TEKS- Government_Economics

Social Studies TEKS PlannerGovernment and Economics

GOVERNMENT AND ECONOMICS

Symbol Key New, no old version Removed entirelyDecrease Level of Bloom’s Taxonomy Increase Level of Bloom’s Taxonomy

Copyright©2010 Education Service Center Region XIII6

New Old Rigor Change

Content Change

1 History The student understands major political ideas and forms of government in history. The student is expected to:

None None

1 (A) explain major political ideas in history such as natural law, natural rights, divine right of kings, and social contract theory; and

None None

1 (B) identify the characteristics of classic forms of government such as absolute monarchy, authoritarianism, classical republic, despotism, feudalism, liberal democracy, and totalitarianism.

None None

1 History The student understands how constitutional government, as developed in America and expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution, has been infl uenced by ideas, people, and historical documents. The student is expected to:

2 History The student understands how constitutional government, as developed in the United States, has been infl uenced by people, ideas, and historical documents. The student is expected to:

None • Addition of: expressed in the Declaration of Independence, the Articles of Confederation, and the U.S. Constitution • America instead of United States

1 (A) explain major political ideas in history, including the laws of nature and nature’s God, unalienable rights, divine right of kings, social contract theory, and the rights of resistance to illegitimate government;

explain • major political ideas in history• Specifi cation: including

• the laws of nature and nature’s God

• unalienable rights• divine right of kings• social contract theory• the rights of resistance

to illegitimate government

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§113.44. Social Studies, United States GovernmentKnowledge and skills.




Content Change

1 (B) identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals;

identify • identify major intellectual, philosophical, political, and religious traditions that informed the American founding• Specifi cation: including

• Judeo-Christian (especially biblical law)

• English common law and constitutionalism

• Enlightenment• republicanism

as they address issues of liberty, rights, and responsibilities of individuals

1 (C) identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu;

2 (A) analyze the principles and ideas that underlie the Declaration of Independence and the U.S. Constitution, including those of Thomas Hobbes, John Locke, and Charles de Montesquieu;

analyze identify

• Addition of: the individuals whose principles of laws and government institutions informed the American founding documents• Specifi cation Added: including

• Moses• William Blackstone

• Elimination of: ideas that underlie the Declaration of Independence and the U.S. Constitution• Elimination of specifi cation:

• Thomas Hobbes

1 (D) identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government;

2 (B) analyze the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, and James Madison, on the development of the U.S. government;

analyze identify

• Specifi cation Added: including

• John Jay• George Mason• Roger Sherman• James Wilson

1 (E) examine debates and compromises that impacted the creation of the founding documents; and

2 (C) analyze debates and compromises necessary to reach political decisions using historical documents; and

analyze examine

No Rigor Change

• Addition of: that impacted the creation of the founding documents• Elimination of: necessary to reach political decisions using historical documents

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Content Change

1 (F) identify signifi cant individuals in the fi eld of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.

2 (D) identify signifi cant individuals in the fi eld of government and politics, including Abraham Lincoln, George Washington, and selected contemporary leaders.

None • Specifi cation Added:• Thomas Jefferson• John Marshall• Andrew Jackson• Theodore Roosevelt• Franklin D. Roosevelt• Ronald Reagan

• Elimination of specifi cation: selected contemporary leaders

2 History The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:

3 History The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:

None None

2 (A) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and

3 (A) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and

None None

2 (B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.

3 (B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.

None None

3 Geography The student understands how geography can infl uence U.S. political divisions and policies. The student is expected to:

None • how geography can infl uence U.S. political divisions and policies

3 (A) understand how population shifts affect voting patterns;

understand • how population shifts affect voting patterns

3 (B) examine political boundaries to make inferences regarding the distribution of political power; and

examine • political boundaries to make inferences regarding the distribution of political power

3 (C) explain how political divisions are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr.

explain • how political divisions are crafted and how they are affected by Supreme Court decisions • Specifi cation: such as Baker v. Carr

3

3

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Content Change

4 Geography The student understands why certain places or regions are important to the United States. The student is expected to:

4 Geography The student understands why certain places and regions are important to the United States. The student is expected to:

None None

4 (A) identify the signifi cance to the United States of the location and key natural resources of selected global places or regions; and

4 (A) analyze the political signifi cance to the United States of the location and geographic characteristics of selected places or regions such as Cuba and Taiwan; and

analyze identify

• key natural resources instead of geographic characteristics• Elimination of specifi cation: such as

• Cuba• Taiwan

4 (B) analyze how U.S. foreign policy affects selected places and regions.

4 (B) analyze the economic signifi cance to the United States of the location and geographic characteristics of selected places and regions such as oil fi elds in the Middle East.

None • Addition of: how U.S. foreign policy affects selected places and regions• Elimination of: the economic signifi cance to the United States of the location and geographic characteristics of selected places and regions such as oil fi elds in the Middle East

5 Geography The student understands how government policies can affect the physical and human characteristics of places and regions. The student is expected to:

None None

5 (A) analyze and evaluate the consequences of a government policy that affects the physical characteristics of a place or region; and

None None

5 (B) analyze and evaluate the consequences of a government policy that affects the human characteristics of a place or region.

None None

5 Economics The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to:

6 Economics The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to:

None None




Content Change

5 (A) explain how government fi scal, monetary, and regulatory policies infl uence the economy at the local, state, and national levels;

6 (A) analyze government policies that infl uence the economy at the local, state, and national levels;

analyze explain

• Addition of: government fi scal, monetary, and regulatory policies

5 (B) identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy;

6 (B) identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy; and

None None

5 (C) compare the role of government in the U.S. free enterprise system and other economic systems; and

6 (C) compare the role of government in the U.S. free enterprise system and other economic systems.

None None

5 (D) understand how government taxation and regulation can serve as restrictions to private enterprise.

understand • how government taxation and regulation can serve as restrictions to private enterprise

6 Economics The student understands the relationship between U.S. government policies and the economy. The student is expected to:

7 Economics The student understands the relationship between U.S. government policies and international trade. The student is expected to:

None • the economy instead of international trade

6 (A) examine how the U.S. government uses economic resources in foreign policy; and

7 (A) explain the effects of international trade on U.S. economic and political policies; and

explain examine

• Addition of: how the U.S. government uses economic resources in foreign policy• Elimination of: effects of international trade on U.S. economic policies

6 (B) understand the roles of the executive and legislative branches in setting international trade and fi scal policies.

7 B) explain the government’s role in setting international trade policies.

explain understand

No Rigor Change

• Addition of: • roles of the executive

and legislative branches• fi scal policies

7 Government The student understands the American beliefs and principles refl ected in the U.S. Constitution and why these are signifi cant. The student is expected to:

8 Government The student understands the American beliefs and principles refl ected in the U.S. Constitution. The student is expected to:

None • Addition of: why these are signifi cant

7 (A) explain the importance of a written constitution;

8 (A) explain the importance of a written constitution;

None None

7 (B) evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution;

8 (B) evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution;

None None

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TEKS- Government_Economics

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