explain the impact of radical Islamic terrorism on global events; and

describe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and

describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending.

explain the possible origins of American Indian groups in Texas and North America;

generate questions for formal and informal inquiry with adult assistance;

explain the U.S. response to the events surrounding September 11, 2001, and other acts of radical Islamic terrorism.

identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano;

develop and follow a research plan with adult assistance;

Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to:

locate places and regions of historical significance directly related to major eras and turning points in world history;

describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; and

identify and gather relevant sources and information to answer the questions;

analyze the influence of human and physical geographic factors on major events in world history such as the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and

compare the ways of life of American Indian groups in Texas and North America before European exploration.

identify primary and secondary sources;

demonstrate understanding of information gathered;

interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.

History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to:

summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion;

cite sources appropriately; and

Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to:

identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas;

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

identify important changes in human life caused by the Neolithic Revolution;

explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón;

summarize the role of economics in driving political changes as related to the Industrial Revolution; and

identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas; and

describe the economic impact of globalization.

Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas.

Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to:

identify the historical origins and characteristics of the free enterprise system, including the influence of Adam Smith;

apply mathematics to problems arising in everyday life, society, and the workplace;

History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:

identify the historical origins and characteristics of communism, including the influence of Karl Marx;

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;

identify the historical origins and characteristics of socialism;

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza;

identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones;

identify the historical origins and characteristics of fascism; and

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers; and

explain why communist command economies collapsed in competition with free market economies at the end of the 20th century.

create and use representations to organize, record, and communicate mathematical ideas;

explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War.

Government. The student understands the characteristics of major political systems throughout history. The student is expected to:

analyze mathematical relationships to connect and communicate mathematical ideas; and

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.