Objective 1 is a history objective and consists of TEKS that pertain mainly to events during the
American revolutionary and constitutional eras. Four student expectations listed under Objective 1 in
the eighth grade assessment objectives also appear at tenth grade. These four early American history
student expectations will also be assessed on the exit level test. The knowledge and skills statements
and student expectations describe many of the social and political tensions that challenged the
developing nation. When teaching the TEKS student expectations in this objective, teachers should
make students aware of the historical factors and major events surrounding the American Revolution.
Teachers should also help students understand how events and decisions from this time period
connect to later historical events in American history; one example would be how the grievances
listed in the Declaration of Independence were addressed in the Bill of Rights.
By studying the portions of the curriculum listed in Objective 1, students will gain an awareness of
the early development of the American nation. They will also understand the short-term and long-term
consequences of the important events that occurred during this time period. This understanding
will provide the foundation necessary for success on the exit level social studies assessment.
Knowledge of their country's development gives students a sense of their historical past. As students
learn more about the historical events that have shaped their country, they gain a better
understanding of why important events occurred and how those events shape America's present
course. In short, having the ability to look back prepares students for their future role as informed
citizens capable of participating fully in American society.
Objective 1
The student will demonstrate an understanding of issues and events in U. S. history.
(8.1) History. The student understands traditional historical points of reference in U. S.
history through 1877. The student is expected to
(8.4) History. The student understands significant political and economic issues of the
revolutionary era. The student is expected to
(C) explain the issues surrounding [important events of] the American Revolution,
including declaring independence; [writing] the Articles of Confederation;
[fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and
signing the Treaty of Paris].
(8.16) Government. The student understands the American beliefs and principles reflected
in the U. S. Constitution and other important historic documents. The student is
expected to
Objective 1 - For Your Information
The following list contains some of the issues students must understand to respond to questions
related to Objective 1:
TAKS Social Studies Assessment - Grade 10, Objective 2
Objective 2 is the geography objective and consists of TEKS from the three social studies courses:
Grade 8 Social Studies, World Geography Studies, and World History Studies. The knowledge and
skills statements and student expectations in this objective examine the movement of people and ideas
as well as the patterns and processes of settlement. When teaching the student expectations in this
objective, teachers should focus on the ways that processes such as trade can spread ideas, material
goods, and even diseases such as bubonic plague. Students should understand how to identify and
interpret patterns on maps, charts, and other graphic models from a geographic standpoint.
Students who gain this kind of knowledge and understanding will recognize and appreciate the
geographic issues that affect their daily lives. Examples of these issues at a local level are the
development of traffic routes in towns or cities; debates about land use, such as agriculture versus
real estate development; the effects of drought on water use; and the impact of population growth on
air and water quality. On a global level, students who gain geographic knowledge and understanding
will recognize and appreciate how events and issues in other parts of the world affect their daily lives.
An example is the production in other countries of energy sources and material goods to be used in
the United States. A solid understanding of geography concepts from both the past and present
enables students to participate in and make informed decisions regarding local, regional, and
international geographic issues.
Objective 2
The student will demonstrate an understanding of geographic influences on historical issues
and events.
(8.10) Geography. The student uses geographic tools to collect, analyze, and interpret data.
The student is expected to
(B) [pose and] answer questions about geographic distributions and patterns shown
on maps, graphs, charts, [models, and databases].
(WG1) History. The student understands how geographic contexts (the geography of places in
the past) and processes of spatial exchange (diffusion) influenced events in the past
and helped to shape the present. The student is expected to
(A) analyze the effects of physical and human geographic patterns and processes on
events in the past and describe their effects on present conditions, including
significant physical features and environmental conditions that influenced
migration patterns in the past and shaped the distribution of culture groups today
(correlates with WH12B); and
(B) trace the spatial diffusion of a phenomenon and describe its effects on regions of
contact such as the spread of bubonic plague, the diffusion and exchange of
foods between the New and Old Worlds, [or the diffusion of American slang]
(correlates with WH11B).
(WG6) Geography. The student understands the types and patterns of settlement, the factors
that affect where people settle, and processes of settlement development over time.
The student is expected to
(A) [locate settlements and] observe patterns in the size and distribution of cities
using maps, graphics, and other information (correlates with WH26C).
(WH12) Geography. The student understands the impact of geographic factors on major
historic events. The student is expected to
(C) interpret historical [and contemporary] maps to identify and explain geographic
factors [such as control of the Straits of Hormuz] that have influenced people
and events in the past (correlates with WG21C).
(WH23) Science, technology, and society. The student understands how major scientific and
mathematical discoveries and technological innovations have affected societies
throughout history. The student is expected to
(A) give examples of [major mathematical and scientific discoveries and]
technological innovations that occurred at different periods in history and
describe the changes produced by these discoveries and innovations (correlates
with WG19A and WG20A).
Objective 2 - For Your Information
The following list contains some of the issues students must understand to respond to questions
related to Objective 2:
TAKS Social Studies Assessment - Grade 10, Objective 3
Objective 3 consists of TEKS that focus on economic and social factors in American and modern
world history. The three student expectations listed in Objective 3 are from the World Geography
Studies and World History Studies courses and cover societies worldwide, including the United
States. When teaching the student expectations listed under this objective, teachers should consider
how contemporary countries with different economic systems interact. Teachers need to concentrate
on how scientific, industrial, and political revolutions affect societies. Students should understand
how migration, war, and the diffusion of ideas have brought about cultural change, too.
By studying the curriculum listed under Objective 3, students will understand how economic and
social factors played major roles in societies around the world. This knowledge helps create a
foundation for the economic and cultural influences discussed in the high school course United States
History Since Reconstruction and also helps students prepare for success on the social studies exit
level assessment. Understanding the economic and social relationships among people from different
racial, ethnic, and religious backgrounds prepares students to make informed decisions about
economic issues and to appreciate the diverse populations of their country and their world.
Objective 3
The student will demonstrate an understanding of economic and social influences on historical
issues and events.
(WG5) Geography. The student understands how political, economic, and social processes
shape cultural patterns and characteristics in various places and regions. The student is
expected to
(B) analyze political, economic, social, and demographic data to determine the level
of development and standard of living in nations (correlates with WH14C).
(WG10) Economics. The student understands the distribution and characteristics of economic
systems throughout the world. The student is expected to
(C) compare the ways people satisfy their basic needs through the production of
goods and services such as subsistence agriculture versus market-oriented
agriculture or cottage industries versus commercial industries (correlates with
WH14C).
(WG18) Culture. The student understands the ways in which cultures change and maintain
continuity. The student is expected to
(A) describe the impact of general processes such as migration, war, trade,
independent inventions, and diffusion of ideas and motivations on cultural
change (correlates with WH1B).
Objective 3 - For Your Information
The following list contains some of the issues students must understand to respond to questions
related to Objective 3:
TAKS Social Studies Assessment - Grade 10, Objective 4
Objective 4 is the political objective and consists of TEKS that focus on the growth of representative
government in early America. Eight student expectations listed under Objective 4 in the eighth grade
assessment objectives also appear at tenth grade. These portions of the eighth-grade curriculum will
also be assessed on the exit level test. The knowledge and skills statements and student expectations
in this objective are dedicated to the development of representative institutions during the colonial
period, the writing of the U. S. Constitution and the Bill of Rights, and those issues related to
constitutional law through Reconstruction. When teaching the student expectations in this objective,
teachers should concentrate on how early political leaders drew inspiration from historical
documents and attempted to balance regional interests while forming a national government.
Teachers should also focus on how the constitutional powers of the national government continued to
evolve during the 90 years following the signing of the U. S. Constitution.
By studying the curriculum listed under Objective 4, students will better understand the development
of representative government in early America. This will help provide an understanding and a
foundation for further study in the high school course United States History Since Reconstruction.
This study should also contribute to an appreciation of the U. S. Constitution and serve to promote
citizenship and democratic ideals.
Objective 4
The student will demonstrate an understanding of political influences on historical issues and
events.
(8.3) History. The student understands the foundations of representative government in the
United States. The student is expected to
(A) explain the reasons for the growth of representative government and institutions
during the colonial period.
(8.16) Government. The student understands the American beliefs and principles reflected in
the U. S. Constitution and other important historic documents. The student is expected
to
(A) identify the influence of ideas from historic documents including the Magna
Carta, the English Bill of Rights, [the Mayflower Compact,] the Declaration of
Independence, the Federalist Papers, [and selected anti-federalist writings] on
the U. S. system of government; and
(D) analyze how the U. S. Constitution reflects the principles of limited government,
republicanism, checks and balances, federalism, separation of powers, popular
sovereignty, and individual rights.
(8.17) Government. The student understands the process of changing the U. S. Constitution
and the impact of amendments on American society. The student is expected to
(B) describe the impact of 19th-century amendments including the 13th, 14th, and
15th amendments on life in the United States.
(8.18) Government. The student understands the dynamic nature of the powers of the
national government and state governments in a federal system. The student is
expected to
(8.20) Citizenship. The student understands the rights and responsibilities of citizens of the
United States. The student is expected to
(A) define and give examples of unalienable rights; and
(B) summarize rights guaranteed in the Bill of Rights.
(8.22) Citizenship. The student understands the importance of the expression of different
points of view in a democratic society. The student is expected to
(B) describe the importance of free speech and press in a democratic society.
Objective 4 - For Your Information
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
TAKS Social Studies Assessment - Grade 10, Objective 5
Objective 5 is the skills objective and consists of TEKS that focus on the use of critical-thinking skills
to analyze social studies information. Critical-thinking skills are a major component of all portions of
the state-mandated social studies curriculum. Social studies skills can and should be integrated into
the teaching of the other four assessment objectives listed in this information booklet. The knowledge
and skills statements and student expectations in this objective include a wide variety of strategies
that students can employ to analyze and interpret written, visual, and statistical accounts of historical
events. When teaching the student expectations in this objective, teachers should provide students
with multiple opportunities to apply these strategies to both primary and secondary sources. It is only
through the application of critical-thinking skills that students' understanding of American and world
history is deepened.
Developing and reinforcing critical-thinking skills at this grade level provides students with the tools
they will need to be successful on the exit level social studies assessment. Students should show
competency in both social studies content and skills, one goal being to prepare them for further study
beyond high school. By studying the curriculum listed in Objective 5, students will better understand
how to apply critical-thinking skills to analyze both historical and current information.
Objective 5
The student will use critical thinking skills to analyze social studies information.
(8.30) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to
(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 the United States;
(D) identify points of view from the historical context surrounding an event and the
frame of reference which influenced the participants; and
(F) identify bias in written, [oral,] and visual material.
(WG8) Geography. The student understands how people, places, and environments are
connected and interdependent. The student is expected to
(B) compare ways that humans depend on, adapt to, and modify the physical
environment using [local,] state, national, and international human activities in a
variety of cultural and technological contexts (correlates with WH12B and
WH12C).
(WG21) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to
(C) [construct and] interpret maps to answer geographic questions, infer geographic
relationships, and analyze geographic change (correlates with WH11B and
WH12C).
(WH25) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to
(C) 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 (correlates with WG21A).
(WH26) Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to
Objective 5 - For Your Information
The following list contains some of the issues students must understand to respond to questions
related to Objective 5: