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TEKS Social Studies 8th grade         (scroll >>>>)

GRADE 8 SOCIAL STUDIES
TAAS Objectives and Related TEKS

Library Practices

Big6
(not done yet)

Information Power II

State Standards

Recent Research

Technology Applications TEKS

DOMAIN: UNDERSTANDING SOCIAL STUDIES CONCEPTS AND INFORMATION

TAAS Objective 1 - Grade 8 Social Studies
The student will demonstrate an understanding of civic values and the rights and responsibilities of American citizenship.

(8.20) The student understands the rights and responsibilities of citizens of the United States.

The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Select appropriate reading materials in a variety of print, electronic, and on-line information sources to identify, evaluate and synthesize information. Library Standards II B-1

The changing role for school library programs provides resources for students to create a community of lifelong learners. Three roles of school librarians help to promote this program: The learning and teaching role which supports the instructional goals of the school; the information access role which is the traditional role of the school librarian; and the program administrator which provides for the management of the program and provides training for members. (Information Power: Building Partnerships for Learning, ALA 1998)

The student is expected to:
(A) define and give examples of unalienable rights

Appropriate research

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

The student is expected to:
(B) summarize rights guaranteed in the Bill of Rights

(8.21) The student understands the importance of voluntary individual participation in the democratic process.

The student is expected to:
(B) evaluate the contributions of the Founding Fathers as models of civic virtue

Appropriate reading selections.

The student is expected to:
(C) identify reasons for and the impact of selected examples of civil disobedience in U.S. history, such as Henry David Thoreau's refusal to pay a tax

Research (print/electronic)

(8.22) The student understands the importance of the expression of different points of view in a democratic society.

Research for debating purposes.

The student is expected to:
(A) identify different points of view of political parties and interest groups on important historical [and contemporary] issues

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

TAAS Objective 2 - Grade 8 Social Studies
The student will demonstrate an understanding of economic influences on the historical development of the United States.

(8.5) The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

Research (print/electronic)

Select appropriate reading materials in a variety of print, electronic, and on-line information sources to identify, evaluate and synthesize information. Library Standards II B-1

The student is expected to:
(B) summarize arguments regarding protective tariffs, taxation, and the banking system

Research (print/electronic)

(8.7) The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

Research (print/electronic)

The student is expected to:
(A) analyze the impact of tariff policies on sections of the United States before the Civil War

Research (print/electronic)

(8.13) The student understands why various sections of the United States developed different patterns of economic activity.

Almanac

The student is expected to:
(A) identify economic differences among different regions of the United States

Almanac usage

The student is expected to:
(B) explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery

Research (print/electronic)

The student is expected to:
(C) analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

(8.14) The student understands how various economic forces resulted in the Industrial Revolution in the 19th century.

The student is expected to:
(B) identify the economic factors that brought about rapid industrialization and urbanization

Research (print/electronic)

(8.15) The student understands the origins and development of the free enterprise system in the United States.

Research (print/electronic)

The student is expected to:
(A) explain why a free enterprise system of economics developed in the new nation

Research (print/electronic)

(8.28) The student understands the impact of science and technology on the economic development of the United States.

Research (print/electronic)

The student is expected to:
(A) explain the effects of technological and scientific innovations, such as the steamboat, the cotton gin, and the Bessemer steel process

http://infoweb10.newsbank.com/
correlationbank/StateCorrelations/
Texas/tksocial/tk720ac.htm

The student is expected to:
(B) analyze the impact of transportation systems on the growth, development, and urbanization of the United States

Research (print/electronic)

The student is expected to:
(C) analyze how technological innovations changed the way goods were manufactured [and marketed, nationally and internationally]

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

The student is expected to:
(D) explain how technological innovations led to rapid industrialization

Research (print/electronic)

TAAS Objective 3 - Grade 8 Social Studies
The student will demonstrate an understanding of political influences on the historical development of the United States.

(8.3) The student understands the foundations of representative government in the United States.

Research (print/electronic)

Select appropriate reading materials in a variety of print, electronic, and on-line information sources to identify, evaluate and synthesize information. Library Standards II B-1

The student is expected to:
(A) explain the reasons for the growth of representative government and institutions during the colonial period

Research (print/electronic)

The student is expected to:
(B) evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

(8.4) The student understands significant political and economic issues of the revolutionary era.

Research (print/electronic)

The student is expected to:
(D) analyze the issues of the Philadelphia Convention of 1787, including major compromises and arguments for and against ratification

Research (print/electronic)

(8.5) The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

Research (print/electronic)

The student is expected to:
(C) explain the origin and development of American political parties

Research (print/electronic)

(8.16) The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents.

Research (print/electronic)

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

The student is expected to:
(B) summarize the strengths and weaknesses of the Articles of Confederation

Research (print/electronic)

The student is expected to:
(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights

Research (print/electronic)

The student is expected to:
(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

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

(8.17) The student understands the process of changing the U.S. Constitution and the impact of amendments on American society.

Research (print/electronic)

The student is expected to:
(A) summarize the purposes for and processes of changing the U.S. Constitution

Research (print/electronic)

(8.18) The student understands the dynamic nature of the powers of the national government and state governments in a federal system.

Research (print/electronic)

The student is expected to:
(A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason

Research (print/electronic)

(8.21) The student understands the importance of voluntary individual participation in the democratic process.

Research (print/electronic)

The student is expected to:
(A) explain the role of significant individuals, such as William Penn, in the development of self-government in colonial America

Research (print/electronic)

TAAS Objective 4 - Grade 8 Social Studies
The student will demonstrate an understanding of geographic influences on the historical development of the United States.

(8.11) The student understands the location and characteristics of places and regions of the United States, past and present.

Research (print/electronic)

Select appropriate reading materials in a variety of print, electronic, and on-line information sources to identify, evaluate and synthesize information. Library Standards II B-1

The student is expected to:
(A) locate places and regions of importance in the United States during the 18th and 19th centuries

Research (print/electronic)

The student is expected to:
(B) compare places and regions of the United States in terms of physical and human characteristics

Research (print/electronic)

The student is expected to:
(C) analyze the effects of physical and human geographic factors on major historical [and contemporary] events in the United States

Research (print/electronic)

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

(8.12) The student understands the physical characteristics of the United States during the 18th and 19th centuries and how humans adapted to and modified the environment.

Research (print/electronic)

The student is expected to:
(A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

The student is expected to:
(B) describe the consequences of human modification of the physical environment of the United States

Research (print/electronic)

TAAS Objective 5 - Grade 8 Social Studies
The student will demonstrate an understanding of historical concepts and information.

(8.1) The student understands traditional historical points of reference in U.S. history through 1877.

Research (print/electronic)

Extract details and concepts from a wide variety of sources in multiple formats. Library Standards II B-3; III B-1

The student is expected to:
(A) identify the major eras in U.S. history through 1877 and describe their defining characteristics

Research (print/electronic)

The student is expected to:
(C) explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861Ð1865

Research (print/electronic)

(8.2) The student understands the causes of exploration and colonization eras.

Research (print/electronic)

The student is expected to:
(A) identify reasons for European exploration and colonization of North America

Research (print/electronic)

The student is expected to:
(B) compare political, economic, and social reasons for establishment of the 13 colonies

Research (print/electronic)

(8.4) The student understands significant political and economic issues of the revolutionary era.

Research (print/electronic)

The student is expected to:
(A) analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

The student is expected to:
(B) explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington

http://www.biography.com

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

Research (print/electronic)

(8.5) The student understands the challenges confronted by the government and its leaders in the early years of the Republic.

Research (print/electronic)

The student is expected to:
(A) describe major domestic problems faced by the leaders of the new Republic, such as maintaining national security, creating a stable economic system, setting up the court system, and defining the authority of the central government

Research (print/electronic)

The student is expected to:
(D) explain the causes of and issues surrounding important events of the War of 1812

Research (print/electronic)

The student is expected to:
(E) trace the foreign policies of Presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine

Research (print/electronic)

The student is expected to:
(F) explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party

Research (print/electronic)

The student is expected to:
(G) analyze federal [and state] Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian era

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

(8.6) The student understands westward expansion and its effects on the political, economic, and social development of the nation.

Research (print/electronic)

The student is expected to:
(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States

Research (print/electronic)

The student is expected to:
(B) explain the political, economic, and social roots of Manifest Destiny

Research (print/electronic)

The student is expected to:
(C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

The student is expected to:
(D) explain the major issues and events of the Mexican War and their impact on the United States

Research (print/electronic)

The student is expected to:
(E) identify areas that were acquired to form the United States

(8.7) The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War.

Research (print/electronic)

The student is expected to:
(B) compare the effects of political, economic, and social factors on slaves and free blacks

Research (print/electronic)

The student is expected to:
(C) analyze the impact of slavery on different sections of the United States

Research (print/electronic)

The student is expected to:
(D) compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster

Research (print/electronic)

(8.17) The student understands the process of changing the U.S. Constitution and the impact of amendments on American society.

Research (print/electronic)

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

Research (print/electronic)

(8.18) The student understands the dynamic nature of the powers of the national government and state governments in a federal system.

Research (print/electronic)

The student is expected to:
(B) describe historical conflicts arising over the issue of state's rights, including the Nullification Crisis and the Civil War

Research (print/electronic)

(8.19) The student understands the impact of landmark Supreme Court cases.

Research (print/electronic)

The student is expected to:
(A) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

Research (print/electronic)

(8.23) The student understands the importance of effective leadership in a democratic society.

Research (print/electronic)

The student is expected to:
(B) describe the contributions of significant political, social, and military leaders of the United States, such as Frederick Douglass, John Paul Jones, James Monroe, and Elizabeth Cady Stanton

http://www.biography.com

(8.24) The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.

Research (print/electronic)

The student is expected to:
(A) identify selected racial, ethnic, and religious groups that settled in the United States and their reasons for immigration

Research (print/electronic)

(8.29) The student understands the impact of scientific discoveries and technological innovations on daily life in the United States.

http://connections10.newsbank.com/
connections.pl?com=activity&seq=
0E4116AC6CF1E4C0&display=teacher&img=
/images/connections/page/social-studies-logo.jpg

The student is expected to:
(A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history

Research (print/electronic)

The student is expected to:
(B) describe how scientific ideas influenced technological developments during different periods in U.S. history

http://connections10.newsbank.com/
connections.pl?com=activity&seq=
0E426BAD09112E15&display=teacher&img=
/images/connections/page/social-studies-logo.jpg

The student is expected to:
(C) identify examples of how industrialization changed life in the United States

Research (print/electronic)

TAAS Objective 6 - Grade 8 Social Studies
The student will demonstrate an understanding of sociological and cultural influences on the historical development of the United States.

(8.24) The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.

Research (print/electronic)

Select appropriate reading materials in a variety of print, electronic, and on-line information sources to identify, evaluate and synthesize information. Library Standards II B-1

The student is expected to:
(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity

http://connections10.newsbank.com/
connections.pl?com=activity&seq=
0E411AF29DDD9D15&display=teacher&img=
/images/connections/page/social-studies-logo.jpg

The student is expected to:
(E) identify the political, social, and economic contributions of women to American society

Research (print/electronic)

(8.25) The student understands the major reform movements of the 19th century.

Research (print/electronic)

The student is expected to:
(A) describe the historical development of the abolitionist movement

Research (print/electronic)

The student is expected to:
(B) evaluate the impact of reform movements, including public education, temperance, women's rights, prison reform, and care of the disabled

Research (print/electronic)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

(8.27) The student understands the relationship between the arts and the times during which they were created.

http://connections10.newsbank.com/
connections.pl?com=activity&seq=
0E412514F1612C00&display=teacher&img=
/images/connections/page/social-studies-logo.jpg

The student is expected to:
(A) describe developments in art, music, literature, drama, and other cultural activities in the history of the United States

Research (print/electronic)

DOMAIN: EVALUATING SOCIAL STUDIES CONCEPTS AND INFORMATION

TAAS Objective 7 - Grade 8 Social Studies
The student will demonstrate the ability to interpret social studies data.

(8.1) The student understands traditional historical points of reference in U.S. history through 1877.

Research (print/electronic)

The student who is information literate evaluates information critically and competently.

Select appropriate reading materials in a variety of print, electronic, and on-line information sources to identify, evaluate and synthesize information. Library Standards II B-1

The student is expected to:
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

http://connections10.newsbank.com/
connections.pl?com=activity&seq=
0E486ECD876E8FD5&display=teacher&img=
/images/connections/page/social-studies-logo.jpg

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

(8.10) The student uses geographic tools to collect, analyze, and interpret data.

Research (print/electronic)

The student is expected to:
(B) [pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

Research (print/electronic)

(8.30) The student applies critical-thinking skills to organize and use information acquired from a variety of sources, including electronic technology.

Research (print/electronic)

Utilizing the web and other on-line resources provides experiences for students to draw from. Time working with teachers and students to utilize these sources impact student achievement. Measuring up to Standards: The Impact of School Library Programs "...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.42)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

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

Research (print/electronic)

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. (Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

The student is expected to:
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, time lines, and maps

Research (print/electronic)

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

(8.31) The student communicates in written, oral, and visual forms.

Research (print/electronic)

The student is expected to:
(C) transfer information from one medium to another, including written to visual and statistical to written or visual, [using computer software as appropriate]

Research (print/electronic)

Lib. Skills - using the library resources to create and present a finished product using a variety of available technology

TAAS Objective 8 - Grade 8 Social Studies
The student will demonstrate the ability to use critical-thinking skills to analyze social studies information.

(8.30) The student applies critical-thinking skills to organize and use information acquired from a variety of sources, including electronic technology.

http://connections10.newsbank.com/
connections.pl?com=activity&seq=
0E412373CC2B14D5&display=teacher&img=
/images/connections/page/social-studies-logo.jpg

The student who is information literate uses information accurately and creatively.

Offer students instruction in the use of the library for completion of activities; in the application information to solve problems; to locate, gather, select, synthesize, and evaluate relevant information. Library Standards II A -2

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

Lib. Skills - using the LRC resources both print and non-print to find, acquire, evaluate and use information and data

The student is expected to:
(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

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

The student is expected to:
(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants

Research (print/electronic)

The student is expected to:
(F) identify bias in written, [oral,] and visual material

Research (print/electronic)

D. Underlined text
Underlined text indicates that this portion of the student expectation is not tested in this objective but is tested in another objective.

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Page edited - 11/18/2007

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