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
7.3adjust 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
7.4self-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:
7.1Alisten actively to interpret a message and ask clarifying questions that build on others' ideas;
7.1Bfollow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
7.1Cpresent a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively; and
7.1Dengage in meaningful discourse and provide and accept constructive feedback from others.
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:
7.2Ause print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
7.2Buse context such as contrast or cause and effect to clarify the meaning of words; and
7.2Cdetermine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent.
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:
7.5Aestablish purpose for reading assigned and self-selected texts; 110.B. (6) (7) (8)
7.5Bgenerate questions about text before, during, and after reading to deepen understanding and gain information;
7.5Cmake and correct or confirm predictions using text features, characteristics of genre, and structures;
7.5Dcreate mental images to deepen understanding;
7.5Emake connections to personal experiences, ideas in other texts, and society;
7.5Fmake inferences and use evidence to support understanding;
7.5Gevaluate details read to determine key ideas;
7.5Hsynthesize information to create new understanding; and
7.5Imonitor 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:
7.6Adescribe personal connections to a variety of sources, including self-selected texts;
7.6Bwrite responses that demonstrate understanding of texts, including comparing sources within and across genres;
7.6Cuse text evidence to support an appropriate response;
7.6Dparaphrase and summarize texts in ways that maintain meaning and logical order;
7.6Einteract with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
7.6Frespond using newly acquired vocabulary as appropriate;
7.6Gdiscuss and write about the explicit or implicit meanings of text;
7.6Hrespond orally or in writing with appropriate register, vocabulary, tone, and voice; and
7.6Ireflect 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:
7.7Ainfer multiple themes within and across texts using text evidence;
7.7Banalyze how characters' qualities influence events and resolution of the conflict;
7.7Canalyze plot elements, including the use of foreshadowing and suspense, to advance the plot; and
7.7Danalyze how the setting 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:
7.8Ademonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction;
7.8Banalyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms;
7.8Canalyze how playwrights develop characters through dialogue and staging;
analyze characteristics and structural elements of informational text, including:
7.8Dithe controlling idea or thesis with supporting evidence;
7.8Diifeatures such as references or acknowledgements; and
7.8Diiiorganizational patterns that support multiple topics, categories, and subcategories;
analyze characteristics and structures of argumentative text by:
7.8Eiidentifying the claim;
7.8Eiiexplaining how the author uses various types of evidence and consideration of alternatives to support the argument; and
7.8Eiiiidentifying 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:
7.8Fanalyze 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:
7.9Aexplain the author's purpose and message within a text;
7.9Banalyze how the use of text structure contributes to the author's purpose;
7.9Canalyze the author's use of print and graphic features to achieve specific purposes;
7.9Ddescribe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
7.9Eidentify the use of literary devices, including subjective and objective point of view;
7.9Fanalyze how the author's use of language contributes to mood, voice, and tone; and
7.9Gexplain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
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:
7.10Aplan 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:
7.10Biorganizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
7.10Biideveloping an engaging idea reflecting depth of thought with specific facts, details, and examples;
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
7.10Crevise drafts for clarity, development, organization, style, word choice, and sentence variety;
edit drafts using standard English conventions, including:
7.10Dicomplete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
7.10Diiconsistent, appropriate use of verb tenses;
7.10Diiiconjunctive adverbs;
7.10Divprepositions and prepositional phrases and their influence on subject-verb agreement;
7.10Dvpronoun-antecedent agreement;
7.10Dvisubordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;
7.10Dviicorrect capitalization;
7.10Dviiipunctuation, including commas to set off words, phrases, and clauses, and semicolons; and
7.10Dixcorrect 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:
7.10Epublish 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:
7.11Acompose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
7.11Bcompose 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;
7.11Ccompose multi-paragraph argumentative texts using genre characteristics and craft; and
7.11Dcompose 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:
7.12Agenerate student-selected and teacher-guided questions for formal and informal inquiry;
7.12Bdevelop and revise a plan;
7.12Crefine the major research question, if necessary, guided by the answers to a secondary set of questions;
7.12Didentify and gather relevant information from a variety of sources;
7.12Edifferentiate between primary and secondary sources;
7.12Fsynthesize information from a variety of sources;
7.12Gdifferentiate between paraphrasing and plagiarism when using source materials;
examine sources for:
7.12Hireliability, credibility, and bias; and
7.12Hiifaulty 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:
7.12Idisplay academic citations and use source materials ethically; and
7.12Juse an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Mathematics 50 standards
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
7.2extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of rational numbers.
Expressions, equations, and relationships
Expressions, equations, and relationships
The student applies mathematical process standards to represent linear relationships using multiple representations. The student
7.7represent linear relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b.
Mathematical process standards
Mathematical process standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
7.1Aapply mathematics to problems arising in everyday life, society, and the workplace;
7.1Buse 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;
7.1Cselect 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;
7.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
7.1Ecreate and use representations to organize, record, and communicate mathematical ideas;
7.1Fanalyze mathematical relationships to connect and communicate mathematical ideas; and
7.1Gdisplay, 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 add, subtract, multiply, and divide while solving problems and justifying solutions. The student is expected to:
7.3Aadd, subtract, multiply, and divide rational numbers fluently; and
7.3Bapply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.
Proportionality
Proportionality
The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to:
7.4Arepresent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
7.4Bcalculate unit rates from rates in mathematical and real-world problems;
7.4Cdetermine the constant of proportionality (k = y/x) within mathematical and real-world problems;
7.4Dsolve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems; and
7.4Econvert between measurement systems, including the use of proportions and the use of unit rates.
The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships. The student is expected to:
7.5Ageneralize the critical attributes of similarity, including ratios within and between similar shapes;
7.5Bdescribe as the ratio of the circumference of a circle to its diameter; and
7.5Csolve mathematical and real-world problems involving similar shape and scale drawings.
The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to:
7.6Arepresent sample spaces for simple and compound events using lists and tree diagrams;
7.6Bselect and use different simulations to represent simple and compound events with and without technology;
7.6Cmake predictions and determine solutions using experimental data for simple and compound events;
7.6Dmake predictions and determine solutions using theoretical probability for simple and compound events;
7.6Efind the probabilities of a simple event and its complement and describe the relationship between the two;
7.6Fuse data from a random sample to make inferences about a population;
7.6Gsolve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;
7.6Hsolve problems using qualitative and quantitative predictions and comparisons from simple experiments; and
7.6Idetermine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.
Expressions, equations, and relationships
Expressions, equations, and relationships
The student applies mathematical process standards to develop geometric relationships with volume. The student is expected to:
7.8Amodel the relationship between the volume of a rectangular prism and a rectangular pyramid having both congruent bases and heights and connect that relationship to the formulas;
7.8Bexplain verbally and symbolically the relationship between the volume of a triangular prism and a triangular pyramid having both congruent bases and heights and connect that relationship to the formulas; and
7.8Cuse models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas.
The student applies mathematical process standards to solve geometric problems. The student is expected to:
7.9Asolve problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids;
7.9Bdetermine the circumference and area of circles;
7.9Cdetermine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles; and
7.9Dsolve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net.
The student applies mathematical process standards to use one-variable equations and inequalities to represent situations. The student is expected to:
7.10Awrite one-variable, two-step equations and inequalities to represent constraints or conditions within problems;
7.10Brepresent solutions for one-variable, two-step equations and inequalities on number lines; and
7.10Cwrite a corresponding real-world problem given a one-variable, two-step equation or inequality.
The student applies mathematical process standards to solve one-variable equations and inequalities. The student is expected to:
7.11Amodel and solve one-variable, two-step equations and inequalities;
7.11Bdetermine if the given value(s) make(s) one-variable, two-step equations and inequalities true; and
7.11Cwrite and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.
Measurement and data
Measurement and data
The student applies mathematical process standards to use statistical representations to analyze data. The student is expected to:
7.12Acompare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads;
7.12Buse data from a random sample to make inferences about a population; and
7.12Ccompare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations.
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:
7.13Acalculate the sales tax for a given purchase and calculate income tax for earned wages;
7.13Bidentify the components of a personal budget, including income; planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget;
7.13Ccreate and organize a financial assets and liabilities record and construct a net worth statement;
7.13Duse a family budget estimator to determine the minimum household budget and average hourly wage needed for a family to meet its basic needs in the student's city or another large city nearby;
7.13Ecalculate and compare simple interest and compound interest earnings; and
7.13Fanalyze and compare monetary incentives, including sales, rebates, and coupons.
Science 52 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:
7.1Aask questions and define problems based on observations or information from text, phenomena, models, or investigations;
7.1Buse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
7.1Cuse appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;
7.1Duse 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;
7.1Ecollect quantitative data using the International System of Units (SI) and qualitative data as evidence;
7.1Fconstruct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;
7.1Gdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
7.1Hdistinguish 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:
7.2Aidentify advantages and limitations of models such as their size, scale, properties, and materials;
7.2Banalyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
7.2Cuse mathematical calculations to assess quantitative relationships in data; and
7.2Devaluate experimental and engineering designs.
The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
7.3Adevelop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
7.3Bcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
7.3Cengage 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:
7.4Arelate 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;
7.4Bmake informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and
7.4Cresearch 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:
7.5Aidentify and apply patterns to understand and connect scientific phenomena or to design solutions;
7.5Bidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;
7.5Canalyze how differences in scale, proportion, or quantity affect a system's structure or performance;
7.5Dexamine and model the parts of a system and their interdependence in the function of the system;
7.5Eanalyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;
7.5Fanalyze and explain the complementary relationship between structure and function of objects, organisms, and systems; and
7.5Ganalyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.
Matter and energy
Matter and energy
The student distinguishes between elements and compounds, classifies changes in matter, and understands the properties of solutions. The student is expected to:
7.6Acompare and contrast elements and compounds in terms of atoms and molecules, chemical symbols, and chemical formulas;
7.6Buse the periodic table to identify the atoms and the number of each kind within a chemical formula;
7.6Cdistinguish between physical and chemical changes in matter;
7.6Ddescribe aqueous solutions in terms of solute and solvent, concentration, and dilution; and
7.6Einvestigate and model how temperature, surface area, and agitation affect the rate of dissolution of solid solutes in aqueous solutions.
Force, motion, and energy
Force, motion, and energy
The student describes the cause-and-effect relationship between force and motion. The student is expected to:
7.7Acalculate average speed using distance and time measurements from investigations;
7.7Bdistinguish between speed and velocity in linear motion in terms of distance, displacement, and direction;
7.7Cmeasure, record, and interpret an object's motion using distance-time graphs; and
7.7Danalyze the effect of balanced and unbalanced forces on the state of motion of an object using Newton's First Law of Motion.
The student understands the behavior of thermal energy as it flows into and out of systems. The student is expected to:
7.8Ainvestigate methods of thermal energy transfer into and out of systems, including conduction, convection, and radiation;
7.8Binvestigate how thermal energy moves in a predictable pattern from warmer to cooler until all substances within the system reach thermal equilibrium; and
7.8Cexplain the relationship between temperature and the kinetic energy of the particles within a substance.
Earth and space
Earth and space
The student understands the patterns of movement, organization, and characteristics of components of our solar system. The student is expected to:
7.9Adescribe the physical properties, locations, and movements of the Sun, planets, moons, meteors, asteroids, comets, Kuiper belt, and Oort cloud;
7.9Bdescribe how gravity governs motion within Earth's solar system; and
7.9Canalyze the characteristics of Earth that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere.
The student understands the causes and effects of plate tectonics. The student is expected to:
7.10Adescribe the evidence that supports that Earth has changed over time, including fossil evidence, plate tectonics, and superposition; and
7.10Bdescribe how plate tectonics causes ocean basin formation, earthquakes, mountain building, and volcanic eruptions, including supervolcanoes and hot spots.
The student understands how human activity can impact the hydrosphere. The student is expected to:
7.11Aanalyze the beneficial and harmful influences of human activity on groundwater and surface water in a watershed; and
7.11Bdescribe human dependence and influence on ocean systems and explain how human activities impact these systems.
Organisms and environments
Organisms and environments
The student understands that ecosystems are dependent upon the cycling of matter and the flow of energy. The student is expected to:
7.12Adiagram the flow of energy within trophic levels and describe how the available energy decreases in successive trophic levels in energy pyramids; and
7.12Bdescribe how ecosystems are sustained by the continuous flow of energy and the recycling of matter and nutrients within the biosphere.
The student knows how systems are organized and function to support the health of an organism and how traits are inherited. The student is expected to:
7.13Aidentify and model the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, urinary, reproductive, integumentary, nervous, immune, and endocrine systems;
7.13Bdescribe the hierarchical organization of cells, tissues, organs, and organ systems within plants and animals;
7.13Ccompare the results of asexual and sexual reproduction of plants and animals in relation to the diversity of offspring and the changes in the population over time; and
7.13Ddescribe and give examples of how natural and artificial selection change the occurrence of traits in a population over generations.
The student knows how the taxonomic system is used to describe relationships between organisms. The student is expected to:
7.14Adescribe the taxonomic system that categorizes organisms based on similarities and differences shared among groups; and
7.14Bdescribe the characteristics of the recognized kingdoms and their importance in ecosystems such as bacteria aiding digestion or fungi decomposing organic matter.
Social Studies 73 standards
History
History
The student understands traditional historical points of reference in Texas history. The student is expected to:
7.1Aidentify the major eras in Texas history, describe their defining 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; and
7.1Bexplain the significance of the following dates: 1519, mapping of the Texas coast and first 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.
The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:
7.2Acompare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern;
7.2Bidentify important individuals, events, and issues related to European exploration of Texas such as Alonso lvarez de Pineda, lvar Nez Cabeza de Vaca, the search for gold, and the conflicting territorial claims between France and Spain;
7.2Cidentify 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 Damin Massanet, Antonio Margil de Jess, and Francisco Hidalgo;
7.2Didentify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Father Miguel Hidalgo, Texas involvement in the fight for independence, Jos Gutirrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery;
7.2Eidentify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Segun, Martn De Len, and Green DeWitt, during the Mexican settlement of Texas; and
7.2Fcontrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas.
The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to:
7.3Adescribe the chain of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Tern Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin;
7.3Bexplain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio Lpez de Santa Anna, Juan N. Segun, and William B. Travis; and
7.3Cexplain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales; the siege of the Alamo, William B. Travis's letter "To the People of Texas and All Americans in the World," and the heroism of the diverse defenders who gave their lives there; the Constitutional Convention of 1836; Fannin's surrender at Goliad; and the Battle of San Jacinto.
The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to:
7.4Aidentify individuals, events, and issues during the administrations of Republic of Texas Presidents Houston, Lamar, and Jones such as the Texas Navy, the Texas Rangers, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, Jos Antonio Navarro, the Crdova Rebellion, the Council House Fight, the Santa Fe Expedition, slavery, and the roles of racial and ethnic groups;
7.4Banalyze the causes of and events leading to Texas annexation such as security and public debt; and
7.4Cidentify 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.
The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to:
7.5Aexplain the central role the expansion of slavery played in the involvement of Texas in the Civil War;
7.5Bidentify significant events concerning Texas and the Civil War such as the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch; and
7.5Cexplain the political, economic, and social effects of the Civil War and Reconstruction in Texas.
The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. The student is expected to:
7.6Aidentify significant individuals, events, and issues, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker;
7.6Bidentify significant individuals, events, and issues, including the development of the cattle industry from its Spanish beginnings and the cowboy way of life;
7.6Cidentify significant individuals, events, and issues, including the effects of the growth of railroads and the contributions of James Hogg; and
7.6Dexplain the political, economic, and social impact of the agricultural industry and the development of West Texas resulting from the close of the frontier.
The student understands how individuals, events, and issues shaped the history of Texas during the late 19th, 20th, and early 21st centuries. The student is expected to:
7.7Aexplain how the oil industry led to the industrialization of Texas;
7.7Bdefine and trace the impact of "boom-and-bust" cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology;
7.7Cdescribe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women's suffrage, agrarianism, labor reform, and the conservative movement of the late 20th century;
7.7Ddescribe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements such as James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White; and
7.7Eanalyze the political, economic, and social impact of World War I, the Great Depression, World War II, and significant issues in the latter half of the 20th and early 21st centuries such as political and economic controversies, immigration, and migration on the history of Texas.
Geography
Geography
The student understands the location and characteristics of places and regions of Texas. The student is expected to:
7.8Alocate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions;
7.8Blocate 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; and
7.8Canalyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
The student understands the effects of the interaction between humans and the environment in Texas. The student is expected to:
7.9Aidentify ways in which Texans have adapted to and modified the environment and explain the positive and negative consequences of the modifications; and
7.9Bexplain 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.
The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to:
7.10Aidentify why immigrant groups came to Texas and where they settled;
7.10Bdescribe how immigration and migration to Texas have influenced Texas;
7.10Cdescribe the structure of the population of Texas using demographic concepts such as growth rate and age distribution; and
7.10Danalyze the effects of the changing population distribution and growth in Texas and the additional need for education, health care, and transportation.
Economics
Economics
The student understands the factors that caused Texas to change from an agrarian to an urban society. The student is expected to:
7.11Aexplain economic factors and the development of major industries that led to the urbanization of Texas such as transportation, oil and gas, and manufacturing; and
7.11Bexplain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas.
The student understands the interdependence of the Texas economy with the United States and the world. The student is expected to:
7.12Aexplain the impact of national and international markets on the production of goods and services in Texas, including agriculture and oil and gas;
7.12Bexplain the impact of economic concepts within the free enterprise system such as supply and demand, profit, and world competition on the economy of Texas; and
7.12Canalyze the impact of significant industries in Texas such as aerospace, medical, and computer technologies on local, national, and international markets.
Government
Government
The student understands the basic principles reflected in the Texas Constitution. The student is expected to:
7.13Aidentify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
7.13Bcompare the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights.
The student understands the structure and functions of government created by the Texas Constitution. The student is expected to:
7.14Adescribe the structure and functions of government at municipal, county, and state levels; and
7.14Bidentify major sources of revenue for state and local governments such as property taxes, sales taxes, bonds, and fees.
Citizenship
Citizenship
The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:
7.15Aexplain rights of Texas citizens; and
7.15Bexplain civic responsibilities of Texas citizens and the importance of civic participation.
The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
7.16Aidentify different points of view of political parties and interest groups on important Texas issues, past and present; and
7.16Bdescribe the importance of free speech and press in a democratic society.
The student understands the importance of effective leadership in a democratic society. The student is expected to:
7.17Aidentify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States; and
7.17Bidentify the contributions of Texas leaders such as Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. Gonzlez, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
Culture
Culture
The student understands the concept of diversity within unity in Texas. The student is expected to:
7.18Aexplain how the diversity of Texas is reflected in a variety of cultural activities and celebrations;
7.18Bdescribe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture;
7.18Cidentify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts; and
7.18Didentify contributions to the arts by Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Ney, Amado Pea Jr., Walter Prescott Webb, and Horton Foote.
Science, technology, and society
Science, technology, and society
The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:
7.19Acompare types and uses of technology, past and present;
7.19Bidentify Texas leaders in science and technology such as Walter Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.;
7.19Canalyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, and aerospace industries;
7.19Devaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land; and
7.19Eanalyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.
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:
7.20Adifferentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas;
7.20Banalyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
7.20Corganize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
7.20Didentify bias and points of view from the historical context surrounding an event that influenced the participants;
7.20Eformulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic; and
7.20Fevaluate 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:
7.21Acreate and interpret thematic maps, graphs, and charts representing various aspects of Texas during the 19th, 20th, and 21st centuries; and
7.21Banalyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
The student communicates in written, oral, and visual forms. The student is expected to:
7.22Ause social studies terminology correctly;
7.22Buse effective written communication skills, including proper citations and avoiding plagiarism;
7.22Ccreate written, oral, and visual presentations of social studies information; and
7.22Dapply 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:
7.23Adescribe governmental and democratic processes such as voting, due process, and caucuses using simulations and models; and
7.23Buse 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 73 standards
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills