make connections to personal experiences, ideas in other texts, and society;

Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:

identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.

represent discrete paired data on a scatterplot; and

make inferences and use evidence to support understanding;

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;

Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to:

solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot.

Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security. The student is expected to:

evaluate details read to determine key ideas;

identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world; and

explain the role of textile manufacturing, steam technology, development of the factory system, and transportation technology in the Industrial Revolution;

define income tax, payroll tax, sales tax, and property tax;

synthesize information to create new understanding; and

explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.

explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism;

explain the effects of major new military technologies on World War I, World War II, and the Cold War;

explain the difference between gross income and net income;

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to:

explain the role of telecommunication technology, computer technology, transportation technology, and medical advancements in developing the modern global economy and society; and

identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments;

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

compare how various American Indian groups such as the Caddo and the Comanche governed themselves; and

identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt.

develop a system for keeping and using financial records;

describe personal connections to a variety of sources, including self-selected texts;

identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas.

Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to:

Social studies skills. The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

describe actions that might be taken to balance a budget when expenses exceed income; and

write a response to a literary or informational text that demonstrates an understanding of a text;

use text evidence to support an appropriate response;

identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty;

identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence;

balance a simple budget.

retell and paraphrase texts in ways that maintain meaning and logical order;

identify and explain the basic functions of the three branches of government according to the Texas Constitution; and

explain how historians analyze sources for frame of reference, historical context, and point of view to interpret historical events;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week).

analyze primary and secondary sources to determine frame of reference, historical context, and point of view;

respond using newly acquired vocabulary as appropriate; and

Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:

evaluate the validity of a source based on bias, corroboration with other sources, and information about the author;

analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; and

discuss specific ideas in the text that are important to the meaning.

explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions;

construct a thesis on a social studies issue or event supported by evidence.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: