§113.19. Social Studies, Grade 7, Adopted 2018 Beginning with School Year 2011-2012 .
(a)

Introduction.
(1)

In Grade 7, students study the history of Texas from early times to the present. Content is
presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas
history, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican
National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction;
Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil
Rights and Conservatism; and Contemporary Texas eras. The focus in each era is on key
individuals, events, and issues and their impact. Students identify regions of Texas and the
distribution of population within and among the regions and explain the factors that caused Texas
to change from an agrarian to an urban society. Students describe the structure and functions of
municipal, county, and state governments, explain the influence of the U.S. Constitution on the
Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use
primary and secondary sources to examine the rich and diverse cultural background of Texas as
they identify the different racial and ethnic groups that settled in Texas to build a republic and then
a state. Students analyze the impact of scientific discoveries and technological innovations on the
development of Texas in various industries such as agricultural, energy, medical, computer, and
aerospace. Students use primary and secondary sources to acquire information about Texas.

(2)

To support the teaching of the essential knowledge and skills, the use of a variety of rich primary
and secondary source material such as biographies, autobiographies, novels, speeches, letters,
diaries, poetry, songs, and images is encouraged. Motivating resources are available from
museums, historical sites, presidential libraries, and local and state preservation societies.

(3)

The eight strands of the essential knowledge and skills for social studies are intended to be
integrated for instructional purposes. Skills listed in the social studies skills strand in subsection
(b) of this section should be incorporated into the teaching of all essential knowledge and skills for
social studies. A greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and critical-thinking skills are taught
together. Statements that contain the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.

(4)

Students identify the role of the U.S. free enterprise system within the parameters of this course
and understand that this system may also be referenced as capitalism or the free market system.

(5)

Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and society; and
social studies skills. The content, as appropriate for the grade level or course, enables students to
understand the importance of patriotism, function in a free enterprise society, and appreciate the
basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),
§28.002(h).

(6)

Students understand that a constitutional republic is a representative form of government whose
representatives derive their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.

(7)

State and federal laws mandate a variety of celebrations and observances, including Celebrate
Freedom Week.
(A)

Social Studies, Grade 7

Each social studies class shall include, during Celebrate Freedom Week as provided
under the TEC, §29.907, or during another full school week as determined by the board
of trustees of a school district, appropriate instruction concerning the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution, including the
Bill of Rights, in their historical contexts. The study of the Declaration of Independence
must include the study of the relationship of the ideas expressed in that document to
subsequent American history, including the relationship of its ideas to the rich diversity of
our people as a nation of immigrants, the American Revolution, the formulation of the

Final Recommendations, September 2018

 U.S. Constitution, and the abolitionist movement, which led to the Emancipation
Proclamation and the women's suffrage movement.
(B)

(8)
(b)

Each school district shall require that, during Celebrate Freedom Week or other week of
instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12
study and recite the following text: "We hold these Truths to be self-evident, that all Men
are created equal, that they are endowed by their Creator with certain unalienable Rights,
that among these are Life, Liberty and the Pursuit of Happiness--That to secure these
Rights, Governments are instituted among Men, deriving their just Powers from the
Consent of the Governed."

Students identify and discuss how the actions of U.S. citizens and the local, state, and federal
governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills.

Comment 1(1)

History. The student understands traditional historical points of reference in Texas history through
absolute and relative chronology . The student is expected to:
(A)

identify the major eras in Texas history, describe their defining characteristics, and
explain the purpose of dividing why historians divide the past into eras, including Natural
Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution
and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton,
Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil
Rights and Conservatism ; and Contemporary Texas; and

(B)

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

(B) (C) explain the significance of the following dates: 1519, mapping of the Texas coast and first
mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from
Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876,
adoption of current state constitution; and 1901, discovery of oil at Spindletop.
(2)

History. The student understands how individuals, events, and issues through the Mexican
National Era shaped the history of Texas. The student is expected to:
(A)

compare the cultures of American Indians in Texas prior to European colonization such as
Gulf, Plains, Puebloan, and Southeastern;

Comment 2(B)

identify important individuals, events, and issues related to European exploration of
Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his writings ,
the search for gold, and the conflicting territorial claims between France and Spain;

Comment 3(C)

identify important individuals, events , and issues related to European colonization of
Texas, including the establishment of Catholic missions, towns, and ranches, and the
contributions of individuals such as Fray Damián Massanet, José de Escandón, Antonio
Margil de Jesús, and Francisco Hidalgo;

(D)

identify the individuals, issues, and events related to Mexico becoming an independent
nation and its impact on Texas, including Father Miguel Hidalgo, Texas involvement in
the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican
federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State
Colonization Law of 1825, and slavery;

1 Moved absolute and relativity chronology to 7.21B for vertical alignment. [no change]
2 When covering Cabeza de Vaca his writing are essential to master the concept, so listing them is redundant. [no
change]
3 Jose de Escandón’s historical contribution was primarily in Mexico rather than Texas. WG removed him for
streamlining purposes. [20 minutes]

Social Studies, Grade 7

Final Recommendations, September 2018

 (3)

(E)

identify the contributions of significant individuals, including Moses Austin, Stephen F.
Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the Mexican
settlement of Texas; and

(F)

contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas.

History. The student understands how individuals, events, and issues related to the Texas
Revolution shaped the history of Texas. The student is expected to:
(A)

Comment 4(B)

describe the chain trace the development of events that led to the Texas Revolution,
including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the
Turtle Bayou Resolutions, and the arrest of Stephen F. Austin;
explain the roles played by significant individuals during the Texas Revolution such as ,
including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio
López de Santa Anna, Juan N. Seguín, and William B. Travis; and

4 All of these historical figures are essential to cover this SE. WG agrees with the SBOE’s Comments. [no change]

Social Studies, Grade 7

Final Recommendations, September 2018

 (C) explain the issues surrounding significant
events of the Texas Revolution, including
the Battle of Gonzales, William B. Travis's
letter "To the People of Texas and All
Americans in the World," the siege of the
Alamo and all the heroic defenders who
gave their lives there , the Constitutional
Convention of 1836, Fannin's surrender at
Goliad, and the Battle of San Jacinto, and
Treaties of Velasco. ;and
explain the issues surrounding significant
events of the Texas Revolution, including
the Battle of Gonzales, the siege of the
Alamo, William B. Travis's letter "To the
People of Texas and All Americans in the
World," and the heroism of the diverse
defenders who gave their lives there; the
Constitutional Convention of 1836; Fannin's
surrender at Goliad; and the Battle of San
Jacinto.
(D)
(4)

explain how the establishment of the Republic of Texas brought civil, political, and
religious freedom to Texas.

History. The student understands how individuals, events, and issues shaped the history of the
Republic of Texas and early Texas statehood. The student is expected to:

Comment 5(A)

identify individuals, events, and issues during the administrations of Republic of Texas
Presidents Houston, Lamar, and Jones such as , including the Texas Navy, the Texas
Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary
Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the
Santa Fe Expedition, public debt, slavery, and the roles of racial and ethnic groups;

5 WG agrees SBOE’s Comment, slavery was added to 7.4A to ensure coverage of slavery during the Republic era.
WG struck Edwin W. Moore due to low score on rubric and he will be covered with the Texas Navy. [15 minutes]

Social Studies, Grade 7

Final Recommendations, September 2018

 (5)

(B)

analyze the causes of and events leading to Texas annexation such as security and public
debt; and

(C)

identify individuals, events, and issues during early Texas statehood, including the U.S.Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, slavery, and the
Compromise of 1850.

History. The student understands how events and issues shaped the history of Texas during the
Civil War and Reconstruction. The student is expected to:

Comment 6(A)
explain reasons for the central role
the expansion of slavery played in the
involvement of Texas in the Civil War
such as slavery, states' rights, slavery,
sectionalism, and protective tariffs;
(C) (B) discuss analyze the political, economic, and social effects of the Civil War and
Reconstruction in Texas . ; and
(B) (C) identify significant individuals and events concerning Texas and the Civil War such as
John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and the
Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch ; and .
(6)

History. The student understands how individuals, events, and issues shaped the history of Texas
from Reconstruction through the beginning of the 20th century. The student is expected to:

Comment 7(A)

(7)

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 American Indians, the buffalo soldiers, and
Quanah Parker;

(B)

identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century , including the development of the cattle industry from its
Spanish beginnings and the myths and realities of the cowboy way of life;

(C)

identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century , including the effects of the growth of railroads and the
contributions of James Hogg; and

(D)

explain the political, economic, and social impact of the agricultural industry and the
development of West Texas resulting from the close of the frontier.

History. The student understands how individuals, events, and issues shaped the history of Texas
during the late 19th, 20th, and early 21st centuries. The student is expected to:
(A)

explain how the political, economic, and social impact of the oil industry led to the on the
industrialization of Texas;

(B)

define and trace the impact of "boom-and-bust" cycles of leading Texas industries
throughout the 20th and early 21st centuries such as farming, oil and gas production,
cotton, ranching, real estate, banking, and computer technology;

(C)

describe and compare the impact of the Progressive and other reform movements in
Texas in the 19th and 20th centuries such as progressivism, populism the Populists ,

6 Slavery was moved to the beginning of the list of causes of the Civil War to reflect changes made in 5th & 8th
grade courses and to reflect vertical alignment.
7 Time frame is established in the KS, it is redundant to include in 7.6A, B, C

Social Studies, Grade 7

Final Recommendations, September 2018

 women's suffrage, agrarianism agrarian groups , labor reform unions , and the
conservative evangelical movement of the late 20th century;
(D)

describe and compare the civil rights and equal rights movements of various groups in
Texas in the 20th century and identify key leaders in these movements such as , including
James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the
League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle
Madison White; and

Comment 8(E)

analyze the political, economic, and social impact of major events, including World War
I, the Great Depression, and World War II, and significant major issues events in the
latter half of the 20th and early 21st centuries such as major conflicts, the emergence of a
two-party system, political and economic controversies, immigration, and migration on
the history of Texas . ; and

(F)

(8)

(8) (9)

analyze the political, economic, and social impact of major events in the latter half of the
20th and early 21st centuries such as major conflicts, the emergence of a two-party
system, political and economic controversies, immigration, and migration.

Geography. The student uses geographic tools to collect, analyze, and interpret data. The student
is expected to:
(A)

create and interpret thematic maps, graphs, charts, models, and databases representing
various aspects of Texas during the 19th, 20th, and 21st centuries; and

(B)

analyze and interpret geographic distributions and patterns in Texas during the 19th,
20th, and 21st centuries.

Geography. The student understands the location and characteristics of places and regions of
Texas. The student is expected to:
(A)

locate and compare the Mountains and Basins, Great Plains, North Central Plains, and
Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest ;

Comment 9(B)

locate and compare places and regions of importance in Texas in terms of physical and
human characteristics such as major cities, waterways rivers, natural and historic
landmarks, political and cultural regions, and local points of interest ; and

(C)

analyze the effects of physical and human factors such as climate, weather, landforms,
irrigation, transportation, and communication on major events in Texas.

(9) (10) Geography. The student understands the effects of the interaction between humans and the
environment in Texas during the 19th, 20th, and 21st centuries . The student is expected to:

(10) (11)

(A)

identify ways in which Texans have adapted to and modified the environment and explain
analyze the positive and negative consequences of the modifications; and

(B)

explain ways in which geographic factors such as the Galveston Hurricane of 1900, the
Dust Bowl, limited water resources, and alternative energy sources have affected the
political, economic, and social development of Texas.

Geography. The student understands the characteristics, distribution, and migration of
population in Texas in the 19th, 20th, and 21st centuries. The student is expected to:
(A)

identify analyze why immigrant groups came to Texas and where they settled;

8 Political and economic controversies were left to create a narrower focus for this SE. “Major conflicts” is broad
and ill-defined. The emergence of a two-party system can be incorporated into “political controversies.” [90
minutes]
9 Clarification of waterways was to vertically align with 8.10C [no change]

Social Studies, Grade 7

Final Recommendations, September 2018

 (B)

describe analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas;

(D) (C) analyze the effects of the changing population distribution and growth in Texas during the
20th and 21st centuries and the additional need for education, health care, and
transportation . ; and
(C) (D) describe the structure of the population of Texas using demographic concepts such as
growth rate and age distribution ; and .
(11) (12)

Economics. The student understands the factors that caused Texas to change from an
agrarian to an urban society. The student is expected to:
(A)

explain economic factors and the development of major industries that led to the
urbanization of Texas such as transportation, oil and gas, and manufacturing ; and

(B)

trace the development of major industries that contributed to the urbanization of Texas
such as transportation, oil and gas, and manufacturing; and

(B) (C) explain the changes in the types of jobs and occupations that have resulted from the
urbanization of Texas.
(12) (13)

Economics. The student understands the interdependence of the Texas economy with the
United States and the world. The student is expected to:

Comment 10(A)

explain analyze the impact of national and international markets and events on the
production of goods and services in Texas , including such as agriculture , and oil and gas
, and computer technology ;

Comment 11(B)

explain analyze the impact of economic concepts within the free enterprise system such
as supply and demand, profit, government regulation, and world competition on the
economy of Texas; and

Comment 12(C)

analyze the impact of significant industries in Texas such as oil and gas, aerospace, and
medical, and computer technologies on local, national, and international markets.

(13) (14)

(14) (15)

Government. The student understands the basic principles reflected in the Texas
Constitution. The student is expected to:
(A)

identify how the Texas Constitution reflects the principles of limited government,
republicanism, checks and balances, federalism, separation of powers, popular
sovereignty, and individual rights; and

(B)

compare the principles and concepts of the Texas Constitution to the U.S. Constitution,
including the Texas and U.S. Bill of Rights.

Government. The student understands the structure and functions of government created
by the Texas Constitution. The student is expected to:
(A)

describe the structure and functions of government at municipal, county, and state levels;
and

(B)

identify major sources of revenue for state and local governments such as property taxes
tax , sales taxes tax , bonds, and fees . ; and

10 The WG agrees with the SBOE’s Comments to reinstate agriculture to the SE. [+60 minutes]
11 Government regulation is not covered in 7.7A as stated by previous WG. However, this WG agrees with the
streamlining of the term as it is not essential to mastery of this course and it is better addressed in Eco 13.B and Gov
4.A. [30 minutes]
12 This WG disagrees with previous WG and reinstated the computer technology as this is the only place this
concept is covered as an economic impact. [+60 minutes]

Social Studies, Grade 7

Final Recommendations, September 2018

 (C)

(15) (16)

(16) (17)

(17) (18)

(18) (19)

(19) (20)

describe the structure, funding, and governance of Texas public education, including local
property taxes, bond issues, and state and federal funding supported by state and federal
taxpayers.

Citizenship. The student understands the rights and responsibilities of Texas citizens in a
democratic society. The student is expected to:
(A)

explain identify rights of Texas citizens; and

(B)

explain and analyze civic responsibilities of Texas citizens and the importance of civic
participation.

Citizenship. The student understands the importance of the expression of different points
of view in a democratic society. The student is expected to:
(A)

identify different points of view of political parties and interest groups on important
Texas issues, past and present; and

(B)

describe the importance of free speech and press in a democratic society . ; and

(C)

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

Citizenship. The student understands the importance of effective leadership in a
democratic society. The student is expected to:
(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

(B)

identify the contributions of Texas leaders such as , including Lawrence Sullivan "Sul"
Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay
Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A.
Gonzalez Jr.

Culture. The student understands the concept of diversity within unity in Texas. The
student is expected to:
(A)

explain how the diversity of Texas is reflected in a variety of cultural activities , and
celebrations , and performances ;

(B)

describe how people from various racial, ethnic, and religious groups attempt to maintain
their cultural heritage while adapting to the larger Texas culture;

(C)

identify examples of Spanish influence and the influence of other cultures on Texas such
as place names, vocabulary, religion, architecture, food, and the arts; and

(D)

identify contributions to the arts by Texans such as Roy Bedichek, Diane Gonzales
Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Ney, Amado Peña Jr., Walter Prescott
Webb, and Horton Foote.

Science, technology, and society. The student understands the impact of scientific
discoveries and technological innovations on the political, economic, and social development of
Texas. The student is expected to:
(A)

compare types and uses of technology, past and present;

(B)

identify Texas leaders in science and technology such as Walter Cunningham, Michael
DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.;

(C)

analyze the effects of various scientific discoveries and technological innovations on the
development of Texas such as advancements in the agricultural, energy, medical,
computer, and aerospace industries;

(D)

evaluate the effects of scientific discoveries and technological innovations on the use of
resources such as fossil fuels, water, and land; and

Social Studies, Grade 7

Final Recommendations, September 2018

 (E)

analyze how scientific discoveries and technological innovations have resulted in an
interdependence among Texas, the United States, and the world.

Comment 13(20) (21) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired through established research methodologies from a variety of valid sources, including
digital electronic technology. The student is expected to:
Comment 14(A)

differentiate between, locate, and use valid primary and secondary sources such as
computer software, databases, digital media and news services, biographies, interviews,
and artifacts to acquire information about Texas;

Comment 15(B)

analyze information by applying absolute and relative chronology through sequencing,
sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions;

(C)

organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps;

(D)

identify bias and points of view from the historical context surrounding an event and the
frame of reference that influenced the participants;

(E)

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

(F)

identify bias in written, oral, and visual material;

Comment 16(F) (G) evaluate the validity of a source based on language, corroboration with other sources ,
and information about the author . ; and
Comment 17(H)
(21)

Social studies skills. Geography. The student uses geographic tools to collect, analyze, and
interpret data. The student is expected to:

Comment 18(A)
(B)
(22)

use appropriate mathematical skills to interpret social studies information such as maps
and graphs.

create and interpret thematic maps, graphs, and charts , models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries; and
analyze and interpret geographic distributions and patterns in Texas during the 19th,
20th, and 21st centuries.

Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
(A)

use social studies terminology correctly;

(B)

use effective written communication skills, including proper citations and avoiding
plagiarism standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources; and

Comment 19(C)

translate transfer information from one medium to another, including written to visual
and statistical to written or visual, using digital media computer software as appropriate;
and

13 In response to SBOE Comment WG removed the term digital. [no change]
14 Adding digital only leaves print media out. Striking digital to make the SE align with the KS. [no change]
15 Added absolute and relative chronology to vertically align with other history courses. [no change] Technical edit
“sequencing”
16 Language does not determine the validity of a source. [no change in time]
17 Mathematical skills are inherently used in SEs throughout the social studies skills strand.
18 This deletion of models and databases maintains VA with grade 6. The time required to create models and
databases is not essential to master this course. [90 minutes]
19 This SE is redundant; this skill is already covered in multiple places, including new 22C.

Social Studies, Grade 7

Final Recommendations, September 2018

 (C) (D) create written, oral, and visual presentations of social studies information.
(23)

Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others , in a variety of settings . The student is expected to :

Comment 20(A)

(B)

use a problem-solving and decision-making processes 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
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.

20 Combining 23A and B streamlines the vertical alignment of this skill through grade 12 by using the language
from World Geography 23C. This WG has determined that the steps used in problem solving and decision making
are so similar that it is not necessary to repeat the skills in separate standards.

Social Studies, Grade 7

Final Recommendations, September 2018