kidtrop tekS alignment

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Kidtropolis is aligned to the Social Studies TEKS for Kindergarten through Grade 5.  

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tekS information

Social Studies, Kindergarten                                                                                          

• Geography. The student understands the concept of location.  The student is expected to: 
  • Use terms, including over, under, near, far, left, and right, to describe relative location; and
  • identify tools that aid in determining location, including maps and globes
• Geography. The student understands the physical and human characteristics of place.  The student is expected to: 
  • Identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location
• Economics. The student understands that basic human needs and wants are met in many ways.  The student is expected to:
  • iIdentify basic human needs of food, clothing, and shelter
  • Explain the difference between needs and wants
  • Explain how basic human needs can be met such as through self-producing, purchasing, and trading
• Economics. The student understands the importance of jobs.  The student is expected to:
  • Identify jobs in the home, school, and community
  • Explain why people have jobs
• Government. The student understands the purpose of rules.  The student is expected to: 
  • Identify purposes for having rules
  • Identify rules that provide order, security, and safety in the home and school  
• Government. The student understands the role of authority figures.  The student is expected to: 
  • Identify authority figures in the home, school, and community
  • Explain how authority figures make and enforce rules
• Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity.  The student is expected to:
  • Use voting as a method for group decision making
• Culture. The student understands similarities and differences among people. The student is expected to:
  • Identify similarities and differences among people such as music, clothing, and food.
• Culture. The student understands the importance of family customs and traditions. The student is expected to:
  • Describe and explain the importance of family customs and traditions
  • Compare family customs and traditions.  
• Science, technology, and society.  The student understands ways technology is used in the home and school and how technology affects people's lives. The student is expected to:
  • Describe how technology helps accomplish specific tasks and meet people's needs
  • Describe how his or her life might be different without modern technology.
• Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
  • Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music
  • Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts
  • Sequence and categorize information.
• Social studies skills. The student communicates in oral and visual forms.  The student is expected to:
  • Express ideas orally based on knowledge and experiences
  • Create and interpret visuals, including pictures and maps.
• 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:
  • 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
  • Use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of the decision.                       

 
Social Studies, Grade 1                                

• History. The student understands the concepts of time and chronology.  The student is expected to:
  • Distinguish among past, present, and future
  • Describe and measure calendar time by days, weeks, months, and years
• Geography. The student understands the relative location of places. The student is expected to:
  • Describe the location of self and objects relative to other locations in the classroom and school.
• Geography. The student understands the purpose of maps and globes.  The student is expected to:
  • Create and use simple maps such as maps of the home, classroom, school, and community
  • Locate the community, Texas, and the United States on maps and globes.
• Geography. The student understands various physical and human characteristics of the environment.  The student is expected to:
  • Identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather
  • Identify examples of and uses for natural resources in the community, state, and nation
  • Identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location
• Economics.   The student understands how families meet basic human needs. The student is expected to:
  • Describe ways that families meet basic human needs
  • Describe similarities and differences in ways families meet basic human needs.
• Economics. The student understands the concepts of goods and services. The student is expected to:
  • Identify examples of goods and services in the home, school, and community
  • Identify ways people exchange goods and services
  • Identify the role of markets in the exchange of goods and services.
• Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to:
  • Identify examples of people wanting more than they can have
  • Explain why wanting more than they can have requires that people make choices
  • Identify examples of choices families make when buying goods and services.
• Economics. The student understands the value of work. The student is expected to:
  • Describe the components of various jobs and the characteristics of a job well performed
  • Describe how specialized jobs contribute to the production of goods and services.
• Government. The student understands the purpose of rules and laws. The student is expected to:
  • Explain the purpose for rules and laws in the home, school, and community
  • Identify rules and laws that establish order, provide security, and manage conflict.
• Government. The student understands the role of authority figures, public officials, and citizens. The student is expected to:
  • Identify the responsibilities of authority figures in the home, school, and community
  • Identify and describe the roles of public officials in the community, state, and nation
  • Identify and describe the role of a good citizen in maintaining a constitutional republic.
• Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: 
  • Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting
  • Identify other individuals who exemplify good citizenship.
• Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:
  • Explain and practice voting as a way of making choices and decisions.
• Culture. The student understands the importance of family and community beliefs, customs, language, and traditions. The student is expected to:
  • Describe and explain the importance of various beliefs, customs, language, and traditions of families and communities.
• Science, technology, and society. The student understands how technology affects daily life, past and present. The student is expected to:
  • Describe how technology changes the ways families live
  • Describe how technology changes communication, transportation, and recreation
  • Describe how technology changes the way people work
• Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
  • Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music
  • Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts
  • Sequence and categorize information
• Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
  • Express ideas orally based on knowledge and experiences
  • Create and interpret visual and written material
• 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:
  • 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
  • Use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision

 
Social Studies, Grade 2. 

• History. The student understands the concepts of time and chronology. The student is expected to:
  • apply vocabulary related to chronology, including past, present, and future.
• History. The student understands how various sources provide information about the past and present. The student is expected to:
  • Identify several sources of information about a given period or event such as reference materials, biographies, newspapers, and electronic sources.
• History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to:
  • Explain how people and events have influenced local community history.
• Geography. The student uses simple geographic tools such as maps and globes. The student is expected to:
  • Interpret information on maps and globes using basic map elements such as title, orientation (north, south, east, west), and legend/map keys
  • Create maps to show places and routes within the home, school, and community
• Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to:
  • Describe how weather patterns and seasonal patterns affect activities and settlement patterns
  • Describe how natural resources and natural hazards affect activities and settlement patterns
  • Explain how people depend on the physical environment and natural resources to meet basic needs
• Geography. The student understands how humans use and modify the physical environment. The student is expected to: 
  • Identify ways in which people have modified the physical environment such as building roads, clearing land for urban development and agricultural use, and drilling for oil
  • Identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields
  • Identify ways people can conserve and replenish natural resources.
• Economics. The student understands the value of work. The student is expected to:
  • Explain how work provides income to purchase goods and services
  • Explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.
• Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:
  • Distinguish between producing and consuming
  • Identify ways in which people are both producers and consumers
• Government. The student understands the purpose of governments. The student is expected to:
  • Identify functions of governments such as establishing order, providing security, and managing conflict
  • Identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community
  • Describe how governments tax citizens to pay for services.
• Government. The student understands the role of public officials. The student is expected to:
  • Identify ways that public officials are selected, including election and appointment to office
  • Identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.
• Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
  • Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting
  • Identify other individuals who exemplify good citizenship
  • Identify ways to actively practice good citizenship, including involvement in community service.
• Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to:
  • Describe how science and technology change communication, transportation, and recreation
  • Explain how science and technology change the ways in which people meet basic needs.
• Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 
  • Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music
  • Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts.
• Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
  • Express ideas orally based on knowledge and experiences.
• 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:
  • 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
  • Use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision

                 
Social Studies, Grade 3.

• History. The student understands common characteristics of communities, past and present. The student is expected to:
  • identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being
  • Identify ways in which people in the local community and other communities meet their needs for government, education, communication, transportation, and recreation.
• Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to:
  • Describe and explain variations in the physical environment including climate, landforms, natural resources, and natural hazards
• Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to:
  • use cardinal and intermediate directions to locate places on maps and globes such as the Rocky Mountains, the Mississippi River, and Austin, Texas, in relation to the local community
  • Use a scale to determine the distance between places on maps and globes
  • Identify and use the compass rose, grid system, and symbols to locate places on maps and globes
  • Create and interpret maps of places and regions that contain map elements, including a title, compass rose, legend, scale, and grid system
• Economics. The student understands the purposes of earning, spending, saving, and donating money. The student is expected to:
  • Identify ways of earning, spending, saving, and donating money
  • Create a simple budget that allocates money for spending, saving, and donating
• Economics. The student understands the concept of the free enterprise system. The student is expected to:
  • Explain the impact of scarcity on the production, distribution, and consumption of goods and services
  • Explain the concept of a free market as it relates to the U.S. free enterprise system
• Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to:
  • Give examples of how a simple business operates
  • Explain how supply and demand affect the price of a good or service
• Government.  The student understands the basic structure and functions of various levels of government. The student is expected to:
  • Describe the basic structure of government in the local community, state, and nation
  • Identify local, state, and national government officials and explain how they are chosen
  • Identify services commonly provided by local, state, and national governments
  • Explain how local, state, and national government services are financed
• Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
  • Describe and explain the importance of the concept of "consent of the governed" as it relates to the functions of local, state, and national government
• Citizenship.  The student understands characteristics of good citizenship as exemplified by historical and contemporary figures. The student is expected to:
  • Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; and
  • Identify and explain the importance of individual acts of civic responsibility, including obeying laws, serving the community, serving on a jury, and voting
• Citizenship. The student understands the impact of individual and group decisions on communities in a constitutional republic. The student is expected to:
  • Give examples of community changes that result from individual or group decisions
  • Identify examples of actions individuals and groups can take to improve the community
  • Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good
• Science, technology, and society. The student understands how individuals have created or invented new technology and affected life in various communities, past and present. The student is expected to:
  • Identify the impact of scientific breakthroughs and new technology in computers, pasteurization, and medical vaccines on various communities
• Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources including electronic technology. The student is expected to:
  • Research information, including historical and current events, and geographic data, about the community and world, using a variety of valid print, oral, visual, and Internet resources
  • Sequence and categorize information
  • Interpret oral, visual, and print material by identifying the main idea, distinguishing between fact and opinion, identifying cause and effect, and comparing and contrasting
  • Interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps
  • Use appropriate mathematical skills to interpret social studies information such as maps and graphs
• Social studies skills. The student communicates effectively in written, oral, and visual forms. The student is expected to:
  • Express ideas orally based on knowledge and experiences
  • Use technology to create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas
  • Use standard grammar, spelling, sentence structure, and punctuation
• 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:
  • 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
  • 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

                                   
Social Studies, Grade 4.

• Geography. The student understands the concept of regions. The student is expected to:
  • Describe a variety of regions in Texas and the United States such as political, population and economic regions that result from patterns of human activity
• Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:
  • Describe how the free enterprise system works, including supply and demand
• Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:
  • Identify ways in which technological changes in areas such as transportation and communication have resulted in increased interdependence among Texas, the United States, and the world
• Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:
  • Explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects
  • Explain the duty of the individual in state and local elections such as being informed and voting
• Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
  • identify leadership qualities of state and local leaders, past and present
•  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources including electronic technology. The student is expected to:
  • Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas
  • 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
  • Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
  • Identify different points of view about an issue, topic, historical event, or current event
  • Use appropriate mathematical skills to interpret social studies information such as maps and graphs.  
• Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
  • Use social studies terminology correctly
  • Express ideas orally based on research and experiences
  • Use standard grammar, spelling, sentence structure, and punctuation
•  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:
  • 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
  • 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

Social Studies, Grade 5.

• Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
  •  Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.
• Economics. The student understands the development, characteristics, and benefits of the free enterprise system in the United States. The student is expected to:
  • Describe how the free enterprise system works in the United States
  • Give examples of the benefits of the free enterprise system in the United States
• Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to:
  • Explain how supply and demand affects consumers in the United States
  • Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States
• Economics. The student understands patterns of work and economic activities in the United States. The student is expected to:
  • Identify and explain how geographic factors have influenced the location of economic activities in the United States
  • Describe the impact of mass production, specialization, and division of labor on the economic growth of the United States
  • Explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States
• Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to:
  • Explain the duty individuals have to participate in civic affairs at the local, state, and national level
  • Science, technology, and society. The student understands the impact of science and technology on society in the United States. The student is expected to:
  • Identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program
  • Explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States
• Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
  • Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States
  • Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predications, and drawing inferences and conclusions
  • Identify different points of view about an issue, topic, or current event
• Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
  • Use social studies terminology correctly
  • Express ideas orally based on research and experiences
  • Use standard grammar, spelling, sentence structure, and punctuation
• 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:
  • 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
  • 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