Find resources aligned to Texas Essential Knowledge and Skills (TEKS)

History. The student understands developments related to Mexican independence and Mexico's relationship with the United States from 1800-1930. The student is expected to:

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;

Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:

understand the effect of changes in price on the quantity demanded and quantity supplied;

History. The student understands the concept of chronology. The student is expected to:

share information and ideas by speaking audibly and clearly using the conventions of language;

plan and conduct simple descriptive investigations;

Child enjoys parallel and associative play with peers.

explain the significance of the following events as turning points relevant to Mexican American history: the Grito de Dolores, Mexico's acquisition of independence, Texas's declaration of independence from Mexico, Mexican-American War, Treaty of Guadalupe Hidalgo, Mexican Revolution, creation of the U.S. Border Patrol, and Mexican repatriation of the 1930s; and

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;

identify and explain the geographic factors responsible for patterns of population in places and regions;

identify the non-price determinants that create changes in supply and demand, which result in a new equilibrium price; and

interpret a supply-and-demand graph using supply-and-demand schedules.

place events in chronological order; and

work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and

collect data and make observations using simple tools;

Child seeks adult help when experiencing conflicts with another child.

examine the contributions of significant individuals from this period such as Father Miguel Hidalgo, José María Morelos, Augustín de Iturbide, Emiliano Zapata, Francisco (Pancho) Villa, Francisco Madero, Porfirio Díaz, and Álvaro Obregón.

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

explain ways in which human migration influences the character of places and regions;

use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today, and tomorrow.

develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.

Economics. The student understands the reasons for international trade and its importance to the United States and the global economy. The student is expected to:

record and organize data and observations using pictures, numbers, and words; and

Child responds with concern when a child or adult is distressed.

History. The student understands the causes and impact of the Mexican American civil rights movement from the 1940s to 1975. The student is expected to:

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

identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions; and

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

identify the location of major world countries for each of the world regions.

apply the concepts of absolute and comparative advantages;

Geography. The student understands the concept of location. The student is expected to:

communicate observations about simple descriptive investigations.

Child interacts with peers and may have preferred friends.

explain the significance of the following events as turning points relevant to Mexican American history: U.S. entry into World War II, Bracero Program, Longoria Affair, Operation Wetback, Hernández v. Texas, Brown v. Board of Education, Civil Rights Act of 1964, Voting Rights Act of 1965, Farmworkers strike and boycott, and establishment of La Raza Unida Party; and

analyze mathematical relationships to connect and communicate mathematical ideas; and

Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:

Social Awareness

identify the contributions of significant individuals from the civil rights era such as César Chávez, Dolores Huerta, Reies López Tijerina, José Ángel Gutiérrez, Rubén Salazar, Emma Tenayuca, Rodolfo "Corky" Gonzáles, Marcario García, Héctor P. García, Roy Benavidez, and Martha P. Cotera.

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

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

compare the effects of free trade and trade barriers on economic activities, including the benefits and costs of participating in international trade; and

demonstrate phonological awareness by:

use terms, including over, under, near, far, left, and right, to describe relative location;

identify and explain a problem such as the impact of littering and propose a solution;

Child shows interest in other people and their feelings.

History. The student understands the development of voting rights and ideas related to citizenship for Mexican Americans from 1975 to the present. The student is expected to:

Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:

explain the geographic factors responsible for the location of economic activities in places and regions; and

analyze the effects of changes in exchange rates on imports and exports.