Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Subject
Subchapter
Course
(a) General Requirements. Students shall be awarded one-half unit of credit for successful completion of this course.
(b) Introduction.
(1) In United States Government, the focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government at the national, state, and local levels. This course is
the culmination of the civic and governmental content and concepts studied from Kindergarten through required secondary courses. Students learn major political ideas and forms of government in history. A significant focus of the
course is on the U.S. Constitution, its underlying principles and ideas, and the form of government it created. Students analyze major concepts of republicanism, federalism, checks and balances, separation of powers, popular
sovereignty, and individual rights and compare the U.S. system of government with other political systems. Students identify the role of government in the U.S. free enterprise system and examine the strategic importance of places
to the United States. Students analyze the impact of individuals, political parties, interest groups, and the media on the American political system, evaluate the importance of voluntary individual participation in a constitutional
republic, and analyze the rights guaranteed by the U.S. Constitution. Students examine the relationship between governmental policies and the culture of the United States. Students identify examples of government policies that
encourage scientific research and use critical-thinking skills to create a product on a contemporary government issue.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. Constitution, selected Federalist Papers, landmark cases of
the U.S. Supreme Court (such as those studied in Grade 8 and U.S. History Since 1877), biographies, autobiographies, memoirs, speeches, letters, and periodicals that feature analyses of political issues and events is encouraged.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (c) of this section should be
incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines
and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as
appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the
Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold
the constitution.
Texas Essential Knowledge and Skills (TEKS) Breakouts
Chapter 113. Texas Essential Knowledge and Skills for Social Studies
Subchapter C. High School
§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012.
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 2 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(A) explain major political ideas in history, including the laws of
nature and nature's God, unalienable rights, divine right of kings,
social contract theory, and the rights of resistance to illegitimate
government
(i) explain major political ideas in history, including the laws of
nature and nature's God
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(A) explain major political ideas in history, including the laws of
nature and nature's God, unalienable rights, divine right of kings,
social contract theory, and the rights of resistance to illegitimate
government
(ii) explain major political ideas in history, including unalienable
rights
(c) Knowledge and Skills.
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction
concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the
study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the
formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold
these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights,
Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 3 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(A) explain major political ideas in history, including the laws of
nature and nature's God, unalienable rights, divine right of kings,
social contract theory, and the rights of resistance to illegitimate
government
(iii) explain major political ideas in history, including divine right of
kings
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(A) explain major political ideas in history, including the laws of
nature and nature's God, unalienable rights, divine right of kings,
social contract theory, and the rights of resistance to illegitimate
government
(iv) explain major political ideas in history, including social
contract theory
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(A) explain major political ideas in history, including the laws of
nature and nature's God, unalienable rights, divine right of kings,
social contract theory, and the rights of resistance to illegitimate
government
(v) explain major political ideas in history, including the rights of
resistance to illegimate government
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 4 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(B) identify major intellectual, philosophical, political, and religious
traditions that informed the American founding, including Judeo-
Christian (especially biblical law), English common law and
constitutionalism, Enlightenment, and republicanism, as they
address issues of liberty, rights, and responsibilities of individuals
(i) identify major intellectual, philosophical, political, and religious
traditions that informed the American founding, including Judeo-
Christian (especially biblical law), as they address issues of
liberty, rights, and responsibilities of individuals
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(B) identify major intellectual, philosophical, political, and religious
traditions that informed the American founding, including Judeo-
Christian (especially biblical law), English common law and
constitutionalism, Enlightenment, and republicanism, as they
address issues of liberty, rights, and responsibilities of individuals
(ii) identify major intellectual, philosophical, political, and religious
traditions that informed the American founding, including English
common law and constitutionalism, as they address issues of
liberty, rights, and responsibilities of individuals
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 5 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(B) identify major intellectual, philosophical, political, and religious
traditions that informed the American founding, including Judeo-
Christian (especially biblical law), English common law and
constitutionalism, Enlightenment, and republicanism, as they
address issues of liberty, rights, and responsibilities of individuals
(iii) identify major intellectual, philosophical, political, and religious
traditions that informed the American founding, including
Enlightenment, as they address issues of liberty, rights, and
responsibilities of individuals
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(B) identify major intellectual, philosophical, political, and religious
traditions that informed the American founding, including Judeo-
Christian (especially biblical law), English common law and
constitutionalism, Enlightenment, and republicanism, as they
address issues of liberty, rights, and responsibilities of individuals
(iv) identify major intellectual, philosophical, political, and
religious traditions that informed the American founding, including
republicanism, as they address issues of liberty, rights, and
responsibilities of individuals
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 6 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(C) identify the individuals whose principles of laws and
government institutions informed the American founding
documents, including those of Moses, William Blackstone, John
Locke, and Charles de Montesquieu
(i) identify the individuals whose principles of laws and
government institutions informed the American founding
documents, including Moses
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(C) identify the individuals whose principles of laws and
government institutions informed the American founding
documents, including those of Moses, William Blackstone, John
Locke, and Charles de Montesquieu
(ii) identify the individuals whose principles of laws and
government institutions informed the American founding
documents, including William Blackstone
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(C) identify the individuals whose principles of laws and
government institutions informed the American founding
documents, including those of Moses, William Blackstone, John
Locke, and Charles de Montesquieu
(iii) identify the individuals whose principles of laws and
government institutions informed the American founding
documents, including John Locke
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 7 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(C) identify the individuals whose principles of laws and
government institutions informed the American founding
documents, including those of Moses, William Blackstone, John
Locke, and Charles de Montesquieu
(iv) identify the individuals whose principles of laws and
government institutions informed the American founding
documents, including Charles de Montesquieu
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(D) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, Alexander Hamilton,
Thomas Jefferson, James Madison, John Jay, George Mason,
Roger Sherman, and James Wilson, on the development of the
U.S. government
(i) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, on the development of
the U.S. government
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 8 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(D) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, Alexander Hamilton,
Thomas Jefferson, James Madison, John Jay, George Mason,
Roger Sherman, and James Wilson, on the development of the
U.S. government
(ii) identify the contributions of the political philosophies of the
Founding Fathers, including Alexander Hamilton, on the
development of the U.S. government
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(D) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, Alexander Hamilton,
Thomas Jefferson, James Madison, John Jay, George Mason,
Roger Sherman, and James Wilson, on the development of the
U.S. government
(iii) identify the contributions of the political philosophies of the
Founding Fathers, including Thomas Jefferson, on the
development of the U.S. government
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 9 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(D) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, Alexander Hamilton,
Thomas Jefferson, James Madison, John Jay, George Mason,
Roger Sherman, and James Wilson, on the development of the
U.S. government
(iv) identify the contributions of the political philosophies of the
Founding Fathers, including James Madison, on the development
of the U.S. government
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(D) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, Alexander Hamilton,
Thomas Jefferson, James Madison, John Jay, George Mason,
Roger Sherman, and James Wilson, on the development of the
U.S. government
(v) identify the contributions of the political philosophies of the
Founding Fathers, including John Jay, on the development of the
U.S. government
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 10 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(D) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, Alexander Hamilton,
Thomas Jefferson, James Madison, John Jay, George Mason,
Roger Sherman, and James Wilson, on the development of the
U.S. government
(vi) identify the contributions of the political philosophies of the
Founding Fathers, including George Mason, on the development
of the U.S. government
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(D) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, Alexander Hamilton,
Thomas Jefferson, James Madison, John Jay, George Mason,
Roger Sherman, and James Wilson, on the development of the
U.S. government
(vii) identify the contributions of the political philosophies of the
Founding Fathers, including Roger Sherman, on the development
of the U.S. government
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 11 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(D) identify the contributions of the political philosophies of the
Founding Fathers, including John Adams, Alexander Hamilton,
Thomas Jefferson, James Madison, John Jay, George Mason,
Roger Sherman, and James Wilson, on the development of the
U.S. government
(viii) identify the contributions of the political philosophies of the
Founding Fathers, including James Wilson, on the development
of the U.S. government
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(E) examine debates and compromises that impacted the
creation of the founding documents
(i) examine debates that impacted the creation of the founding
documents
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(E) examine debates and compromises that impacted the
creation of the founding documents
(ii) examine compromises that impacted the creation of the
founding documents
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 12 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(F) identify significant individuals in the field of government and
politics, including George Washington, Thomas Jefferson, John
Marshall, Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald Reagan
(i) identify significant individuals in the field of government and
politics, including George Washington
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(F) identify significant individuals in the field of government and
politics, including George Washington, Thomas Jefferson, John
Marshall, Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald Reagan
(ii) identify significant individuals in the field of government and
politics, including Thomas Jefferson
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 13 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(F) identify significant individuals in the field of government and
politics, including George Washington, Thomas Jefferson, John
Marshall, Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald Reagan
(iii) identify significant individuals in the field of government and
politics, including John Marshall
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(F) identify significant individuals in the field of government and
politics, including George Washington, Thomas Jefferson, John
Marshall, Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald Reagan
(iv) identify significant individuals in the field of government and
politics, including Andrew Jackson
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 14 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(F) identify significant individuals in the field of government and
politics, including George Washington, Thomas Jefferson, John
Marshall, Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald Reagan
(v) identify significant individuals in the field of government and
politics, including Abraham Lincoln
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(F) identify significant individuals in the field of government and
politics, including George Washington, Thomas Jefferson, John
Marshall, Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald Reagan
(vi) identify significant individuals in the field of government and
politics, including Theodore Roosevelt
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 15 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(F) identify significant individuals in the field of government and
politics, including George Washington, Thomas Jefferson, John
Marshall, Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald Reagan
(vii) identify significant individuals in the field of government and
politics, including Franklin D. Roosevelt
(1) History. The student understands how constitutional
government, as developed in America and expressed in the
Declaration of Independence, the Articles of Confederation,
and the U.S. Constitution, has been influenced by ideas,
people, and historical documents. The student is expected to:
(F) identify significant individuals in the field of government and
politics, including George Washington, Thomas Jefferson, John
Marshall, Andrew Jackson, Abraham Lincoln, Theodore
Roosevelt, Franklin D. Roosevelt, and Ronald Reagan
(viii) identify significant individuals in the field of government and
politics, including Ronald Reagan
(2) History. The student understands the roles played by
individuals, political parties, interest groups, and the media in
the U.S. political system, past and present. The student is
expected to:
(A) give examples of the processes used by individuals, political
parties, interest groups, or the media to affect public policy
(i) give examples of the processes used by individuals, political
parties, interest groups, or the media to affect public policy
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 16 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(2) History. The student understands the roles played by
individuals, political parties, interest groups, and the media in
the U.S. political system, past and present. The student is
expected to:
(B) analyze the impact of political changes brought about by
individuals, political parties, interest groups, or the media, past
and present
(i) analyze the impact of political changes brought about by
individuals, political parties, interest groups, or the media, past
and present
(3) Geography. The student understands how geography can
influence U.S. political divisions and policies. The student is
expected to:
(A) understand how population shifts affect voting patterns (i) understand how population shifts affect voting patterns
(3) Geography. The student understands how geography can
influence U.S. political divisions and policies. The student is
expected to:
(B) examine political boundaries to make inferences regarding
the distribution of political power
(i) examine political boundaries to make inferences regarding the
distribution of political power
(3) Geography. The student understands how geography can
influence U.S. political divisions and policies. The student is
expected to:
(C) explain how political divisions are crafted and how they are
affected by Supreme Court decisions such as Baker v. Carr
(i) explain how political divisions are crafted
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 17 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(3) Geography. The student understands how geography can
influence U.S. political divisions and policies. The student is
expected to:
(C) explain how political divisions are crafted and how they are
affected by Supreme Court decisions such as Baker v. Carr
(ii) explain how they are affected by Supreme Court decisions
(4) Geography. The student understands why certain places
or regions are important to the United States. The student is
expected to:
(A) identify the significance to the United States of the location
and key natural resources of selected global places or regions
(i) identify the significance to the United States of the location of
selected global places or regions
(4) Geography. The student understands why certain places
or regions are important to the United States. The student is
expected to:
(A) identify the significance to the United States of the location
and key natural resources of selected global places or regions
(ii) identify the significance to the United States of key natural
resources of selected global places or regions
(4) Geography. The student understands why certain places
or regions are important to the United States. The student is
expected to:
(B) analyze how U.S. foreign policy affects selected places and
regions
(i) analyze how U.S. foreign policy affects selected places
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 18 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(4) Geography. The student understands why certain places
or regions are important to the United States. The student is
expected to:
(B) analyze how U.S. foreign policy affects selected places and
regions
(ii) analyze how U.S. foreign policy affects selected regions
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(i) explain how government fiscal policies influence the economy
at the local level
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(ii) explain how government fiscal policies influence the economy
at the state level
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(iii) explain how government fiscal policies influence the economy
at the national level
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(iv) explain how government monetary policies influence the
economy at the local level
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(v) explain how government monetary policies influence the
economy at the state level
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(vi) explain how government monetary policies influence the
economy at the national level
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(vii) explain how government regulatory policies influence the
economy at the local level
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(viii) explain how government regulatory policies influence the
economy at the state level
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(A) explain how government fiscal, monetary, and regulatory
policies influence the economy at the local, state, and national
levels
(ix) explain how government regulatory policies influence the
economy at the national level
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(B) identify the sources of revenue and expenditures of the U. S.
government and analyze their impact on the U.S. economy
(i) identify the sources of revenue of the U. S. government
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(B) identify the sources of revenue and expenditures of the U. S.
government and analyze their impact on the U.S. economy
(ii) analyze [the revenue's] impact on the U.S. economy
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(B) identify the sources of revenue and expenditures of the U. S.
government and analyze their impact on the U.S. economy
(iii) identify expenditures of the U. S. government
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(B) identify the sources of revenue and expenditures of the U. S.
government and analyze their impact on the U.S. economy
(iv) analyze [the expenditure's] impact on the U.S. economy
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(C) compare the role of government in the U.S. free enterprise
system and other economic systems
(i) compare the role of government in the U.S. free enterprise
system and other economic systems
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(D) understand how government taxation and regulation can
serve as restrictions to private enterprise
(i) understand how government taxation can serve as [a]
restriction to private enterprise
(5) Economics. The student understands the roles played by
local, state, and national governments in both the public and
private sectors of the U.S. free enterprise system. The
student is expected to:
(D) understand how government taxation and regulation can
serve as restrictions to private enterprise
(ii) understand how government regulation can serve as [a]
restriction to private enterprise
(6) Economics. The student understands the relationship
between U.S. government policies and the economy. The
student is expected to:
(A) examine how the U.S. government uses economic resources
in foreign policy
(i) examine how the U.S. government uses economic resources
in foreign policy
(6) Economics. The student understands the relationship
between U.S. government policies and the economy. The
student is expected to:
(B) understand the roles of the executive and legislative branches
in setting international trade and fiscal policies
(i) understand the role of the executive branche in setting
international trade policy
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(6) Economics. The student understands the relationship
between U.S. government policies and the economy. The
student is expected to:
(B) understand the roles of the executive and legislative branches
in setting international trade and fiscal policies
(ii) understand the role of the executive branch in setting fiscal
policy
(6) Economics. The student understands the relationship
between U.S. government policies and the economy. The
student is expected to:
(B) understand the roles of the executive and legislative branches
in setting international trade and fiscal policies
(iii) understand the role of the legislative branch in setting
international trade policy
(6) Economics. The student understands the relationship
between U.S. government policies and the economy. The
student is expected to:
(B) understand the roles of the executive and legislative branches
in setting international trade and fiscal policies
(iv) understand the role of the legislative branch in setting fiscal
policy
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(A) explain the importance of a written constitution (i) explain the importance of a written constitution
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(B) evaluate how the federal government serves the purposes set
forth in the Preamble to the U.S. Constitution
(i) evaluate how the federal government serves the purposes set
forth in the Preamble to the U.S. Constitution
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(C) analyze how the Federalist Papers such as Number 10,
Number 39, and Number 51 explain the principles of the American
constitutional system of government
(i) analyze how the Federalist Papers such as Number 10,
Number 39, and Number 51 explain the principles of the American
constitutional system of government
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(D) evaluate constitutional provisions for limiting the role of
government, including republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights
(i) evaluate constitutional provisions for limiting the role of
government, including republicanism
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(D) evaluate constitutional provisions for limiting the role of
government, including republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights
(ii) evaluate constitutional provisions for limiting the role of
government, including checks and balances
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(D) evaluate constitutional provisions for limiting the role of
government, including republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights
(iii) evaluate constitutional provisions for limiting the role of
government, including federalism
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(D) evaluate constitutional provisions for limiting the role of
government, including republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights
(iv) evaluate constitutional provisions for limiting the role of
government, including separation of powers
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(D) evaluate constitutional provisions for limiting the role of
government, including republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights
(v) evaluate constitutional provisions for limiting the role of
government, including popular sovereignty
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(D) evaluate constitutional provisions for limiting the role of
government, including republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights
(vi) evaluate constitutional provisions for limiting the role of
government, including individual rights
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(E) describe the constitutionally prescribed procedures by which
the U.S. Constitution can be changed and analyze the role of the
amendment process in a constitutional government
(i) describe the constitutionally prescribed procedures by which
the U.S. Constitution can be changed
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(E) describe the constitutionally prescribed procedures by which
the U.S. Constitution can be changed and analyze the role of the
amendment process in a constitutional government
(ii) analyze the role of the amendment process in a constitutional
government
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(F) identify how the American beliefs and principles reflected in
the Declaration of Independence and the U.S. Constitution
contribute to both a national identity and federal identity and are
embodied in the United States today
(i) identify how the American beliefs and principles reflected in the
Declaration of Independence contribute to both a national identity
and federal identity
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(F) identify how the American beliefs and principles reflected in
the Declaration of Independence and the U.S. Constitution
contribute to both a national identity and federal identity and are
embodied in the United States today
(ii) identify how the American beliefs and principles reflected in
the U.S. Constitution contribute to both a national identity and
federal identity
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(F) identify how the American beliefs and principles reflected in
the Declaration of Independence and the U.S. Constitution
contribute to both a national identity and federal identity and are
embodied in the United States today
(iii) Identify how American beliefs and principles are embodied in
the United States today
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(G) examine the reasons the Founding Fathers protected
religious freedom in America and guaranteed its free exercise by
saying that "Congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise thereof,"
and compare and contrast this to the phrase, "separation of
church and state."
(i) examine the reasons the Founding Fathers protected religious
freedom in America
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(G) examine the reasons the Founding Fathers protected
religious freedom in America and guaranteed its free exercise by
saying that "Congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise thereof,"
and compare and contrast this to the phrase, "separation of
church and state."
(ii) examine the reasons the Founding Fathers guaranteed its free
exercise by saying that "Congress shall make no law respecting
an establishment of religion, or prohibiting the free exercise
thereof"
(7) Government. The student understands the American
beliefs and principles reflected in the U.S. Constitution and
why these are significant. The student is expected to:
(G) examine the reasons the Founding Fathers protected
religious freedom in America and guaranteed its free exercise by
saying that "Congress shall make no law respecting an
establishment of religion, or prohibiting the free exercise thereof,"
and compare and contrast this to the phrase, "separation of
church and state."
(iii) compare and contrast this to the phrase, "separation of
church and state"
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(A) analyze the structure and functions of the legislative branch of
government, including the bicameral structure of Congress, the
role of committees, and the procedure for enacting laws
(i) analyze the structure of the legislative branch of government,
including the bicameral structure of Congress
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(A) analyze the structure and functions of the legislative branch of
government, including the bicameral structure of Congress, the
role of committees, and the procedure for enacting laws
(ii) analyze the functions of the legislative branch of government,
including the bicameral structure of Congress
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(A) analyze the structure and functions of the legislative branch of
government, including the bicameral structure of Congress, the
role of committees, and the procedure for enacting laws
(iii) analyze the structure of the legislative branch of government,
including the role of committees
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(A) analyze the structure and functions of the legislative branch of
government, including the bicameral structure of Congress, the
role of committees, and the procedure for enacting laws
(iv) analyze the functions of the legislative branch of government,
including the role of committees
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(A) analyze the structure and functions of the legislative branch of
government, including the bicameral structure of Congress, the
role of committees, and the procedure for enacting laws
(v) analyze the functions of the legislative branch of government,
including the procedure for enacting laws
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(B) analyze the structure and functions of the executive branch of
government, including the constitutional powers of the president,
the growth of presidential power, and the role of the Cabinet and
executive departments
(i) analyze the functions of the executive branch of government,
including the constitutional powers of the president
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(B) analyze the structure and functions of the executive branch of
government, including the constitutional powers of the president,
the growth of presidential power, and the role of the Cabinet and
executive departments
(ii) analyze the functions of the executive branch of government,
including the growth of presidential power
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(B) analyze the structure and functions of the executive branch of
government, including the constitutional powers of the president,
the growth of presidential power, and the role of the Cabinet and
executive departments
(iii) analyze the functions of the executive branch of government,
including the role of the Cabinet
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(B) analyze the structure and functions of the executive branch of
government, including the constitutional powers of the president,
the growth of presidential power, and the role of the Cabinet and
executive departments
(iv) analyze the functions of the executive branch of government,
including the role of the executive departments
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Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(C) analyze the structure and functions of the judicial branch of
government, including the federal court system, types of
jurisdiction, and judicial review
(i) analyze the structure of the judicial branch of government,
including the federal court system
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(C) analyze the structure and functions of the judicial branch of
government, including the federal court system, types of
jurisdiction, and judicial review
(ii) analyze the functions of the judicial branch of government,
including the federal court system
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(C) analyze the structure and functions of the judicial branch of
government, including the federal court system, types of
jurisdiction, and judicial review
(iii) analyze the structure of the judicial branch of government,
including the types of jurisdiction
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(C) analyze the structure and functions of the judicial branch of
government, including the federal court system, types of
jurisdiction, and judicial review
(iv) analyze the functions of the judicial branch of government,
including judicial review
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(D) identify the purpose of selected independent executive
agencies, including the National Aeronautics and Space
Administration (NASA), and regulatory commissions, including the
Environmental Protection Agency (EPA), Occupational Safety and
Health Administration (OSHA), Food and Drug Administration
(FDA), and Federal Communications Commission (FCC)
(i) identify the purpose of selected independent executive
agencies, including the National Aeronautics and Space
Administration (NASA)
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(D) identify the purpose of selected independent executive
agencies, including the National Aeronautics and Space
Administration (NASA), and regulatory commissions, including the
Environmental Protection Agency (EPA), Occupational Safety and
Health Administration (OSHA), Food and Drug Administration
(FDA), and Federal Communications Commission (FCC)
(ii) identify the purpose of selected regulatory commissions,
including the Environmental Protection Agency (EPA)
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(D) identify the purpose of selected independent executive
agencies, including the National Aeronautics and Space
Administration (NASA), and regulatory commissions, including the
Environmental Protection Agency (EPA), Occupational Safety and
Health Administration (OSHA), Food and Drug Administration
(FDA), and Federal Communications Commission (FCC)
(iii) identify the purpose of selected regulatory commissions,
including the Occupational Safety and Health Administration
(OSHA)
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(D) identify the purpose of selected independent executive
agencies, including the National Aeronautics and Space
Administration (NASA), and regulatory commissions, including the
Environmental Protection Agency (EPA), Occupational Safety and
Health Administration (OSHA), Food and Drug Administration
(FDA), and Federal Communications Commission (FCC)
(iv) identify the purpose of selected regulatory commissions,
including the Food and Drug Administration (FDA)
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(D) identify the purpose of selected independent executive
agencies, including the National Aeronautics and Space
Administration (NASA), and regulatory commissions, including the
Environmental Protection Agency (EPA), Occupational Safety and
Health Administration (OSHA), Food and Drug Administration
(FDA), and Federal Communications Commission (FCC)
(v) identify the purpose of selected regulatory commissions,
including the Federal Communications Commission (FCC)
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Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(E) explain how certain provisions of the U.S. Constitution provide
for checks and balances among the three branches of
government
(i) explain how certain provisions of the U.S. Constitution provide
for checks and balances among the three branches of
government
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(F) analyze selected issues raised by judicial activism and judicial
restraint
(i) analyze selected issues raised by judicial activism
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(F) analyze selected issues raised by judicial activism and judicial
restraint
(ii) analyze selected issues raised by judicial restraint
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(G) explain the major responsibilities of the federal government
for domestic and foreign policy such as national defense
(i) explain the major responsibilities of the federal government for
domestic policy
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(G) explain the major responsibilities of the federal government
for domestic and foreign policy such as national defense
(ii) explain the major responsibilities of the federal government for
foreign policy
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(H) compare the structures, functions, and processes of national,
state, and local governments in the U.S. federal system
(i) compare the structures of national, state, and local
governments in the U.S. federal system
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(H) compare the structures, functions, and processes of national,
state, and local governments in the U.S. federal system
(ii) compare the functions of national, state, and local
governments in the U.S. federal system
(8) Government. The student understands the structure and
functions of the government created by the U.S. Constitution.
The student is expected to:
(H) compare the structures, functions, and processes of national,
state, and local governments in the U.S. federal system
(iii) compare the processes of national, state, and local
governments in the U.S. federal system
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(9) Government. The student understands the concept of
federalism. The student is expected to:
(A) explain why the Founding Fathers created a distinctly new
form of federalism and adopted a federal system of government
instead of a unitary system
(i) explain why the Founding Fathers created a distinctly new form
of federalism
(9) Government. The student understands the concept of
federalism. The student is expected to:
(A) explain why the Founding Fathers created a distinctly new
form of federalism and adopted a federal system of government
instead of a unitary system
(ii) explain why the Founding Fathers adopted a federal system of
government instead of a unitary system
(9) Government. The student understands the concept of
federalism. The student is expected to:
(B) categorize government powers as national, state, or shared (i) categorize government powers as national, state, or shared
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Knowledge and Skills Statement Student Expectation
Breakout
(9) Government. The student understands the concept of
federalism. The student is expected to:
(C) analyze historical and contemporary conflicts over the
respective roles of national and state governments
(i) analyze historical conflicts over the respective roles of national
and state governments
(9) Government. The student understands the concept of
federalism. The student is expected to:
(C) analyze historical and contemporary conflicts over the
respective roles of national and state governments
(ii) analyze contemporary conflicts over the respective roles of
national and state governments
(9) Government. The student understands the concept of
federalism. The student is expected to:
(D) understand the limits on the national and state governments
in the U.S. federal system of government
(i) understand the limits on the national governments in the U.S.
federal system of government
(9) Government. The student understands the concept of
federalism. The student is expected to:
(D) understand the limits on the national and state governments
in the U.S. federal system of government
(ii) understand the limits on the state governments in the U.S.
federal system of government
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Knowledge and Skills Statement Student Expectation
Breakout
(10) Government. The student understands the processes
for filling public offices in the U.S. system of government. The
student is expected to:
(A) compare different methods of filling public offices, including
elected and appointed offices at the local, state, and national
levels
(i) compare different methods of filling public offices, including
elected offices at the local, state, and national levels
(10) Government. The student understands the processes
for filling public offices in the U.S. system of government. The
student is expected to:
(A) compare different methods of filling public offices, including
elected and appointed offices at the local, state, and national
levels
(ii) compare different methods of filling public offices, including
appointed offices at the local, state, and national levels
(10) Government. The student understands the processes
for filling public offices in the U.S. system of government. The
student is expected to:
(B) explain the process of electing the president of the United
States and analyze the Electoral College
(i) explain the process of electing the president of the United
States
(10) Government. The student understands the processes
for filling public offices in the U.S. system of government. The
student is expected to:
(B) explain the process of electing the president of the United
States and analyze the Electoral College
(ii) analyze the Electoral College
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(10) Government. The student understands the processes
for filling public offices in the U.S. system of government. The
student is expected to:
(C) analyze the impact of the passage of the 17th Amendment (i) analyze the impact of the passage of the 17th Amendment
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(A) analyze the functions of political parties and their role in the
electoral process at local, state, and national levels
(i) analyze the functions of political parties
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(A) analyze the functions of political parties and their role in the
electoral process at local, state, and national levels
(ii) analyze their role in the electoral process at [the] local level
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(A) analyze the functions of political parties and their role in the
electoral process at local, state, and national levels
(iii) analyze their role in the electoral process at [the] state level
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(A) analyze the functions of political parties and their role in the
electoral process at local, state, and national levels
(iv) analyze their role in the electoral process at [the] national
level
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(B) explain the two-party system and evaluate the role of third
parties in the United States
(i) explain the two-party system
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(B) explain the two-party system and evaluate the role of third
parties in the United States
(ii) evaluate the role of third parties in the United States
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(C) identify opportunities for citizens to participate in political party
activities at local, state, and national levels
(i) identify opportunities for citizens to participate in political party
activities at [the] local level
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(C) identify opportunities for citizens to participate in political party
activities at local, state, and national levels
(ii) identify opportunities for citizens to participate in political party
activities at [the] state level
(11) Government. The student understands the role of
political parties in the U.S. system of government. The
student is expected to:
(C) identify opportunities for citizens to participate in political party
activities at local, state, and national levels
(iii) identify opportunities for citizens to participate in political party
activities at [the] national level
(12) Government. The student understands the similarities
and differences that exist among the U.S. system of
government and other political systems. The student is
expected to:
(A) compare the U.S. constitutional republic to historical and
contemporary forms of government such as monarchy, a classical
republic, authoritarian, socialist, direct democracy, theocracy,
tribal, and other republics
(i) compare the U.S. constitutional republic to historical forms of
government
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(12) Government. The student understands the similarities
and differences that exist among the U.S. system of
government and other political systems. The student is
expected to:
(A) compare the U.S. constitutional republic to historical and
contemporary forms of government such as monarchy, a classical
republic, authoritarian, socialist, direct democracy, theocracy,
tribal, and other republics
(ii) compare the U.S. constitutional republic to contemporary
forms of government
(12) Government. The student understands the similarities
and differences that exist among the U.S. system of
government and other political systems. The student is
expected to:
(B) analyze advantages and disadvantages of federal,
confederate, and unitary systems of government
(i) analyze advantages and disadvantages of [a] federal system
of government
(12) Government. The student understands the similarities
and differences that exist among the U.S. system of
government and other political systems. The student is
expected to:
(B) analyze advantages and disadvantages of federal,
confederate, and unitary systems of government
(ii) analyze advantages and disadvantages of [a] confederate
system of government
(12) Government. The student understands the similarities
and differences that exist among the U.S. system of
government and other political systems. The student is
expected to:
(B) analyze advantages and disadvantages of federal,
confederate, and unitary systems of government
(iii) analyze advantages and disadvantages of [a] unitary system
of government
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(12) Government. The student understands the similarities
and differences that exist among the U.S. system of
government and other political systems. The student is
expected to:
(C) analyze advantages and disadvantages of presidential and
parliamentary systems of government
(i) analyze advantages and disadvantages of [a] presidential
system of government
(12) Government. The student understands the similarities
and differences that exist among the U.S. system of
government and other political systems. The student is
expected to:
(C) analyze advantages and disadvantages of presidential and
parliamentary systems of government
(ii) analyze advantages and disadvantages of [a] parliamentary
system of government
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(A) understand the roles of limited government and the rule of law
in the protection of individual rights
(i) understand the role of limited government in the protection of
individual rights
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(A) understand the roles of limited government and the rule of law
in the protection of individual rights
(ii) understand the role of the rule of law in the protection of
individual rights
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(B) identify and define the unalienable rights (i) identify the unalienable rights
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(B) identify and define the unalienable rights (ii) define the unalienable rights
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(C) identify the freedoms and rights guaranteed by each
amendment in the Bill of Rights
(i) identify the freedoms and rights guaranteed by each
amendment in the Bill of Rights
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(D) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Engel v. Vitale, Schenck v. United States, Texas v. Johnson,
Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe
v. Wade
(i) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Engel v. Vitale
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(D) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Engel v. Vitale, Schenck v. United States, Texas v. Johnson,
Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe
v. Wade
(ii) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Schenck v. United States
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(D) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Engel v. Vitale, Schenck v. United States, Texas v. Johnson,
Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe
v. Wade
(iii) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Texas v. Johnson
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(D) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Engel v. Vitale, Schenck v. United States, Texas v. Johnson,
Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe
v. Wade
(iv) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Miranda v. Arizona
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(D) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Engel v. Vitale, Schenck v. United States, Texas v. Johnson,
Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe
v. Wade
(v) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Gideon v. Wainwright
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(D) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Engel v. Vitale, Schenck v. United States, Texas v. Johnson,
Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe
v. Wade
(vi) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Mapp v. Ohio
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(D) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Engel v. Vitale, Schenck v. United States, Texas v. Johnson,
Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe
v. Wade
(vii) analyze U.S. Supreme Court interpretations of rights
guaranteed by the U.S. Constitution in selected cases, including
Roe v. Wade
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(E) explain the importance of due process rights to the protection
of individual rights and in limiting the powers of government
(i) explain the importance of due process rights to the protection
of individual rights
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(E) explain the importance of due process rights to the protection
of individual rights and in limiting the powers of government
(ii) explain the importance of due process rights in limiting the
powers of government
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(F) recall the conditions that produced the 14th Amendment and
describe subsequent efforts to selectively extend some of the Bill
of Rights to the states, including the Blaine Amendment and U.S.
Supreme Court rulings, and analyze the impact on the scope of
fundamental rights and federalism
(i) recall the conditions that produced the 14th Amendment
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(F) recall the conditions that produced the 14th Amendment and
describe subsequent efforts to selectively extend some of the Bill
of Rights to the states, including the Blaine Amendment and U.S.
Supreme Court rulings, and analyze the impact on the scope of
fundamental rights and federalism
(ii) describe subsequent efforts to selectively extend some of the
Bill of Rights to the states, including the Blaine Amendment
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(F) recall the conditions that produced the 14th Amendment and
describe subsequent efforts to selectively extend some of the Bill
of Rights to the states, including the Blaine Amendment and U.S.
Supreme Court rulings, and analyze the impact on the scope of
fundamental rights and federalism
(iii) describe subsequent efforts to selectively extend some of the
Bill of Rights to the states, including U.S. Supreme Court rulings
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(F) recall the conditions that produced the 14th Amendment and
describe subsequent efforts to selectively extend some of the Bill
of Rights to the states, including the Blaine Amendment and U.S.
Supreme Court rulings, and analyze the impact on the scope of
fundamental rights and federalism
(iv) analyze the impact [of the efforts] on the scope of
fundamental rights
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(13) Citizenship. The student understands rights guaranteed
by the U.S. Constitution. The student is expected to:
(F) recall the conditions that produced the 14th Amendment and
describe subsequent efforts to selectively extend some of the Bill
of Rights to the states, including the Blaine Amendment and U.S.
Supreme Court rulings, and analyze the impact on the scope of
fundamental rights and federalism
(v) analyze the impact [of the efforts] on the scope of federalism
(14) Citizenship. The student understands the difference
between personal and civic responsibilities. The student is
expected to:
(A) explain the difference between personal and civic
responsibilities
(i) explain the difference between personal and civic
responsibilities
(14) Citizenship. The student understands the difference
between personal and civic responsibilities. The student is
expected to:
(B) evaluate whether and/or when the obligation of citizenship
requires that personal desires and interests be subordinated to
the public good
(i) evaluate whether and/or when the obligation of citizenship
requires that personal desires and interests be subordinated to
the public good
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Knowledge and Skills Statement Student Expectation
Breakout
(14) Citizenship. The student understands the difference
between personal and civic responsibilities. The student is
expected to:
(C) understand the responsibilities, duties, and obligations of
citizenship such as being well informed about civic affairs, serving
in the military, voting, serving on a jury, observing the laws, paying
taxes, and serving the public good
(i) understand the responsibilities of citizenship
(14) Citizenship. The student understands the difference
between personal and civic responsibilities. The student is
expected to:
(C) understand the responsibilities, duties, and obligations of
citizenship such as being well informed about civic affairs, serving
in the military, voting, serving on a jury, observing the laws, paying
taxes, and serving the public good
(ii) understand the duties of citizenship
(14) Citizenship. The student understands the difference
between personal and civic responsibilities. The student is
expected to:
(C) understand the responsibilities, duties, and obligations of
citizenship such as being well informed about civic affairs, serving
in the military, voting, serving on a jury, observing the laws, paying
taxes, and serving the public good
(iii) understand the obligations of citizenship
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(14) Citizenship. The student understands the difference
between personal and civic responsibilities. The student is
expected to:
(D) understand the voter registration process and the criteria for
voting in elections
(i) understand the voter registration process
(14) Citizenship. The student understands the difference
between personal and civic responsibilities. The student is
expected to:
(D) understand the voter registration process and the criteria for
voting in elections
(ii) understand the criteria for voting in elections
(15) Citizenship. The student understands the importance of
voluntary individual participation in the U.S. constitutional
republic. The student is expected to:
(A) analyze the effectiveness of various methods of participation
in the political process at local, state, and national levels
(i) analyze the effectiveness of various methods of participation in
the political process at local levels
(15) Citizenship. The student understands the importance of
voluntary individual participation in the U.S. constitutional
republic. The student is expected to:
(A) analyze the effectiveness of various methods of participation
in the political process at local, state, and national levels
(ii) analyze the effectiveness of various methods of participation
in the political process at state levels
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(15) Citizenship. The student understands the importance of
voluntary individual participation in the U.S. constitutional
republic. The student is expected to:
(A) analyze the effectiveness of various methods of participation
in the political process at local, state, and national levels
(iii) analyze the effectiveness of various methods of participation
in the political process at national levels
(15) Citizenship. The student understands the importance of
voluntary individual participation in the U.S. constitutional
republic. The student is expected to:
(B) analyze historical and contemporary examples of citizen
movements to bring about political change or to maintain
continuity
(i) analyze historical examples of citizen movements to bring
about political change or to maintain continuity
(15) Citizenship. The student understands the importance of
voluntary individual participation in the U.S. constitutional
republic. The student is expected to:
(B) analyze historical and contemporary examples of citizen
movements to bring about political change or to maintain
continuity
(ii) analyze contemporary examples of citizen movements to bring
about political change or to maintain continuity
(15) Citizenship. The student understands the importance of
voluntary individual participation in the U.S. constitutional
republic. The student is expected to:
(C) understand the factors that influence an individual's political
attitudes and actions
(i) understand the factors that influence an individual's political
attitudes
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Knowledge and Skills Statement Student Expectation
Breakout
(15) Citizenship. The student understands the importance of
voluntary individual participation in the U.S. constitutional
republic. The student is expected to:
(C) understand the factors that influence an individual's political
attitudes and actions
(ii) understand the factors that influence an individual's political
actions
(16) Citizenship. The student understands the importance of
the expression of different points of view in a constitutional
republic. The student is expected to:
(A) examine different points of view of political parties and
interest groups such as the League of United Latin American
Citizens (LULAC), the National Rifle Association (NRA), and the
National Association for the Advancement of Colored People
(NAACP) on important contemporary issues
(i) examine different points of view of political parties on important
contemporary issues
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(16) Citizenship. The student understands the importance of
the expression of different points of view in a constitutional
republic. The student is expected to:
(A) examine different points of view of political parties and
interest groups such as the League of United Latin American
Citizens (LULAC), the National Rifle Association (NRA), and the
National Association for the Advancement of Colored People
(NAACP) on important contemporary issues
(ii) examine different points of view of interest groups on
important contemporary issues
(16) Citizenship. The student understands the importance of
the expression of different points of view in a constitutional
republic. The student is expected to:
(B) analyze the importance of the First Amendment rights of
petition, assembly, speech, and press and the Second
Amendment right to keep and bear arms
(i) analyze the importance of the First Amendment right of petition
(16) Citizenship. The student understands the importance of
the expression of different points of view in a constitutional
republic. The student is expected to:
(B) analyze the importance of the First Amendment rights of
petition, assembly, speech, and press and the Second
Amendment right to keep and bear arms
(ii) analyze the importance of the First Amendment right of
assembly
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
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Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(16) Citizenship. The student understands the importance of
the expression of different points of view in a constitutional
republic. The student is expected to:
(B) analyze the importance of the First Amendment rights of
petition, assembly, speech, and press and the Second
Amendment right to keep and bear arms
(iii) analyze the importance of the First Amendment right of
speech
(16) Citizenship. The student understands the importance of
the expression of different points of view in a constitutional
republic. The student is expected to:
(B) analyze the importance of the First Amendment rights of
petition, assembly, speech, and press and the Second
Amendment right to keep and bear arms
(iv) analyze the importance of the First Amendment right of press
(16) Citizenship. The student understands the importance of
the expression of different points of view in a constitutional
republic. The student is expected to:
(B) analyze the importance of the First Amendment rights of
petition, assembly, speech, and press and the Second
Amendment right to keep and bear arms
(v) analyze the importance of the Second Amendment right to
keep and bear arms
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Knowledge and Skills Statement Student Expectation
Breakout
(17) Culture. The student understands the relationship
between government policies and the culture of the United
States. The student is expected to:
(A) evaluate a U.S. government policy or court decision that has
affected a particular racial, ethnic, or religious group such as the
Civil Rights Act of 1964 and the U.S. Supreme Court cases of
Hernandez v. Texas and Grutter v. Bollinger
(i) evaluate a U.S. government policy or court decision that has
affected a particular racial, ethnic, or religious group
(17) Culture. The student understands the relationship
between government policies and the culture of the United
States. The student is expected to:
(B) explain changes in American culture brought about by
government policies such as voting rights, the Servicemen's
Readjustment Act of 1944 (GI Bill of Rights), the Immigration and
Nationality Act of 1965, the Immigration Reform and Control Act of
1986, affirmative action, and racial integration
(i) explain changes in American culture brought about by
government policies
(18) Science, technology, and society. The student
understands the role the government plays in developing
policies and establishing conditions that influence scientific
discoveries and technological innovations. The student is
expected to:
(A) understand how U.S. constitutional protections such as
patents have fostered competition and entrepreneurship
(i) understand how U.S. constitutional protections have fostered
competition
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Knowledge and Skills Statement Student Expectation
Breakout
(18) Science, technology, and society. The student
understands the role the government plays in developing
policies and establishing conditions that influence scientific
discoveries and technological innovations. The student is
expected to:
(A) understand how U.S. constitutional protections such as
patents have fostered competition and entrepreneurship
(ii) understand how U.S. constitutional protections have fostered
entrepreneurship
(18) Science, technology, and society. The student
understands the role the government plays in developing
policies and establishing conditions that influence scientific
discoveries and technological innovations. The student is
expected to:
(B) identify examples of government-assisted research that, when
shared with the private sector, have resulted in improved
consumer products such as computer and communication
technologies
(i) identify examples of government-assisted research that, when
shared with the private sector, have resulted in improved
consumer products
(19) Science, technology, and society. The student
understands the impact of advances in science and
technology on government and society. The student is
expected to:
(A) understand the potential impact on society of recent scientific
discoveries and technological innovations
(i) understand the potential impact on society of recent scientific
discoveries
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 62 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(19) Science, technology, and society. The student
understands the impact of advances in science and
technology on government and society. The student is
expected to:
(A) understand the potential impact on society of recent scientific
discoveries and technological innovations
(ii) understand the potential impact on society of recent
technological innovations
(19) Science, technology, and society. The student
understands the impact of advances in science and
technology on government and society. The student is
expected to:
(B) evaluate the impact of the Internet and other electronic
information on the political process
(i) evaluate the impact of the Internet on the political process
(19) Science, technology, and society. The student
understands the impact of advances in science and
technology on government and society. The student is
expected to:
(B) evaluate the impact of the Internet and other electronic
information on the political process
(ii) evaluate the impact of other electronic information on the
political process
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(i) analyze information by sequencing
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 63 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(ii) analyze information by categorizing
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(iii) analyze information by identifying cause-and-effect
relationships
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 64 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(iv) analyze information by comparing
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(v) analyze information by contrasting
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(vi) analyze information by finding the main idea
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 65 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(vii) analyze information by summarizing
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(viii) analyze information by making generalizations and
predictions
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 66 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(A) analyze information by sequencing, categorizing, identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions
(ix) analyze information by drawing inferences and conclusions
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(B) create a product on a contemporary government issue or
topic using critical methods of inquiry
(i) create a product on a contemporary government issue or topic
using critical methods of inquiry
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(C) analyze and defend a point of view on a current political issue (i) analyze a point of view on a current political issue
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(C) analyze and defend a point of view on a current political issue (ii) defend a point of view on a current political issue
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 67 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(i) analyze the validity of information from primary sources for
bias
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(ii) analyze the validity of information from primary sources for
propaganda
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(iii) analyze the validity of information from primary sources for
point of view
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 68 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(iv) analyze the validity of information from primary sources for
frame of reference
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(v) analyze the validity of arguments from primary sources for
bias
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(vi) analyze the validity of arguments from primary sources for
propaganda
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 69 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(vii) analyze the validity of arguments from primary sources for
point of view
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(viii) analyze the validity of arguments from primary sources for
frame of reference
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(ix) analyze the validity of counterarguments from primary
sources for bias
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 70 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(x) analyze the validity of counterarguments from primary sources
for propaganda
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xi) analyze the validity of counterarguments from primary
sources for point of view
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xii) analyze the validity of counterarguments from primary
sources for frame of reference
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 71 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xiii) analyze the validity of information from secondary sources
for bias
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xiv) analyze the validity of information from secondary sources
for propaganda
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xv) analyze the validity of information from secondary sources for
point of view
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 72 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xvi) analyze the validity of information from secondary sources
for frame of reference
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xvii) analyze the validity of arguments from secondary sources
for bias
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xviii) analyze the validity of arguments from secondary sources
for propaganda
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 73 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xix) analyze the validity of arguments from secondary sources for
point of view
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xx) analyze the validity of arguments from secondary sources for
frame of reference
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxi) analyze the validity of counterarguments from secondary
sources for bias
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 74 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxii) analyze the validity of counterarguments from secondary
sources for propaganda
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxiii) analyze the validity of counterarguments from secondary
sources for point of view
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxiv) analyze the validity of counterarguments from secondary
sources for frame of reference
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 75 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxv) evaluate the validity of information from primary sources for
bias
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxvi) evaluate the validity of information from primary sources for
propaganda
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxvii) evaluate the validity of information from primary sources
for point of view
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 76 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxviii) evaluate the validity of information from primary sources
for frame of reference
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxix) evaluate the validity of arguments from primary sources for
bias
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxx) evaluate the validity of arguments from primary sources for
propaganda
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 77 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxi) evaluate the validity of arguments from primary sources for
point of view
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxii) evaluate the validity of arguments from primary sources for
frame of reference
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxiii) evaluate the validity of counterarguments from primary
sources for bias
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 78 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxiv) evaluate the validity of counterarguments from primary
sources for propaganda
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxv) evaluate the validity of counterarguments from primary
sources for point of view
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxvi) evaluate the validity of counterarguments from primary
sources for frame of reference
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 79 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxvii) evaluate the validity of information from secondary
sources for bias
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxviii) evaluate the validity of information from secondary
sources for propaganda
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xxxix) evaluate the validity of information from secondary
sources for point of view
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 80 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xl) evaluate the validity of information from secondary sources
for frame of reference
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xli) evaluate the validity of arguments from secondary sources
for bias
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xlii) evaluate the validity of arguments from secondary sources
for propaganda
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 81 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xliii) evaluate the validity of arguments from secondary sources
for point of view
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xliv) evaluate the validity of arguments from secondary sources
for frame of reference
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xlv) evaluate the validity of counterarguments from secondary
sources for bias
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 82 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xlvi) evaluate the validity of counterarguments from secondary
sources for propaganda
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xlvii) evaluate the validity of counterarguments from secondary
sources for point of view
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(D) analyze and evaluate the validity of information, arguments,
and counterarguments from primary and secondary sources for
bias, propaganda, point of view, and frame of reference
(xlviii) evaluate the validity of counterarguments from secondary
sources for frame of reference
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 83 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(E) evaluate government data using charts, tables, graphs, and
maps
(i) evaluate government data using charts
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(E) evaluate government data using charts, tables, graphs, and
maps
(ii) evaluate government data using tables
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(E) evaluate government data using charts, tables, graphs, and
maps
(iii) evaluate government data using graphs
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(E) evaluate government data using charts, tables, graphs, and
maps
(iv) evaluate government data using maps
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 84 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(20) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student
is expected to:
(F) use appropriate mathematical skills to interpret social studies
information such as maps and graphs
(i) use appropriate mathematical skills to interpret social studies
information
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly (i) use social studies terminology correctly
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(B) use standard grammar, spelling, sentence structure, and
punctuation
(i) use standard grammar
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(B) use standard grammar, spelling, sentence structure, and
punctuation
(ii) use standard spelling
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 85 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(B) use standard grammar, spelling, sentence structure, and
punctuation
(iii) use standard sentence structure
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(B) use standard grammar, spelling, sentence structure, and
punctuation
(iv) use standard punctuation
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(C) transfer information from one medium to another, including
written to visual and statistical to written or visual, using computer
software as appropriate
(i) transfer information from one medium to another, including
written to visual, using computer software as appropriate
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(C) transfer information from one medium to another, including
written to visual and statistical to written or visual, using computer
software as appropriate
(ii) transfer information from one medium to another, including
statistical to written or visual, using computer software as
appropriate
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 86 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(D) create written, oral, and visual presentations of social studies
information
(i) create written presentations of social studies information
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(D) create written, oral, and visual presentations of social studies
information
(ii) create oral presentations of social studies information
(21) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected to:
(D) create written, oral, and visual presentations of social studies
information
(iii) create visual presentations of social studies information
(22) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate
the effectiveness of the solution
(i) use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate
the effectiveness of the solution
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.44. United States Government (One-Half Credit), Beginning with School Year 2011-2012. Proclamation 2015
Page 87 of 87
Publisher Name: Program ISBN
Student Material
Knowledge and Skills Statement Student Expectation
Breakout
(22) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with
others, in a variety of settings. The student is expected to:
(B) use a decision-making process to identify a situation that
requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision
(i) use a decision-making process to identify a situation that
requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision
