We have not matched our lessons to Texas yet, so these standards have no dots.
English Language Arts and Reading 77 standards
Developing and sustaining foundational language skills
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency
The student reads grade-level text with fluency and comprehension. The student
6.3adjust fluency when reading grade-level text based on the reading purpose.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading
The student reads grade-appropriate texts independently. The student
6.4self-select text and read independently for a sustained period of time.
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language
The student develops oral language through listening, speaking, and discussion. The student is expected to:
6.1Alisten actively to interpret a message, ask clarifying questions, and respond appropriately;
6.1Bfollow and give oral instructions that include multiple action steps;
6.1Cgive an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
6.1Dparticipate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary
The student uses newly acquired vocabulary expressively. The student is expected to:
6.2Ause print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
6.2Buse context such as definition, analogy, and examples to clarify the meaning of words; and
6.2Cdetermine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus.
Comprehension skills
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts
The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
6.5Aestablish purpose for reading assigned and self-selected text;
6.5Bgenerate questions about text before, during, and after reading to deepen understanding and gain information;
6.5Cmake and correct or confirm predictions using text features, characteristics of genre, and structures;
6.5Dcreate mental images to deepen understanding;
6.5Emake connections to personal experiences, ideas in other texts, and society;
6.5Fmake inferences and use evidence to support understanding;
6.5Gevaluate details read to determine key ideas;
6.5Hsynthesize information to create new understanding; and
6.5Imonitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Response skills
Response skills: listening, speaking, reading, writing, and thinking using multiple texts
The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
6.6Adescribe personal connections to a variety of sources, including self-selected texts;
6.6Bwrite responses that demonstrate understanding of texts, including comparing sources within and across genres;
6.6Cuse text evidence to support an appropriate response;
6.6Dparaphrase and summarize texts in ways that maintain meaning and logical order;
6.6Einteract with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
6.6Frespond using newly acquired vocabulary as appropriate;
6.6Gdiscuss and write about the explicit or implicit meanings of text;
6.6Hrespond orally or in writing with appropriate register, vocabulary, tone, and voice; and
6.6Ireflect on and adjust responses as new evidence is presented.
Multiple genres
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements
The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
6.7Ainfer multiple themes within and across texts using text evidence;
6.7Banalyze how the characters' internal and external responses develop the plot;
6.7Canalyze plot elements, including rising action, climax, falling action, resolution, and nonlinear elements such as flashback; and
6.7Danalyze how the setting, including historical and cultural settings, influences character and plot development.
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres
The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
6.8Ademonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;
6.8Banalyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;
6.8Canalyze how playwrights develop characters through dialogue and staging;
analyze characteristics and structural elements of informational text, including:
6.8Dithe controlling idea or thesis with supporting evidence;
6.8Diifeatures such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
6.8Diiiorganizational patterns such as definition, classification, advantage, and disadvantage;
analyze characteristics and structures of argumentative text by:
6.8Eiidentifying the claim;
6.8Eiiexplaining how the author uses various types of evidence to support the argument; and
6.8Eiiiidentifying the intended audience or reader; and
The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
6.8Fanalyze characteristics of multimodal and digital texts.; and
Author's purpose and craft
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts
The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
6.9Aexplain the author's purpose and message within a text;
6.9Banalyze how the use of text structure contributes to the author's purpose;
6.9Canalyze the author's use of print and graphic features to achieve specific purposes;
6.9Ddescribe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
6.9Eidentify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;
6.9Fanalyze how the author's use of language contributes to mood and voice; and
6.9Gexplain the differences between rhetorical devices and logical fallacies.
Composition
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
6.10Aplan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
develop drafts into a focused, structured, and coherent piece of writing by:
6.10Biorganizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
6.10Biideveloping an engaging idea reflecting depth of thought with specific facts and details;
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
6.10Crevise drafts for clarity, development, organization, style, word choice, and sentence variety;
edit drafts using standard English conventions, including:
6.10Dicomplete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
6.10Diiconsistent, appropriate use of verb tenses;
6.10Diiiconjunctive adverbs;
6.10Divprepositions and prepositional phrases and their influence on subject-verb agreement;
6.10Dvpronouns, including relative;
6.10Dvisubordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;
6.10Dviicapitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;
6.10Dviiipunctuation marks, including commas in complex sentences, transitions, and introductory elements; and
6.10Dixcorrect spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
6.10Epublish written work for appropriate audiences.
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres
The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
6.11Acompose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
6.11Bcompose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
6.11Ccompose multi-paragraph argumentative texts using genre characteristics and craft; and
6.11Dcompose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
Inquiry and research
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts
The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
6.12Agenerate student-selected and teacher-guided questions for formal and informal inquiry;
6.12Bdevelop and revise a plan;
6.12Crefine the major research question, if necessary, guided by the answers to a secondary set of questions;
6.12Didentify and gather relevant information from a variety of sources;
6.12Edifferentiate between primary and secondary sources;
6.12Fsynthesize information from a variety of sources;
6.12Gdifferentiate between paraphrasing and plagiarism when using source materials;
examine sources for:
6.12Hireliability, credibility, and bias; and
6.12Hiifaulty reasoning such as hyperbole, emotional appeals, and stereotype;
The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
6.12Idisplay academic citations and use source materials ethically; and
6.12Juse an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Mathematics 59 standards
Measurement and data
Measurement and data
The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student
6.11graph points in all four quadrants using ordered pairs of rational numbers.
Mathematical process standards
Mathematical process standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
6.1Aapply mathematics to problems arising in everyday life, society, and the workplace;
6.1Buse a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
6.1Cselect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
6.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
6.1Ecreate and use representations to organize, record, and communicate mathematical ideas;
6.1Fanalyze mathematical relationships to connect and communicate mathematical ideas; and
6.1Gdisplay, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Number and operations
Number and operations
The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to:
6.2Aclassify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers;
6.2Bidentify a number, its opposite, and its absolute value;
6.2Clocate, compare, and order integers and rational numbers using a number line;
6.2Dorder a set of rational numbers arising from mathematical and real-world contexts; and
6.2Eextend representations for division to include fraction notation such as a/b represents the same number as a b where b 0.
The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to:
6.3Arecognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values;
6.3Bdetermine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one;
6.3Crepresent integer operations with concrete models and connect the actions with the models to standardized algorithms;
6.3Dadd, subtract, multiply, and divide integers fluently; and
6.3Emultiply and divide positive rational numbers fluently.
Proportionality
Proportionality
The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to:
6.4Acompare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships;
6.4Bapply qualitative and quantitative reasoning to solve prediction and comparison of realworld problems involving ratios and rates;
6.4Cgive examples of ratios as multiplicative comparisons of two quantities describing the same attribute;
6.4Dgive examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients;
6.4Erepresent ratios and percents with concrete models, fractions, and decimals;
6.4Frepresent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers;
6.4Ggenerate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money; and
6.4Hconvert units within a measurement system, including the use of proportions and unit rates.
The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to:
6.5Arepresent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;
6.5Bsolve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models; and
6.5Cuse equivalent fractions, decimals, and percents to show equal parts of the same whole.
Expressions, equations, and relationships
Expressions, equations, and relationships
The student applies mathematical process standards to use multiple representations to describe algebraic relationships. The student is expected to:
6.6Aidentify independent and dependent quantities from tables and graphs;
6.6Bwrite an equation that represents the relationship between independent and dependent quantities from a table; and
6.6Crepresent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
6.7Agenerate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization;
6.7Bdistinguish between expressions and equations verbally, numerically, and algebraically;
6.7Cdetermine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; and
6.7Dgenerate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.
The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to:
6.8Aextend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle;
6.8Bmodel area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes;
6.8Cwrite equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers; and
6.8Ddetermine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.
The student applies mathematical process standards to use equations and inequalities to represent situations. The student is expected to:
6.9Awrite one-variable, one-step equations and inequalities to represent constraints or conditions within problems;
6.9Brepresent solutions for one-variable, one-step equations and inequalities on number lines; and
6.9Cwrite corresponding real-world problems given one-variable, one-step equations or inequalities.
The student applies mathematical process standards to use equations and inequalities to solve problems. The student is expected to:
6.10Amodel and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; and
6.10Bdetermine if the given value(s) make(s) one-variable, one-step equations or inequalities true.
Measurement and data
Measurement and data
The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to:
6.12Arepresent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;
6.12Buse the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;
6.12Csummarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution; and
6.12Dsummarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.
The student applies mathematical process standards to use numerical or graphical representations to solve problems. The student is expected to:
6.13Ainterpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; and
6.13Bdistinguish between situations that yield data with and without variability.
Personal financial literacy
Personal financial literacy
The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to:
6.14Acompare the features and costs of a checking account and a debit card offered by different local financial institutions;
6.14Bdistinguish between debit cards and credit cards;
6.14Cbalance a check register that includes deposits, withdrawals, and transfers;
6.14Dexplain why it is important to establish a positive credit history;
6.14Edescribe the information in a credit report and how long it is retained;
6.14Fdescribe the value of credit reports to borrowers and to lenders;
6.14Gexplain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; and
6.14Hcompare the annual salary of several occupations requiring various levels of postsecondary education or vocational training and calculate the effects of the different annual salaries on lifetime income.
Science 49 standards
Scientific and engineering practices
Scientific and engineering practices
The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
6.1Aask questions and define problems based on observations or information from text, phenomena, models, or investigations;
6.1Buse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
6.1Cuse appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;
6.1Duse appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;
6.1Ecollect quantitative data using the International System of Units (SI) and qualitative data as evidence;
6.1Fconstruct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;
6.1Gdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
6.1Hdistinguish between scientific hypotheses, theories, and laws.
The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
6.2Aidentify advantages and limitations of models such as their size, scale, properties, and materials;
6.2Banalyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
6.2Cuse mathematical calculations to assess quantitative relationships in data; and
6.2Devaluate experimental and engineering designs.
The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
6.3Adevelop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
6.3Bcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
6.3Cengage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.
The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:
6.4Arelate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;
6.4Bmake informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and
6.4Cresearch and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.
Recurring themes and concepts
Recurring themes and concepts
The student understands that recurring themes and concepts provide a framework for making connections across disciplines. The student is expected to:
6.5Aidentify and apply patterns to understand and connect scientific phenomena or to design solutions;
6.5Bidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;
6.5Canalyze how differences in scale, proportion, or quantity affect a system's structure or performance;
6.5Dexamine and model the parts of a system and their interdependence in the function of the system;
6.5Eanalyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;
6.5Fanalyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; and
6.5Ganalyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.
Matter and energy
Matter and energy
The student knows that matter is made of atoms, can be classified according to its properties, and can undergo changes. The student is expected to:
6.6Acompare solids, liquids, and gases in terms of their structure, shape, volume, and kinetic energy of atoms and molecules;
6.6Binvestigate the physical properties of matter to distinguish between pure substances, homogeneous mixtures (solutions), and heterogeneous mixtures;
6.6Cidentify elements on the periodic table as metals, nonmetals, metalloids, and rare Earth elements based on their physical properties and importance to modern life;
6.6Dcompare the density of substances relative to various fluids; and
6.6Eidentify the formation of a new substance by using the evidence of a possible chemical change, including production of a gas, change in thermal energy, production of a precipitate, and color change.
Force, motion, and energy
Force, motion, and energy
The student knows the nature of forces and their role in systems that experience stability or change. The student is expected to:
6.7Aidentify and explain how forces act on objects, including gravity, friction, magnetism, applied forces, and normal forces, using real-world applications;
6.7Bcalculate the net force on an object in a horizontal or vertical direction using diagrams and determine if the forces are balanced or unbalanced; and
6.7Cidentify simultaneous force pairs that are equal in magnitude and opposite in direction that result from the interactions between objects using Newton's Third Law of Motion.
The student knows that the total energy in systems is conserved through energy transfers and transformations. The student is expected to:
6.8Acompare and contrast gravitational, elastic, and chemical potential energies with kinetic energy;
6.8Bdescribe how energy is conserved through transfers and transformations in systems such as electrical circuits, food webs, amusement park rides, or photosynthesis; and
6.8Cexplain how energy is transferred through transverse and longitudinal waves.
Earth and space
Earth and space
The student models the cyclical movements of the Sun, Earth, and Moon and describes their effects. The student is expected to:
6.9Amodel and illustrate how the tilted Earth revolves around the Sun, causing changes in seasons; and
6.9Bdescribe and predict how the positions of the Earth, Sun, and Moon cause daily, spring, and neap cycles of ocean tides due to gravitational forces.
The student understands the rock cycle and the structure of Earth. The student is expected to:
6.10Adifferentiate between the biosphere, hydrosphere, atmosphere, and geosphere and identify components of each system;
6.10Bmodel and describe the layers of Earth, including the inner core, outer core, mantle, and crust; and
6.10Cdescribe how metamorphic, igneous, and sedimentary rocks form and change through geologic processes in the rock cycle.
The student understands how resources are managed. The student is expected to:
6.11Aresearch and describe why resource management is important in reducing global energy poverty, malnutrition, and air and water pollution; and
6.11Bexplain how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources.
Organisms and environments
Organisms and environments
The student knows that interdependence occurs between living systems and the environment. The student is expected to:
6.12Ainvestigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as availability of light and water, range of temperatures, or soil composition;
6.12Bdescribe and give examples of predatory, competitive, and symbiotic relationships between organisms, including mutualism, parasitism, and commensalism; and
6.12Cdescribe the hierarchical organization of organism, population, and community within an ecosystem.
The student knows that organisms have an organizational structure and variations can influence survival of populations. The student is expected to:
6.13Adescribe the historical development of cell theory and explain how organisms are composed of one or more cells, which come from pre-existing cells and are the basic unit of structure and function;
6.13Bidentify and compare the basic characteristics of organisms, including prokaryotic and eukaryotic, unicellular and multicellular, and autotrophic and heterotrophic; and
6.13Cdescribe how variations within a population can be an advantage or disadvantage to the survival of a population as environments change.
Social Studies 68 standards
History
History
The student understands that historical events influence contemporary events. The student is expected to:
6.1Atrace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade; and
6.1Banalyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:
6.2Aidentify and describe the historical influence of individuals or groups on various contemporary societies; and
6.2Bdescribe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
Geography
Geography
The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:
6.3Aidentify and explain the geographic factors responsible for patterns of population in places and regions;
6.3Bexplain ways in which human migration influences the character of places and regions;
6.3Cidentify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; and
6.3Didentify the location of major world countries for each of the world regions.
The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to:
6.4Aexplain the geographic factors responsible for the location of economic activities in places and regions; and
6.4Bidentify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's political relationships.
The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:
6.5Adescribe ways people have been impacted by physical processes such as earthquakes and climate;
6.5Bidentify and analyze ways people have adapted to the physical environment in various places and regions; and
6.5Cidentify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.
Economics
Economics
The student understands the factors of production in a society's economy. The student is expected to:
6.6Adescribe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies;
6.6Bidentify problems that may arise when one or more of the factors of production is in relatively short supply; and
6.6Cexplain the impact of the distribution of resources on international trade and economic interdependence among and within societies.
The student understands the various ways in which people organize economic systems. The student is expected to:
6.7Acompare ways in which various societies organize the production and distribution of goods and services;
6.7Bcompare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system; and
6.7Cunderstand the importance of ethics in maintaining a functional free enterprise system.
The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to:
6.8Adefine and give examples of agricultural, retail, manufacturing (goods), and service industries; and
6.8Bdescribe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.
Government
Government
The student understands the concepts of limited and unlimited governments. The student is expected to:
6.9Adescribe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
6.9Bidentify reasons for limiting the power of government; and
6.9Cidentify and describe examples of human rights abuses by limited or unlimited governments such as the oppression of religious, ethnic, and political groups.
The student understands various ways in which people organize governments. The student is expected to:
6.10Aidentify and give examples of governments with rule by one, few, or many;
6.10Bcompare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and
6.10Cidentify historical origins of democratic forms of government such as Ancient Greece.
Citizenship
Citizenship
The student understands that the nature of citizenship varies among societies. The student is expected to:
6.11Adescribe and compare roles and responsibilities of citizens in various contemporary societies, including the United States; and
6.11Bexplain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to:
6.12Aidentify and explain the duty of civic participation in societies with representative governments; and
6.12Bexplain relationships among rights, responsibilities, and duties in societies with representative governments.
Culture
Culture
The student understands the similarities and differences within and among cultures in various world societies. The student is expected to:
6.13Aidentify and describe common traits that define cultures and culture regions;
6.13Bdefine a multicultural society;
6.13Canalyze the experiences and contributions of diverse groups to multicultural societies; and
6.13Didentify and explain examples of conflict and cooperation between and among cultures.
The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to:
6.14Aidentify institutions basic to all societies, including government, economic, educational, and religious institutions;
6.14Bcompare characteristics of institutions in various contemporary societies; and
6.14Canalyze the efforts and activities institutions use to sustain themselves over time.
The student understands relationships that exist among world cultures. The student is expected to:
6.15Aidentify and describe means of cultural diffusion such as trade, travel, and war;
6.15Bidentify and describe factors that influence cultural change such as improvements in communication, transportation, and economic development;
6.15Canalyze the impact of improved communication technology among cultures; and
6.15Didentify the impact of cultural diffusion on individuals and world societies.
The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to:
6.16Aexplain the relationships that exist between societies and their architecture, art, music, and literature;
6.16Bdescribe ways in which contemporary issues influence creative expressions; and
6.16Cidentify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time.
The student understands the relationships among religion, philosophy, and culture. The student is expected to:
6.17Aexplain the relationship among religious ideas, philosophical ideas, and cultures; and
6.17Bexplain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
Science, technology, and society
Science, technology, and society
The student understands the influences of science and technology on contemporary societies. The student is expected to:
6.18Aidentify examples of scientific discoveries, technological innovations, and scientists and inventors that have shaped the world;
6.18Bexplain how resources, economic factors, and political decisions affect the use of technology; and
6.18Cmake predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.
Social studies skills
Social studies skills
The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
6.19Adifferentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material and artifacts to acquire information about various world cultures;
6.19Banalyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
6.19Corganize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
6.19Didentify different points of view about an issue or current topic;
6.19Eformulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic; and
6.19Fevaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy.
The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
6.20Aanswer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? Using latitude and longitude, where is it located?;
6.20Bpose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, and charts;
6.20Ccompare various world regions and countries using data from maps, graphs, and charts; and
6.20Dcreate and interpret regional sketch maps, thematic maps, graphs, and charts depicting aspects such as population, disease, and economic activities of various world regions and countries.
The student communicates in written, oral, and visual forms. The student is expected to:
6.21Ause social studies terminology correctly;
6.21Bincorporate main and supporting ideas in verbal and written communication based on research;
6.21Cexpress ideas orally based on research and experiences;
6.21Dcreate written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;
6.21Euse effective written communication skills, including proper citations to avoid plagiarism; and
6.21Fapply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.
The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
6.22Adescribe governmental and democratic processes such as voting, due process, and caucuses using simulations and models; and
6.22Buse problem-solving and decision-making processes 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.
More Information: Texas Dates, Sources and Homeschool Law
Texas Essential Knowledge and Skills (TEKS), published by the Texas Education Agency (TEA).
Adopted by the state: English 2017, Math 2012, Science 2021, Social Studies 2022
Last checked by NexStudents: September 25, 2026
Copied from the state's own files, word for word. States revise their standards,
so check the state's page for the current version.
Social Studies 68 standards
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills