Animal Edutainment Social Studies TEK's

We are proud that our programs bring children closer to the natural world, but we also want to support the educators in their needs.  Below is a specific list of the TEK's that we meet. 

Please not that (tx) = Applies to Texas Themed Programs Only.

K       1st       2nd       3rd       4th       5th       6th       7th       8th

 

 

Kindergarten    2a (tx), 15ab

(2)  History. The student understands how historical figures and ordinary people helped to shape the community, state, and nation. The student is expected to:

(A)  identify the contributions of historical figures such as Stephen F. Austin and George Washington who helped to shape our state and nation;

(15)  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:

(A)  obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;

(B)  obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts

 

 

1st Grade    1ab (tx), 17ab

(1)  History. The student understands how historical figures helped to shape our community, state, and nation. The student is expected to:

(A)  identify contributions of historical figures such as Sam Houston and Abraham Lincoln who have influenced the community, state, and nation;

(B)  identify historic figures such as Alexander Graham Bell and Thomas Edison who have exhibited a love of individualism and inventiveness

(17)  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:

(A)  obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;

(B)  obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer images, literature, and artifacts

 

 

2nd Grade    4ab (tx), 17ab

(4)  History. The student understands how historical figures and ordinary people helped to shape our community, state, and nation. The student is expected to:

(A)  identify contributions of historical figures such as Henrietta King and Thurgood Marshall who have influenced the community, state, and nation;

(B)  identify historic figures such as Amelia Earhart and Robert Fulton who have exhibited a love of individualism and inventiveness

(17)  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:

(A)  obtain information about a topic using a variety of oral sources such as conversations, interviews, and music;

(B)  obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts

 

 

 

3rd Grade   1abc (tx), 4abc, 16a

(1)  History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:

(A)  describe how individuals, events, and ideas have changed communities over time;

(B)  identify individuals such as Pierre-Charles L'Enfant who have helped to shape communities; and

(C)  describe how individuals such as Christopher Columbus and Meriwether Lewis and William Clark have contributed to the expansion of existing communities or to the creation of new communities.

(4)  Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to:

(A)  describe and explain variations in the physical environment including climate, landforms, natural resources, and natural hazards;

 (B)  compare how people in different communities adapt to or modify the physical environment;

(C)  describe the effects of physical and human processes in shaping the landscape

(16)  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:

(A)  obtain information, including historical and geographic data about the community, using a variety of print, oral, visual, and computer sources

 

 

4th Grade    1ab (tx), 2abd (tx), 22a

(1)  History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. The student is expected to:

(A)  identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and

(B)  compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration.

(2)  History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. The student is expected to:

(A)  summarize reasons for European exploration and settlement of Texas and the Western Hemisphere;

(B)  identify the accomplishments of significant explorers such as Cabeza de Vaca; Christopher Columbus; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle and explain their impact on the settlement of Texas;

(D)  identify the accomplishments of significant empresarios including Moses Austin, Stephen F. Austin, and Martín de León and explain their impact on the settlement of Texas

(22)  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:

(A)  differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas

 

 

5th Grade    5.1 b, 5.9 abcd, 5.10 abc

(2)  History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to:

(A)  identify the contributions of significant individuals during the revolutionary period, including Thomas Jefferson and George Washington

(4)  History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:

(C)  identify examples of U.S. territorial expansion

(25)  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:

(A)  differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas

 

 

6th Grade     2ab, 5a, 6bc, 7ab,21a

(2)  History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to:

(B)  describe the influence of individual and group achievement on selected historical or contemporary societies.

(5)  Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to:

(A)  explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies; and

(6)  Geography. The student understands the impact of physical processes on patterns in the environment. The student is expected to:

(B)  describe and explain the physical processes that produce renewable and nonrenewable natural resources such as fossil fuels, fertile soils, and timber; and

(C)  analyze the effects of physical processes and the physical environment on humans.

(7)  Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions. The student is expected to:

(A)  identify and analyze ways people have adapted to the physical environment in selected places and regions;

(B)  identify and analyze ways people have modified the physical environment

(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:

(A)  differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures

 

 

7th Grade     2abc (tx), 4a (tx), 6ab (tx), 10a (tx)

(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:

(A)  compare the cultures of Native Americans in Texas prior to European colonization;

(B)  identify important individuals, events, and issues related to European exploration and colonization of Texas, including the establishment of Catholic missions;

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

(4)  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:

(A)  identify individuals, events, and issues during the Republic of Texas and early Texas statehood, including annexation, Sam Houston, Anson Jones, Mirabeau B. Lamar, problems of the Republic of Texas, the Texas Rangers, the Mexican War, and the Treaty of Guadalupe-Hidalgo

(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:

(A)  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 Native Americans, the development of the cattle industry from its Spanish beginnings, the myth and realities of the cowboy way of life, the effects of the growth of railroads, the buffalo soldiers, James Hogg, Cynthia Parker, and Spindletop; and

(B)  explain the political, economic, and social impact of the cattle and oil industries and the development of West Texas resulting from the close of the frontier.

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

(A)  identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications.

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

(A)  analyze why immigrant groups came to Texas and where they settled;

(B)  analyze how immigration and migration to Texas in the 19th and 20th centuries have influenced Texas.

 

 

 

8th Grade    6e (tx), 12ab (tx)

(6)  History. The student understands westward expansion and its effects on the political, economic, and social development of the nation. The student is expected to:

(E)  identify areas that were acquired to form the United States.

(12)  Geography. The student understands the physical characteristics of the United States during the 18th and 19th centuries and how humans adapted to and modified the environment. The student is expected to:

(A)  analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries;

(B)  describe the consequences of human modification of the physical environment of the United States.

 

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