TEKS Correlation for In the Trenches

Full Teks

(1) History. The student understands traditional historical points of reference in world history. (B) identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization; the scientificand industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20^th century;

(C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(D) explain the significance of the following dates: 1066, 1215, 1492, 1789, 1914-1918, and 1939-1945.

(2) History. The student understands how the present relates to the past. (B) describe variables in a contemporary situation that could result in different outcomes

(5) History. The student understands causes and effects of European expansion beginning in the 16th century. (B) explain the political, economic, cultural, and technological influences of European expansion on both Europeans and non -Europeans, beginning in the 16th century.

(7) History. The student understands the impact of political and economic imperialism throughout history. (A) analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires;

(11)Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. (A) create thematic maps, graphs, charts, models, and databases representing various aspects of world history;

(B) pose and answer questions about geographic
distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

(23)Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. (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;

Skill Objectives top

(25)Social studies skills. The student applies critical- thinking skills to organize and use information acquired from a variety of sources including electronic technology. (B) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information;

(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;

(D) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context

(E) use the process of historical inquiry to research, interpret, and use multiple sources of evidence;

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

(G) identify bias in written, oral, and visual material;

(H) support a point of view on a social studies issue or event; and

(I) use appropriate mathematical skills to interpret social studies information such as maps and graphs

(26)Social studies skills. The student communicates in written, oral, and visual forms. (A) use social studies terminology correctly;

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

(C) interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps; and

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

(27)Social studies skills. The student uses problem-solving and decision- making skills, working independently and with others, in a variety of settings. (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

(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.

(1) History. The student understands traditional historical points of reference in world history.	(B) identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization; the scientificand industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20^th century;
	(C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
	(D) explain the significance of the following dates: 1066, 1215, 1492, 1789, 1914-1918, and 1939-1945.

(11)Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.	(A) create thematic maps, graphs, charts, models, and databases representing various aspects of world history;
	(B) pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

(25)Social studies skills. The student applies critical- thinking skills to organize and use information acquired from a variety of sources including electronic technology.	(B) locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information;
	(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;
	(D) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context
	(E) use the process of historical inquiry to research, interpret, and use multiple sources of evidence;
	(F) evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
	(G) identify bias in written, oral, and visual material;
	(H) support a point of view on a social studies issue or event; and
	(I) use appropriate mathematical skills to interpret social studies information such as maps and graphs
(26)Social studies skills. The student communicates in written, oral, and visual forms.	(A) use social studies terminology correctly;
	(B) use standard grammar, spelling, sentence structure, and punctuation;
	(C) interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps; and
	(D) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
(27)Social studies skills. The student uses problem-solving and decision- making skills, working independently and with others, in a variety of settings.	(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
	(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.