Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 113 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SOCIAL STUDIES › Subchapter B - MIDDLE SCHOOL › Section 113.20 - Social Studies, Grade 8, Adopted 2018

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) In Grade 8, students study the history of
				  the United States from the early colonial period through Reconstruction. The
				  knowledge and skills in subsection (b) of this section comprise the first part
				  of a two-year study of U.S. history. The second part, comprising U.S. history
				  from Reconstruction to the present, is provided in §
											113.41
				  of this title (relating to United States History Studies Since 1877 (One
				  Credit), Beginning with School Year 2011-2012). The content in Grade 8 builds
				  upon that from Grade 5 but provides more depth and breadth. Historical content
				  focuses on the political, economic, religious, and social events and issues
				  related to the colonial and revolutionary eras, the creation and ratification
				  of the U.S. Constitution, challenges of the early republic, the Age of Jackson,
				  westward expansion, sectionalism, Civil War, and Reconstruction. Students
				  describe the physical characteristics of the United States and their impact on
				  population distribution and settlement patterns in the past and present.
				  Students analyze the various economic factors that influenced the development
				  of colonial America and the early years of the republic and identify the
				  origins of the free enterprise system. Students examine the American beliefs
				  and principles, including limited government, checks and balances, federalism,
				  separation of powers, and individual rights, reflected in the U.S. Constitution
				  and other historical documents. Students evaluate the impact of Supreme Court
				  cases and major reform movements of the 19th century and examine the rights and
				  responsibilities of citizens of the United States as well as the importance of
				  effective leadership in a constitutional republic. Students evaluate the impact
				  of scientific discoveries and technological innovations on the development of
				  the United States. Students use critical-thinking skills, including the
				  identification of bias in written, oral, and visual material.
(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 and the Declaration
				  of Independence, landmark cases of the U.S. Supreme Court, biographies,
				  autobiographies, novels, speeches, letters, diaries, poetry, songs, and
				  artworks is encouraged. Motivating resources are available from museums,
				  historical sites, presidential libraries, and local and state preservation
				  societies.
(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 (b) 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.
(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 from the Declaration of Independence: "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
				  discuss how and whether the actions of U.S. citizens and the local, state, and
				  federal governments have achieved the ideals espoused in the founding
				  documents.