• identify bias and points of view from the historical context surrounding an event that inuenced the participants (7)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps (6-7)

• identify different points of view about an issue or current topic (6)

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

Continued

Social Studies

October 2020 30

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.23 Prerequisite Skills/Links to TEKS Vertical Alignment

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• identify different points of view about an issue, topic, historical event, or current event (4-5)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and

opinion, identifying cause and effect, and comparing, and contrasting (3)

• gather information, including historical and current events and geographic data about the community using a variety of resources (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2)

• gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, maps, and

artifacts (2)

• gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, symbols, and

artifacts with adult assistance (K-1)

• sequence and categorize information (K–1)

Social Studies

October 2020 31

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and

cultural influences on historical issues and events.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.24) Culture. The student understands the major reform movements

of the 19th century. The student is expected to

(A) describe and evaluate the historical development of the

abolitionist movement; Readiness Standard

(B) evaluate the impact of reform movements, including

educational reform, temperance, the women’s rights movement,

prison reform, the labor reform movement, and care of the

disabled. Readiness Standard

Recognizes the development and impact of reform movements.

8.24 Prerequisite Skills/Links to TEKS Vertical Alignment

Impact of Diversity

• analyze the experiences and contributions of diverse groups to multicultural societies (6)

• summarize the contributions of people of various racial, ethnic, and religious groups to our national identity (5)

• summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas culture such as

Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe (4)

Cultural Diffusion

• identify and describe factors that inuence cultural change such as improvements in communication, transportation, and economic

development (6)

Individuals and Groups Who Have Affected Culture

• identify and describe the heroic deeds of individuals such as Harriet Tubman, Todd Beamer, and other contemporary heroes (3)

• identify and describe the heroic deeds of state and national heroes and military and rst responders such as Hector P. Garcia, James

A. Lovell, and the Four Chaplains (3)

Application of Critical Thinking Skills

• identify bias and points of view from the historical context surrounding an event that inuenced the participants (7)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (7)

• identify different points of view about an issue or current topic (6)

Continued

Social Studies

October 2020 32

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

8.24 Prerequisite Skills/Links to TEKS Vertical Alignment

• analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, nding the

main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (6)

• identify the historical context of an event (5)

• analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, nding the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions (4–5)

• identify different points of view about an issue, topic, historical event, or current event (4-5)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and

opinion, identifying cause and effect, and comparing, and contrasting (3)

• interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, predicting, comparing, and

contrasting (2)

• sequence and categorize information (K–1)

Social Studies

October 2020 33

TEKS Curriculum Framework for STAAR Alternate 2

Grade 8

STAAR Reporting Category 2 – Geography and Culture: The student will demonstrate an understanding of geographic and

cultural influences on historical issues and events.

TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

Essence of TEKS Knowledge and Skills Statement/

STAAR-Tested Student Expectations

(8.25) Culture. The student understands the impact of religion on the

American way of life. The student is expected to

(A) trace the development of religious freedom in the United

States; Supporting Standard

(B) describe religious inuences on social movements, including

the impact of the rst and second Great Awakenings; Supporting

Standard

of religious freedom on the American way of life. Readiness

Standard

Recognizes the impact of religion on American society.

8.25 Prerequisite Skills/Links to TEKS Vertical Alignment