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Connection to TEKS

 

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

 

   (C) identify the contributions of significant individuals including Moses Austin, Stephen F. Austin, and Juan Seguín during the colonization of Texas;

 

   (D) Identify the impact of the Mexican federal constitution of 1824 on events in Texas

 

   (E) Trace the development of events that led to the Texas Revolution, including the law of April 6, 1830, the Turtle Bayou Resolutions, the arrest of Stephen F. Austin.

 

(7.21) 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:

 

   (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;

 

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

 

   (D) identify 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;

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

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

 

(8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

    (A) analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War;

   (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:

    (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;

    (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;

(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:    

    (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;

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

    (D)  identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;

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

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

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