Work Group D Social Studies TEKS Recommendations
Work Group D RecommendationsSocial Studies, Texas Essential Knowledge and SkillsGeography Strand, Kindergarten – High SchoolPrepared by the State Board of Education Social Studies TEKS Streamlining Work GroupsJune 2018These recommendations reflect changes to the social studies Texas Essential Knowledge and Skills (TEKS) that have been recommended by State Board of Education’sTEKS streamlining work group for the Geography strand, Kindergarten – High School. Proposed deletions are shown in red font with strikethroughs (deletions). Textproposed to be moved from its current student expectation is shown in purple, italicized font with strikethrough (moved text) and is shown in the proposed new locationin purple, italicized font with underlines (new text location). Recommendations to clarify language are shown in blue font with underlines (clarifying language). Additionsmade as technical edits are shown in green font with underlines (additions).Comments in the middle column provide explanations for the proposed changes. Work groups estimated the amount of instructional time that would be reduced based ontheir recommendations. The reduction of instructional time is provided in minutes in the right-hand column.GEOGRAPHY STRAND, SOCIAL STUDIES RECOMMENDATIONS TABLE OF CONTENTSKindergarten. page 2Grade 1 . pages 3 – 4Grade 2 . pages 5 – 6Grade 3 . pages 7 – 8Grade 4 . pages 9 – 10Grade 5 . pages 11 – 12Grade 7 . pages 13 – 14Grade 8 . page 15United States History Studies Since 1877 . page 16World History Studies . page 17
§113.11. Social Studies, Kindergarten, Beginning with School Year 2011-2012.Work Group Comments/RationaleInstruction TimeReductionElementary teachers may not be aware that spatial terms areintegral to teaching geography. This will clarify the conceptof the term spatial may help teachers recognize a place tointegrate math into the social studies and vice versa.Instructional materials include this term since it is a majorpart of understanding geography.No changeThis addition does not add to the SE, but rather addsconsistency of terminology used throughout the geographystrand k-12. The Pre-K geography guidelines include “andexplore” which refers to tactile experiences rather than justidentify. So in order for alignment K-2. Instructionalmaterial was checked.No changeThis clarifies for the Kinder teacher that understandingplace at this age is at a smaller scale and should focus onthese areas of a child’s known world. This correlates to theIntroduction of the course.No changeidentify the physical characteristics of place such as landforms,bodies of water, Earth’s natural resources, and weather; andAt a Kinder level removing the word natural is age levelappropriate and aligned with instructional material. Theword Earth clarifies the focus of place rather than trying toteach “natural resources”. Natural resources are notidentified until 2nd grade in the Science TEKS (2.7C)45 minutesidentify how geographic location influences the humancharacteristics of place such as ways of earning a living, shelter,clothing, food, and activities are based upon geographic location.The change in wording clarifies this SE for ease ofunderstanding. The ways of earning a living is not ageappropriate for Kinder. It is more appropriate for a highergrade level and should be in an Economic Strand.90 minutesTEKS with edits(b)Knowledge and skills.(4)Geography. The student understands the concept of location. Thestudent is expected to:(A)use spatial terms, including over, under, near, far, left, and right, todescribe relative location;(B)locate places on the school campus and describe their relativelocations; and(C)identify and explore geographic tools that aid in determininglocation, including maps and globes.(5)(A)(B)Geography. The student understands physical and humancharacteristics of place to better understand self, home, family,classroom, and the world around them. The student is expected to:Geography Strand, Kindergarten2Work Group D
§113.12. Social Studies, Grade 1, Beginning with School Year 2011-2012.TEKS with edits(b)Knowledge and skills.(4)Geography. The student understands the relative location of places.The student is expected to:(B)(A)(A)(B)(5)locate places using the four cardinal directions.; andNo changedescribe the location of self and objects relative to other locationsin the classroom and school using spatial terms.; andThe clarification supports the TEKS from previous gradelevels and uses the same terms from Kinder. After checkingwith the instructional materials this wording is included.No changeGeography. The student understands the purpose of geographic tools,including maps and globes. The student is expected to:Clarifying “geographic tools” helps teachers recognize thatthis terminology is used throughout the Geography strandK-12.No changeThis change provides consistency from Kindergarten toFirst Grade. Exploring is an important tactile concept forthis grade level. Instructional material covers this conceptof exploring in 1st.No changeThe term various is too nebulous and opens the door forconfusion therefore we crossed out this word. “Of place” isa more concrete term used in all of the instructionalmaterial and is consistent with Geography K-12. Addingthe term community and world around them helps focus theteachers on the purpose stated in the 1st grade Introductionfor social studies.45 minutescreate and use simple maps such as maps of the home, classroom,school, and community; and(B)locate and explore the community, Texas, and the United Stateson maps and globes.(A)(B)Instructional TimeReductionThe rational for changing A and B SE is that it is moredevelopmentally appropriate to teach “Relative terminologyin B” before actually introducing 4 cardinal directions.(A)(6)Work Group Comments/RationaleGeography. The student understands various physical and humancharacteristics of place to better understand their community and theworld around them. The student is expected to:identify and describe the physical characteristics of place such aslandforms, bodies of water, Earth’s natural resources, andweather; andProvides alignment to Kinder.identify examples of and uses for natural resources in thecommunity, state, and nation; andThe concept of natural resources is introduced in science in3.7D therefore is it not appropriate for 1st grade. Thisstandard was not tied to the characteristics of place as usedin these SEs. It is more of an economic factor.Geography Strand, Grade 145 minutes3174 minutesWork Group D
(B)(C)identify and describe how geographic location influences thehuman characteristics of place such as shelter, clothing, food, andactivities are based upon geographic location.Geography Strand, Grade 1We clarified this SE by moving “geographic location” andinserting the word “influences.” The word influencesprovided consistency with Kinder SE 5B4No changeWork Group D
§113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.TEKS with editsWork Group Comments/Rationale(b)Knowledge and skills.(5)Geography. The student uses simple geographic tools, including suchas maps and globes. The student is expected to:(A)(B)(6)(A)(B)(C)Instructional TimeReductionThe term including is consistent with other grade levels.No changeAge appropriate verb clarification when changing interpretto identify and use. We crossed out orientation (north,south, east and west) and inserted the consistent term ofcardinal direction that is used in prior and subsequent gradelevels. The vocabulary is consistent with instructionalmaterials.45 minutesBy taking out “and characteristics, and regions” this ismore age appropriate for 2nd grade and the SE’s below didnot address characteristics or regions. Regions isn’taddressed in instructional materials.Clarification of the term nation in a geographic sense refersto a specific group of people based on culture, therefore thecorrect term needed here is country.SE’s under refer to the world therefore, “and the world”needed to be added because that concept is part of theIntroduction of 2nd grade.90 minutesidentify major landforms and bodies of water, including each ofthe seven continents and each of the four oceans, on maps andglobes; andClarification for consistency in understanding continentsand oceans in the 2nd grade instructional materials.NOTE: For vertical alignment purposes the discrepanciesof the 5th Ocean and other descriptions of Continents can beaddressed in the upper grades.No changelocate places of significance, including the local community,Texas, the United States, the state capital, the U.S. capital, majorcities in Texas, the coast of Texas, and the bordering countries ofCanada, and Mexico. , and the United States on maps and globes.; andFollowing the TEK of local, state, nation and world thisclarification of the SE flows for better understanding. Thecrossed out sections do not follow the Knowledge andSkills statement.examine information from various sources about places andregions.This is more of a skill and is redundant because it is locatedin the Social Studies skills 2.18 (A-E) Time saving occursbecause it is no longer taught in isolation.identify and use interpret information on maps and globes usingbasic map elements such as title, cardinal directions orientation(north, south, east, west), and legend/map keys; andcreate maps to show places and routes within the home, school,and community.Geography. The student understands the location locations andcharacteristics of places and regions in their the community, state,country, and nation and the world. The student is expected to:Geography Strand, Grade 2590 minutes90 minutesWork Group D
(7)(A)(B)(C)(D)(7)(8)(A)(B)(C)This entire TEK doesn’t align with any other grade levelTEK and is not appropriate for this course of study.Teaching this in isolation is not effective. Where thisconcept is very important the connection piece toapplication is not appropriate at 2nd grade. This will betaught in context starting at grade 4.Geography. The student understands how physical characteristics ofplaces and regions affect people's activities and settlement patterns.The student is expected to:(The times below arefrom Group Aestimates)describe how weather patterns and seasonal patterns affectactivities and settlement patterns;171 minutesdescribe how natural resources and natural hazards affectactivities and settlement patterns;150 minutesexplain how people depend on the physical environment andnatural resources to meet basic needs; and169 minutesidentify the characteristics of different communities, includingurban, suburban, and rural, and how they affect activities andsettlement patterns.SPECIAL NOTE this SE needs to be addressed in anothergrade level where direct application of understanding canbe provided such as 5th grade in the explanation of Growthof Cities 5.7C and the concept settlement patterns of ruralto urban needed in 4th and 5th grade.Geography. The student understands how humans use and modify thephysical environment of place. The student is expected to:The wording “of place” is added consistency of geographicvocabulary173 minutesidentify ways in which people have modified the physicalenvironment such as clearing land, building roads, clearing landfor urban development and agricultural use, and drilling for oil;We removed the term urban (Refer to 7D) The term “forurban development and” isn’t a necessary part ofunderstanding the concept of modifying the environment.The arrangement of such as statements makes the flow ofthe SE more appropriate.90 minutesidentify positive and negative consequences of humanmodification of the physical environment such as the use ofirrigation to improve crop yields; andA jump from “identify in (A) then jumping to “positive andnegative consequences” is a difficult concept at this gradelevel. This will be addressed at later grade levels.135 minutesidentify ways people can conserve and replenish Earth’s naturalresources.Clarification for consistencyGeography Strand, Grade 26No changeWork Group D
§113.14. Social Studies, Grade 3, Beginning with School Year 2011-2012.TEKS with edits(b)Knowledge and skills.(4)Geography. The student understands how humans adapt to and/ormodify variations in the physical environment. The student isexpected to:(A)describe similarities and differences and explain variations in thephysical environment, including climate, landforms, naturalresources, and natural hazards;(B)identify and compare how people in different communities adaptto or modify the physical environment in which they live such asdeserts, mountains, wetlands, and plains;(C)describe the effects of physical processes such as volcanoes,hurricanes, and earthquakes in shaping the landscape; and(D)describe the effects of human processes such as building newhomes, conservation, and pollution in shaping the landscape.; and(E)identify and compare the human characteristics of variousregions.(5)(A)Work Group Comments/RationaleInstructional TimeReductionClarification of the Knowledge and Skills to align with the SE’s.In Geography adapt and modify are separate geographicconcepts and both are addressed in the SE’s and is in allinstructional materials.No changeClarification – similarities and differences is more gradeappropriate for 3rd grade. Note: that this grade level NaturalResources changes from Earth resources. This is addressed inthe Science TEKS and all instructional material.No changeEliminating this SE is more in line with the pattern throughoutthe early grade levels. Various regions is too broad and notgrade level appropriate. This SE doesn’t align with theKnowledge statement.133 minutesBy eliminating the “such as” statement we bring the focus backto the SE of introducing intermediate directions and usingcardinal directions on maps and globes, as well as the 3rd gradefocus of community.45 minutesGeography. The student understands the concepts of location,distance, and direction on maps and globes. The student is expectedto:use cardinal and intermediate directions to locate places on mapsand globes such as the Rocky Mountains, the Mississippi River,and Austin, Texas, in relation to the local community;(B)use a scale to determine the distance between places on maps andglobes; and(C)identify, and use the compass rose, grid system, and symbols tolocate places on maps and globes; andGeography Strand, Grade 3Combined with 5(D) for clarityNo change7Work Group D
(C)(D)The elimination of “and regions” as a concept will be introducedin a more appropriate context in 4th grade.identify, create, and interpret maps of places and regions thatcontain map elements, including a title, compass rose, legend,scale, and grid system.Geography Strand, Grade 3845 minutesWork Group D
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.TEKS with edits(b)Knowledge and skills.(6)Geography. The student uses geographic tools to collect,analyze, and interpret data. The student is expected to:(A)apply geographic tools, including grid systems, legends,symbols, scales, and compass roses, to construct andinterpret maps; and(B)translate geographic data, population distribution, andnatural resources into a variety of formats such as graphsand maps.(6)(7)Work Group Comments/RationaleInstructionalTime ReductionMoved this knowledge and skill to Social StudiesSkills strand in collaboration with Social StudiesSkills Work Group D.Geography. The student understands the concept of regions. Thestudent is expected to:(A)describe a variety of regions in Texas and the United Statessuch as political, population, and economic regions thatresult from patterns of human activity;Since this is the first time to introduce the concept ofregion. We felt it was appropriate to start with thefoundational concept of physical regions.(A)(B)identify, locate, and describe compare the physicalgeographic regions of Texas (Mountains and Basins, GreatPlains, North Central Plains, Coastal Plains), including theircharacteristics such as landforms, climate, and vegetation,and economic activities; andProvides specificity to align with the Knowledgestatement. Vertical aligns to upper grade levels.Included in all instructional materials.No changecompare the physical geographic regions of Texas(Mountains and Basins, Great Plains, North Central Plains,Coastal Plains) with regions of the United States and otherparts of the world.Since the concept of regions is a very difficult we feltthat 4th grade needs to focus on just Texas as anintroduction of regions.45 minutes(B)(C)Geography Strand, Grade 49105 minutesWork Group D
(7)(8)(A)Geography. The student understands the location and patterns ofsettlement and the geographic factors that influence wherepeople live. The student is expected to:identify and explain clusters and patterns of settlement suchas the location of towns and cities in Texas at different timeperiods such as prior to the Texas Revolution, after thebuilding of the railroads, and following World War II; and“Cluster and” term does not align with the K-3 patternand the cluster term is similar enough to pattern. Theoriginal “such as” statements were a distractor fromthe SE. Patterns of settlement change constantly basedon historical events and time periods. The new “suchas” statement provides an example. This SE nowprovides clarity and focus of intent.(B)describe and explain the location and distribution of varioustowns and cities in Texas, past and present; andThis SE is now addressed in (B)(B)(C)explain the geographic factors such as landforms and climatethat influence patterns of settlement and the distribution ofpopulation in Texas, past and present.This SE should go first since this is a geographicstrand, because geographic factors affects where youlive. Provides a better sequence of understanding.(8)(9)No changeNo changeGeography. The student understands how people adapt to andmodify their environment. The student is expected to:(A)describe ways people have adapted to and modified theirenvironment in Texas, past and present, such as timberclearing, agricultural production, wetlands drainage, energyproduction, and construction of dams;(B)explain identify reasons why people have adapted to andmodified their environment in Texas, past and present, suchas the use of natural resources to meet basic needs, facilitatetransportation, and enhance recreational activities; and“Explain’ is consistent wording with other gradelevels. Provides appropriate rigor to the SE.compare the positive and negative consequences of humanmodification of the environment in Texas, past and presentboth governmental and private, such as economicdevelopment and the impact on habitats and wildlife as wellas air and water quality.The such as statement was taken out to align with the5th grade SE.(C)No changeGeography Strand, Grade 4No change30 minutes10Work Group D
§113.16. Social Studies, Grade 5, Beginning with School Year 2011-2012.TEKS with edits(b)Geography. The student uses geographic tools to collect, analyze,and interpret data. The student is expected to:(A)apply geograph
Geography Strand, Kindergarten – High School . Prepared by the State Board of Education Social Studies TEKS Streamlining Work Groups June 2018 . These recommendations reflect changes to the social studies Texas Essential Knowledge and Skills (TEKS) that have been recommended by State
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Rick MacDonald, Social Studies Consultant (1999-2002) Mary Fedorchuk, Program Co-ordinator P-12 (2002-2003) Bruce Fisher, Social Studies Consultant (2003-) Newfoundland and Labrador Smita Joshi, Social Studies Consultant (1999-2001) Victor Kendall, Social Studies Consultant (2001-) Jim Crewe, Independent Social Studies Consultant (1998-)
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