Texas Essential Knowledge and Skills Correlation

Much of the Key to Texas correlates to the Texas Essential Knowledge and Skills (TEKS) for the teaching of Texas History in 7th Grade. Following are the TEKS standards with links to the section in the Key to Texas that addresses the standard. In addition, the Study Guide Questions at the end each section and the Student Activities also correlate to the standards. The standard that each particular question or activity addresses is identified in parentheses following the question or activity.

(A) identify the major eras in Texas history and describe their defining characteristics;
    Student Activities; Other General Activities: #1

(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
     Student Activities; Other General Activities: #2

(C) explain the significance of the following dates: 1519, 1718, 1821, 1836, 1845, and 1861.
    Spanish Exploration, French Exploration, Mexican Independence, The Texas Revolution, Foreign Diplomacy & Annexation, The Civil War

(A) compare the cultures of Native Americans in Texas prior to European colonization;
    Student Activities; Prehistory: #2,#3

(B) identify important individuals, events, and issues related to European exploration and colonization of Texas, including the establishment of Catholic missions;
    Spanish Exploration, Mission Frontier, French Exploration

(C) identify the contributions of significant individuals including Moses Austin, Stephen F. Austin, and Juan Segu�n during the colonization of Texas;
    Mexican Independence

(D) identify the impact of the Mexican federal Constitution of 1824 on events in Texas;
    Mexican Independence

(E) trace the development of events that led to the Texas Revolution, including the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin; and
    Mexican Independence, The Texas Revolution

(F) contrast Spanish and Anglo purposes for and methods of settlement in Texas.
    Mission Frontier, Mexican Independence

(A) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio L�pez de Santa Anna, and William B. Travis; and
    The Texas Revolution

(B) explain the issues surrounding significant events of the Texas Revolution, including the battle of Gonzales, the siege of the Alamo, the convention of 1836, Fannin's surrender at Goliad, and the battle of San Jacinto.
     The Texas Revolution

(A) identify individuals, events, and issues during the Republic of Texas and early Texas statehood, including annexation, Sam Houston, Anson Jones, Mirabeau B. Lamar, problems of the Republic of Texas, the Texas Rangers, the Mexican War, and the Treaty of Guadalupe-Hidalgo; and
     The Texas Revolution, Foundation of a New Nation, Indian Relations, Politics in the Republic, Mexican War

(B) analyze the causes of and events leading to Texas statehood.
    Politics in the Republic, Indian Relations, Foreign Policy & Annexation

(A) explain reasons for the involvement of Texas in the Civil War; and
    Causes of the Civil War, The Civil War

(B) analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas.
    The Civil War, Reconstruction, Ex-Confederate Backlash

(A) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on Native Americans, the development of the cattle industry from its Spanish beginnings, the myth and realities of the cowboy way of life, the effects of the growth of railroads, the buffalo soldiers, James Hogg, Cynthia Parker, and Spindletop; and
    Reconstruction, Ex-Confederate Backlash, Redeemers, Indian Frontier, The Cattle Kingdom, Railroads, Reformers, The Progressive Movement    

(B) explain the political, economic, and social impact of the cattle and oil industries and the development of West Texas resulting from the close of the frontier.
    The Cattle Kingdom, Railroads, Reformers, The Progressive Movement

(A) define the impact of "boom and bust" and trace the boom-and-bust cycle of leading Texas industries throughout the 20th century, including farming, oil and gas, cotton, cattle ranching, real estate, and banking;
    The Progressive Movement, Developments After World War I, The Great Depression, Late 20th Century Population and Economic Shifts 

(B) evaluate the Progressive and other reform movements in Texas in the 19th and 20th centuries;
    The Progressive Movement, New Deal Politics & Social Change, The Civil Rights Movement

(C) trace the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements, including James Farmer, Hector P. Garc�a, Oveta Culp Hobby, and Lyndon B. Johnson;
   Changes after World War II,  The Civil Rights Movement, Late 20th Century Political Trends

(D) analyze the political, economic, and social impact of major wars, including World War I and World War II, on the history of Texas;
    Early 20th Century Wars, World War II, Late 20th Century Political Trends

(E) trace the emergence of the two-party system in Texas during the second half of the 20th century.
    Late 20th Century Political Trends
    

(A) create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries; and
    Student Activities; Texas Overview:#1,  Early 20th Century:#1, The Mid 20thCentury:# 1, Texas Education & Culture:#2

(B) pose and answer questions about geographic distributions and patterns in Texas during the 19th and 20th centuries.
   Demographics & Economics, Population & Economic Growth, Railroads, Late 20th Century Population and Economic Shifts

(A) locate places and regions of importance in Texas during the 19th and 20th centuries;
    Population & Economic Growth, The Indian Frontier, The Cattle Kingdom, Railroads, The Progressive Movement, Developments after World War I, The Great Depression, Change after World War II, Late 20th Century Population and Economic Shifts, Student Activities; Texas Overview:#1

(B) compare places and regions of Texas in terms of physical and human characteristics; and
    Texas Overview, Demographics & Economics

(C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
   Demographic & Economic Information, Population & Economic Growth, Railroads, The Progressive Movement, The Great Depression, Changes After World War II

(A) identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications; and
   Demographic & Economic Information, Railroads, The Progressive Movement, The Great Depression, Changes After World War II

(B) explain ways in which geographic factors have affected the political, economic, and social development of Texas.
  Demographic & Economic Information, Railroads, The Progressive Movement, The Great Depression, Changes After World War II

(A) analyze why immigrant groups came to Texas and where they settled;
     Demographic & Economic Information, Mexican Independence & American Immigration, Population & Economic Growth, The Progressive Movement, New Deal Politics and Social Change, Late 20th Century Population and Economic Shifts

(B) analyze how immigration and migration to Texas in the 19th and 20th centuries have influenced Texas;
    Demographic & Economic Information, Mexican Independence & American Immigration, Population & Economic Growth, The Progressive Movement, New Deal Politics and Social Change, Late 20th Century Population and Economic Shifts

(C) analyze the effects of the changing population distribution in Texas during the 20th century; and
   Demographic & Economic Information, The Progressive Movement, New Deal Politics and Social Change, Late 20th Century Population and Economic Shifts  

(D) describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution.
    Student Activities: Texas Overview:#2

(A) explain economic factors that led to the urbanization of Texas;
   Demographic & Economic Information,  New Deal Politics and Social Change, Changes After World War II, Late 20th Century Population and Economic Shifts

(B) trace the development of major industries that contributed to the urbanization of Texas; and
    Demographic & Economic Information,  New Deal Politics and Social Change, Changes After World War II, Late 20th Century Population and Economic Shifts

(C) explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas.
    Demographic & Economic Information,  New Deal Politics and Social Change, Changes After World War II, Late 20th Century Population and Economic Shifts

(A) analyze the impact of national and international markets and events on the production of goods and services in Texas;
   Demographic & Economic Information,  New Deal Politics and Social Change, Changes After World War II, Late 20th Century Population and Economic Shifts, Global Consciousness

(B) analyze the impact of economic phenomena within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Texas; and
     Demographic & Economic Information,  New Deal Politics and Social Change, Changes After World War II, Late 20th Century Population and Economic Shifts, Global Consciousness

(C) analyze the impact of significant industries in Texas such as oil and gas, aerospace, and medical technology on local, national, and international markets.
   Demographic & Economic Information,  The Progressive Movement, Changes After World War II, Late 20th Century Population and Economic Shifts,  

(A) identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
    Texas Government, Student Activities: Texas Overview:#3

(B) identify the influence of ideas from the U.S. Constitution on the Texas Constitution.
    Texas Government, Student Activities: Texas Overview:#3

(A) describe the structure and functions of government at municipal, county, and state levels;
    Texas Government, Student Activities: Texas Overview:#4

(B) identify major sources of revenue for state and local governments; and
    Texas Government

(C) describe the structure and governance of Texas public education.
    Texas Education and Culture

(A) summarize the rights guaranteed in the Texas Bill of Rights; and
    Texas Government, Student Activities: Texas Overview:#5

(B) identify civic responsibilities of Texas citizens.
    Texas Government

(A) identify different points of view of political parties and interest groups on important Texas issues;
     Developments after World War I, New Deal Politics and Social Change, The Civil Rights Movement, Late 20th Century Political Trends, Late 20th Century Population & Economic Shifts,  Student Activities: The Era of the Redeemers:#2; Early 20th Century:#2; The Mid 20th Century:#4

(B) describe the importance of free speech and press in a democratic society; and
    War on Terrorism

(C) express and defend a point of view on an issue of historical or contemporary interest in Texas.
   

(A) identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been President of the United States; and
     State Politics in the Late 1800s, The Progressive Movement, New Deal Politics & Social Change, Late 20th Century Political Trends, Politics & Economics in the New Millennium, Student Activities: The Era of the Redeemers:#2

(B) analyze the contributions of Texas leaders such as Henry B. Gonz�lez, Phil Gramm, Barbara Jordan, and Sam Rayburn.
    New Deal Politics & Social Change, The Civil Rights Movement, Late 20th Century Political Trends

(A) explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances;
    Demographic & Economic Information, Texas Arts & Literature, Popular Culture in Texas, Global Consciousness, Student Activities: Texas Education and Culture:#1,#2

(B) describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture; and
    Demographic & Economic Information, Texas Arts & Literature, Popular Culture in Texas, Global Consciousness

(C) identify examples of Spanish influence on place names such as Amarillo and R�o Grande and on vocabulary in Texas, including words that originated from the Spanish cattle industry.
    Spanish Exploration, Mission Frontier, The Cattle Kingdom

(A) compare types and uses of technology, past and present;
     Demographic & Economic Information, Railroads, The Progressive Movement, Developments After World War I, Changes After World War II

(B) identify Texas leaders in science and technology such as Roy Bedichek, Walter Cunningham, Michael DeBakey, and C.M. "Dad" Joiner;
    Developments After World War I, Texas Education and Culture, Texas Arts & Literature, Popular Culture in Texas

(C) analyze the effects of scientific discoveries and technological innovations, such as barbed wire, the windmill, and oil, gas, and aerospace industries, on the developments of Texas;
    Demographic & Economic Information, The Cattle Kingdom, Railroads, The Progressive Movement, Developments After World War I, Changes After World War II

(D) evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land;
    Demographic & Economic Information, Railroads, The Progressive Movement, Developments After World War I, Changes After World War II

(E) analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world; and
    Demographic & Economic Information, Railroads, The Progressive Movement, Developments After World War I, Changes After World War II, Global Consciousness

(F) make predictions about economic, social, and environmental consequences that may result from future scientific discoveries and technological innovations.

(A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
    Student Activities

(B) 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;
    Student Activities

(C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
    Student Activities

(D) identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants;
    Student Activities

(E) support a point of view on a social studies issue or event;
    Student Activities

(F) identify bias in written, oral, and visual material;
    Student Activities

(G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; and
    Student Activities

(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs.
    Student Activities

(A) use social studies terminology correctly;
    Student Activities

(B) use standard grammar, spelling, sentence structure, and punctuation;
    Student Activities

(C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
    Student Activities

(D) create written, oral, and visual presentations of social studies information.
    Student Activities

(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; and
    Student Activities

(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.
    Student Activities