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English Language Arts and Reading 76 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
8.3adjust 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
8.4self-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:
8.1Alisten actively to interpret a message by summarizing, asking questions, and making comments;
8.1Bfollow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
8.1Cadvocate a position using anecdotes, analogies, and/or illustrations employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively; and
8.1Dparticipate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.
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:
8.2Ause print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
8.2Buse context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words; and
8.2Cdetermine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as ast, qui, path, mand/mend, and duc.
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:
8.5Aestablish purpose for reading assigned and self-selected texts;
8.5Bgenerate questions about text before, during, and after reading to deepen understanding and gain information;
8.5Cmake and correct or confirm predictions using text features, characteristics of genre, and structures;
8.5Dcreate mental images to deepen understanding;
8.5Emake connections to personal experiences, ideas in other texts, and society;
8.5Fmake inferences and use evidence to support understanding;
8.5Gevaluate details read to determine key ideas;
8.5Hsynthesize information to create new understanding; and
8.5Imonitor 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:
8.6Adescribe personal connections to a variety of sources, including self-selected texts;
8.6Bwrite responses that demonstrate understanding of texts, including comparing sources within and across genres;
8.6Cuse text evidence to support an appropriate response;
8.6Dparaphrase and summarize texts in ways that maintain meaning and logical order;
8.6Einteract with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
8.6Frespond using newly acquired vocabulary as appropriate;
8.6Gdiscuss and write about the explicit or implicit meanings of text;
8.6Hrespond orally or in writing with appropriate register, vocabulary, tone, and voice;
8.6Ireflect on and adjust responses as new evidence is presented; and
8.6Jdefend or challenge the authors' claims using relevant text evidence.
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:
8.7Aanalyze how themes are developed through the interaction of characters and events;
8.7Banalyze how characters' motivations and behaviors influence events and resolution of the conflict;
8.7Canalyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and
8.7Dexplain how the setting influences the values and beliefs of characters.
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:
8.8Ademonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, fantasy, science fiction, and short stories;
8.8Banalyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry;
8.8Canalyze how playwrights develop dramatic action through the use of acts and scenes;
analyze characteristics and structural elements of informational text, including:
8.8Dithe controlling idea or thesis with supporting evidence;
8.8Diifeatures such as footnotes, endnotes, and citations; and
8.8Diiimultiple organizational patterns within a text to develop the thesis;
analyze characteristics and structures of argumentative text by:
8.8Eiidentifying the claim and analyzing the argument;
8.8Eiiidentifying and explaining the counter argument; and
8.8Eiiiidentifying 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:
8.8Fanalyze characteristics of multimodal and digital texts.
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:
8.9Aexplain the author's purpose and message within a text;
8.9Banalyze how the use of text structure contributes to the author's purpose;
8.9Canalyze the author's use of print and graphic features to achieve specific purposes;
8.9Ddescribe how the author's use of figurative language such as extended metaphor achieves specific purposes;
8.9Eidentify and analyze the use of literary devices, including multiple points of view and irony;
8.9Fanalyze how the author's use of language contributes to the mood, voice, and tone; and
8.9Gexplain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning.
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:
8.10Aplan 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:
8.10Biorganizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
8.10Biideveloping 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:
8.10Crevise drafts for clarity, development, organization, style, word choice, and sentence variety;
edit drafts using standard English conventions, including:
8.10Dicomplete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
8.10Diiconsistent, appropriate use of verb tenses and active and passive voice;
8.10Diiiprepositions and prepositional phrases and their influence on subject-verb agreement;
8.10Divpronoun-antecedent agreement;
8.10Dvcorrect capitalization;
8.10Dvipunctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses; and
8.10Dviicorrect 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:
8.10Epublish 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:
8.11Acompose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
8.11Bcompose 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;
8.11Ccompose multi-paragraph argumentative texts using genre characteristics and craft; and
8.11Dcompose 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:
8.12Agenerate student-selected and teacher-guided questions for formal and informal inquiry;
8.12Bdevelop and revise a plan;
8.12Crefine the major research question, if necessary, guided by the answers to a secondary set of questions;
8.12Didentify and gather relevant information from a variety of sources;
8.12Edifferentiate between primary and secondary sources;
8.12Fsynthesize information from a variety of sources;
8.12Gdifferentiate between paraphrasing and plagiarism when using source materials;
examine sources for:
8.12Hireliability, credibility, and bias, including omission; and
8.12Hiifaulty reasoning such as bandwagon appeals, repetition, and loaded language;
The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
8.12Idisplay academic citations and use source materials ethically; and
8.12Juse an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Mathematics 52 standards
Expressions, equations, and relationships
Expressions, equations, and relationships
The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student
8.9identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations.
Mathematical process standards
Mathematical process standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
8.1Aapply mathematics to problems arising in everyday life, society, and the workplace;
8.1Buse 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;
8.1Cselect 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;
8.1Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
8.1Ecreate and use representations to organize, record, and communicate mathematical ideas;
8.1Fanalyze mathematical relationships to connect and communicate mathematical ideas; and
8.1Gdisplay, 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 real numbers in a variety of forms. The student is expected to:
8.2Aextend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers;
8.2Bapproximate the value of an irrational number, including and square roots of numbers less than 225, and locate that rational number approximation on a number line;
8.2Cconvert between standard decimal notation and scientific notation; and
8.2Dorder a set of real numbers arising from mathematical and real-world contexts.
Proportionality
Proportionality
The student applies mathematical process standards to use proportional relationships to describe dilations. The student is expected to:
8.3Ageneralize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation;
8.3Bcompare and contrast the attributes of a shape and its dilation(s) on a coordinate plane; and
8.3Cuse an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation.
The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to:
8.4Ause similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1)/ (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line;
8.4Bgraph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship; and
8.4Cuse data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.
The student applies mathematical process standards to use proportional and nonproportional relationships to develop foundational concepts of functions. The student is expected to:
8.5Arepresent linear proportional situations with tables, graphs, and equations in the form of y = kx;
8.5Brepresent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b 0;
8.5Ccontrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation;
8.5Duse a trend line that approximates the linear relationship between bivariate sets of data to make predictions;
8.5Esolve problems involving direct variation;
8.5Fdistinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b 0;
8.5Gidentify functions using sets of ordered pairs, tables, mappings, and graphs;
8.5Hidentify examples of proportional and non-proportional functions that arise from mathematical and real-world problems; and
8.5Iwrite an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.
Expressions, equations, and relationships
Expressions, equations, and relationships
The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas. The student is expected to:
8.6Adescribe the volume formula V = Bh of a cylinder in terms of its base area and its height;
8.6Bmodel the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas; and
8.6Cuse models and diagrams to explain the Pythagorean theorem.
The student applies mathematical process standards to use geometry to solve problems. The student is expected to:
8.7Asolve problems involving the volume of cylinders, cones, and spheres;
8.7Buse previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders;
8.7Cuse the Pythagorean Theorem and its converse to solve problems; and
8.7Ddetermine the distance between two points on a coordinate plane using the Pythagorean Theorem.
The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to:
8.8Awrite one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants;
8.8Bwrite a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants;
8.8Cmodel and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants; and
8.8Duse informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angleangle criterion for similarity of triangles.
Two-dimensional shapes
Two-dimensional shapes
The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to:
8.10Ageneralize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane;
8.10Bdifferentiate between transformations that preserve congruence and those that do not;
8.10Cexplain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90, 180, 270, and 360 as applied to two-dimensional shapes on a coordinate plane using an algebraic representation; and
8.10Dmodel the effect on linear and area measurements of dilated two-dimensional shapes.
Measurement and data
Measurement and data
The student applies mathematical process standards to use statistical procedures to describe data. The student is expected to:
8.11Aconstruct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data;
8.11Bdetermine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points; and
8.11Csimulate generating random samples of the same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected.
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:
8.12Asolve real-world problems comparing how interest rate and loan length affect the cost of credit;
8.12Bcalculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator;
8.12Cexplain how small amounts of money invested regularly, including money saved for college and retirement, grow over time;
8.12Dcalculate and compare simple interest and compound interest earnings;
8.12Eidentify and explain the advantages and disadvantages of different payment methods;
8.12Fanalyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility; and
8.12Gestimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college.
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:
8.1Aask questions and define problems based on observations or information from text, phenomena, models, or investigations;
8.1Buse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;
8.1Cuse appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;
8.1Duse 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, weather maps, hand lenses, and lab notebooks or journals;
8.1Ecollect quantitative data using the International System of Units (SI) and qualitative data as evidence;
8.1Fconstruct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;
8.1Gdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and
8.1Hdistinguish 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:
8.2Aidentify advantages and limitations of models such as their size, scale, properties, and materials;
8.2Banalyze data by identifying any significant descriptive statistical features, patterns, sources of error, or limitations;
8.2Cuse mathematical calculations to assess quantitative relationships in data; and
8.2Devaluate experimental and engineering designs.
The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:
8.3Adevelop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;
8.3Bcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
8.3Cengage 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:
8.4Arelate 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;
8.4Bmake informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; and
8.4Cresearch 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:
8.5Aidentify and apply patterns to understand and connect scientific phenomena or to design solutions;
8.5Bidentify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems;
8.5Canalyze how differences in scale, proportion, or quantity affect a system's structure or performance;
8.5Dexamine and model the parts of a system and their interdependence in the function of the system;
8.5Eanalyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;
8.5Fanalyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; and
8.5Ganalyze and explain how factors or conditions impact stability and change in objects, organisms, and systems.
Matter and energy
Matter and energy
The student understands that matter can be classified according to its properties and matter is conserved in chemical changes that occur within closed systems. The student is expected to:
8.6Aexplain by modeling how matter is classified as elements, compounds, homogeneous mixtures, or heterogeneous mixtures;
8.6Buse the periodic table to identify the atoms involved in chemical reactions;
8.6Cdescribe the properties of cohesion, adhesion, and surface tension in water and relate to observable phenomena such as the formation of droplets, transport in plants, and insects walking on water;
8.6Dcompare and contrast the properties of acids and bases, including pH relative to water; and
8.6Einvestigate how mass is conserved in chemical reactions and relate conservation of mass to the rearrangement of atoms using chemical equations, including photosynthesis.
Force, motion, and energy
Force, motion, and energy
The student understands the relationship between force and motion within systems. The student is expected to:
8.7Acalculate and analyze how the acceleration of an object is dependent upon the net force acting on the object and the mass of the object using Newton's Second Law of Motion; and
8.7Binvestigate and describe how Newton's three laws of motion act simultaneously within systems such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
The student knows how energy is transferred through waves. The student is expected to:
8.8Acompare the characteristics of amplitude, frequency, and wavelength in transverse waves, including the electromagnetic spectrum; and
8.8Bexplain the use of electromagnetic waves in applications such as radiation therapy, wireless technologies, fiber optics, microwaves, ultraviolet sterilization, astronomical observations, and X-rays.
Earth and space
Earth and space
The student describes the characteristics of the universe and the relative scale of its components. The student is expected to:
8.9Adescribe the life cycle of stars and compare and classify stars using the HertzsprungRussell diagram;
8.9Bcategorize galaxies as spiral, elliptical, and irregular and locate Earth's solar system within the Milky Way galaxy; and
8.9Cresearch and analyze scientific data used as evidence to develop scientific theories that describe the origin of the universe.
The student knows that interactions between Earth, ocean, and weather systems impact climate. The student is expected to:
8.10Adescribe how energy from the Sun, hydrosphere, and atmosphere interact and influence weather and climate;
8.10Bidentify global patterns of atmospheric movement and how they influence local weather; and
8.10Cdescribe the interactions between ocean currents and air masses that produce tropical cyclones, including typhoons and hurricanes.
The student knows that natural events and human activity can impact global climate. The student is expected to:
8.11Ause scientific evidence to describe how natural events, including volcanic eruptions, meteor impacts, abrupt changes in ocean currents, and the release and absorption of greenhouse gases influence climate;
8.11Buse scientific evidence to describe how human activities, including the release of greenhouse gases, deforestation, and urbanization, can influence climate; and
8.11Cdescribe the carbon cycle.
Organisms and environments
Organisms and environments
The student understands stability and change in populations and ecosystems. The student is expected to:
8.12Aexplain how disruptions such as population changes, natural disasters, and human intervention impact the transfer of energy in food webs in ecosystems;
8.12Bdescribe how primary and secondary ecological succession affect populations and species diversity after ecosystems are disrupted by natural events or human activity; and
8.12Cdescribe how biodiversity contributes to the stability and sustainability of an ecosystem and the health of the organisms within the ecosystem.
The student knows how cell functions support the health of an organism and how adaptation and variation relate to survival. The student is expected to:
8.13Aidentify the function of the cell membrane, cell wall, nucleus, ribosomes, cytoplasm, mitochondria, chloroplasts, and vacuoles in plant or animal cells;
8.13Bdescribe the function of genes within chromosomes in determining inherited traits of offspring; and
8.13Cdescribe how variations of traits within a population lead to structural, behavioral, and physiological adaptations that influence the likelihood of survival and reproductive success of a species over generations.
Social Studies 99 standards
History
History
The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
8.1Aidentify the major eras in U.S. history through 1877, including colonization, revolution, creation and ratification of the Constitution, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; and
8.1Bexplain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.
The student understands the causes of exploration and colonization eras. The student is expected to:
8.2Aidentify reasons for English, Spanish, and French exploration and colonization of North America; and
8.2Bcompare political, economic, religious, and social reasons for the establishment of the 13 English colonies.
The student understands the foundations of representative government in the United States. The student is expected to:
8.3Aexplain the reasons for the growth of representative government and institutions during the colonial period;
8.3Banalyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and
8.3Cdescribe how religion and virtue contributed to the growth of representative government in the American colonies.
The student understands significant political and economic issues of the revolutionary and Constitutional eras. The student is expected to:
8.4Aanalyze 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;
8.4Bexplain the roles played by significant 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;
8.4Cexplain the issues surrounding important events of the American Revolution, including declaring independence; fighting the battles of Lexington and Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; and
8.4Danalyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise.
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:
8.5Adescribe 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;
8.5Bexplain the effects of the Fugitive Slave Act of 1793;
8.5Csummarize arguments regarding protective tariffs, taxation, and the banking system;
8.5Dexplain the origin and development of American political parties;
8.5Eexplain the causes, important events, and effects of the War of 1812;
8.5Fidentify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;
8.5Gexplain the impact of the election of Andrew Jackson, including expanded suffrage; and
8.5Hanalyze 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.
The student understands westward expansion and its effects on the political, economic, and social development of the nation. The student is expected to:
8.6Aexplain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States;
8.6Banalyze the westward growth of the nation, including the Louisiana Purchase and Manifest Destiny; and
8.6Cexplain the causes and effects of the U.S.-Mexican War and their impact on the United States.
The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:
8.7Aanalyze the impact of tariff policies on sections of the United States before the Civil War;
8.7Bcompare the effects of political, economic, and social factors on slaves and free Blacks;
8.7Canalyze the impact of the Fugitive Slave Act of 1850 on slavery, free Blacks, and abolitionists;
8.7Danalyze the impact of slavery on different sections of the United States; and
8.7Eidentify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams.
The student understands individuals, issues, and events of the Civil War. The student is expected to:
8.8Aexplain the roles played by significant 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;
8.8Bexplain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War;
8.8Cexplain significant events of the Civil War, including the firing 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; and
8.8Danalyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address.
The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:
8.9Aevaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments;
8.9Bexplain the impact of the election of African Americans from the South such as Hiram Rhodes Revels; and
8.9Cexplain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups.
Geography
Geography
The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to:
8.10Alocate places and regions directly related to major eras and turning points in the United States during the 17th, 18th, and 19th centuries;
8.10Bcompare places and regions of the United States in terms of physical and human characteristics; and
8.10Canalyze the effects of physical and human geographic factors such as weather, landforms, waterways, transportation, and communication on major historical events in the United States.
The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to:
8.11Aanalyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States; and
8.11Bdescribe the positive and negative consequences of human modification of the physical environment of the United States.
Economics
Economics
The student understands why various sections of the United States developed different patterns of economic activity through 1877. The student is expected to:
8.12Aidentify economic differences among different regions of the United States;
8.12Bexplain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; and
8.12Canalyze the causes and effects of economic differences among different regions of the United States at selected times.
The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:
8.13Aanalyze the economic effects of the War of 1812; and
8.13Bidentify the economic factors that brought about rapid industrialization and urbanization.
The student understands the origins and development of the free enterprise system in the United States. The student is expected to:
8.14Aexplain why a free enterprise system of economics developed in the new nation, including minimal government regulation, taxation, and property rights; and
8.14Bdescribe the characteristics and the benefits of the U.S. free enterprise system through 1877.
Government
Government
The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
8.15Aidentify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Federalist Papers, on the U.S. system of government;
8.15Bsummarize the strengths and weaknesses of the Articles of Confederation;
8.15Cidentify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights;
8.15Danalyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
8.15Eexplain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, and John Locke in the development of self-government in colonial America.
The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:
8.16Asummarize the purposes for amending the U.S. Constitution; and
8.16Bdescribe the impact of the 13th, 14th, and 15th amendments.
The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:
8.17Aanalyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason, and explain how their debates exemplify civil discourse; and
8.17Bexplain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
The student understands the impact of landmark Supreme Court cases. The student is expected to:
8.18Aidentify the origin of judicial review;
8.18Bsummarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and
8.18Cevaluate the impact of the landmark Supreme Court decision Dred Scott v. Sandford on life in the United States.
Citizenship
Citizenship
The student understands the rights and responsibilities of citizens of the United States. The student is expected to:
8.19Adefine and give examples of unalienable rights;
8.19Bsummarize rights guaranteed in the Bill of Rights; and
8.19Cidentify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries.
The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:
8.20Aevaluate the contributions of the Founding Fathers as models of civic virtue; and
8.20Banalyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
8.21Aidentify different points of view of political parties and interest groups on important historical issues;
8.21Bdescribe the importance of free speech and press in a constitutional republic; and
8.21Csummarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act.
The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
8.22Aanalyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and
8.22Bdescribe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
Culture
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:
8.23Aidentify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;
8.23Bexplain how urbanization contributed to conflicts resulting from differences in religion, social class, and political beliefs;
8.23Cidentify ways conflicts between people from various racial, ethnic, and religious groups were addressed;
8.23Danalyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and
8.23Eidentify the political, social, and economic contributions of women to American society.
The student understands the major reform movements of the 19th century. The student is expected to:
8.24Adescribe and evaluate the historical development of the abolition movement, including activities that focused attention on the moral ills of slavery; and
8.24Bevaluate 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.
The student understands the impact of religion on the American way of life. The student is expected to:
8.25Atrace the development of religious freedom in the United States;
8.25Bdescribe religious influences on social movements, including the impact of the first and second Great Awakenings; and
8.25Canalyze the impact of the First Amendment guarantees of religious freedom on the American way of life.
The student understands the relationship between the arts and the times during which they were created. The student is expected to:
8.26Aidentify examples of American art, music, and literature that reflect society in different eras such as the Hudson River School artists, the "Battle Hymn of the Republic," and transcendental literature; and
8.26Banalyze the relationship between the arts and continuity and change in the American way of life.
Science, technology, and society
Science, technology, and society
The student understands the impact of science and technology on the economic development of the United States. The student is expected to:
8.27Aexplain the effects of technological and scientific innovations such as the steamboat, the cotton gin, the telegraph, and interchangeable parts;
8.27Banalyze how technological innovations changed the way goods were manufactured and distributed, nationally and internationally; and
8.27Canalyze how technological innovations brought about economic growth such as the development of the factory system and the construction of the Transcontinental Railroad.
The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:
8.28Acompare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history; and
8.28Bidentify examples of how industrialization changed life in the United States.
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:
8.29Adifferentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;
8.29Banalyze 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;
8.29Corganize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
8.29Didentify bias and points of view created by the historical context surrounding an event;
8.29Eformulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic;
8.29Fevaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy;
8.29Gcreate a visual representation of historical information such as thematic maps, graphs, and charts representing various aspects of the United States; and
8.29Hpose and answer questions about geographic distributions and patterns shown on maps, graphs, and charts.
The student communicates in written, oral, and visual forms. The student is expected to:
8.30Ause social studies terminology correctly;
8.30Buse effective written communication skills, including proper citations and avoiding plagiarism;
8.30Ccreate written, oral, and visual presentations of social studies information; and
8.30Dapply 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:
8.31Adescribe governmental and democratic processes such as voting, due process, and caucuses using simulations and models; and
8.31Buse 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 99 standards
History
Geography
Economics
Government
Citizenship
Culture
Science, technology, and society
Social studies skills