TEKS RELATED TO One Southlake

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7th Grade Texas History TEKS

(a) Introduction

 (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and images is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.

One Southlake: Students will hear first-hand accounts from primary sources who will share their stories as to why they chose to immigrate to Texas. CISD YAG – term 1,2,3,4

6  History (B) identify significant individuals, events, and issues, including the development of the cattle industry from its Spanish beginnings and the cowboy way of life;

One Southlake can provide a speaker whose grandparents immigrated to Texas and worked on the King Ranch during early 1900s. He can share pictures and antidotes from his parents and grandparents of life on the King Ranch. 

CISD YAG – Term 3

7 History  (E) analyze the political, economic, and social impact of World War I, the Great Depression, World War II, and significant issues in the latter half of the 20th and early 21st centuries such as political and economic controversies, immigration, and migration on the history of Texas.

One Southlake: Many One Southlake speakers grew up in European countries following WWII and can share their experiences as to the political and economic reasons they left their countries and settled in the United States of America and eventually Texas.  CISD YAG – Term 4

(10) Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to:

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

    (B) describe how immigration and migration to Texas have influenced Texas;

One Southlake: our speakers can share why they left their home countries and chose to immigrate to Texas. CISD YAG – Term 3

(16) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:

(B) describe the importance of free speech and press in a democratic society.

One Southlake: Having left their home countries for more freedoms and opportunities, One Southlake Speakers can share what it was like to grow up in countries that deny these freedoms and the importance and gratitude they have for these freedoms in the U.S. CISD YAG -Term 4

  (20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A)  differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas;

One Southlake: as primary sources, our speakers provide students an opportunity to hear first-hand accounts/interview to acquire information. CISD YAG – term 1,2,3,4

    (D) identify bias and points of view from the historical context surrounding an event that influenced the participants;

    (E) support a point of view on a social studies issue or event; and

   (F) evaluate the validity of a source based on corroboration with other sources and information about the author.

One Southlake: Having listened to One Southlake speakers, students can view events with more historical context and evaluate how it aligns with other information they have learned CISD YAG – term 1,2,3,4

8th Grade- U.S History to 1865 TEKS

8.2 (B) compare political, economic, social and religious reasons for the establishment of the 13 English colonies. 8.23 (B) identify racial, ethnic and religious groups that settled to the United States and explain their reasons for immigration. 

Just as people came to America for religious, social and political freedoms, those same reasons motivate today’s immigrants.  

One Southlake:  Just as people came to America for religious, social and political freedoms, those same reasons motivate today’s immigrants. Our speakers will share their personal experiences of growing up in countries that do not allow the same freedoms of the U.S. and how the lack of those freedoms motivated them to immigrate to the U. S.  CISD YAG – term 2

(21) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to: (19)  (A) define and give examples of unalienable rights; (19) (B) summarize rights guaranteed in the Bill of Rights; and (19) (C) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting and serving on juries. 

(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to: 21 (B) describe the importance of free speech and press in a constitutional republic. 

One Southlake: Often times, having been denied many of these rights, our speakers can share the importance of these rights and the responsibilities that citizens have to ensure these rights are appreciated and used – particularly the importance of free speech, press and staying informed. CISD YAG – term 1,2,3,4

(25) Culture. The student understands the impact of religion on the American way of life. (C) analyze the First Amendment guarantees of religious freedom on the American way of life. 

One Southlake: Learn from our speakers what it’s like to have free speech and religious freedoms.  banned. How did this affect their countries and society?  If religion is not guaranteed or regulated how does this affect society? CISD YAG – term 1,2,3,4

(29) Social Study Skills (A) differentiate between, locate and use valid primary and secondary sources such as media and news articles, biographies, interviews and artifacts to acquire information about the United States. 

One Southlake:  our speakers can give students a rare chance to gain knowledge from primary source material.  CISD YAG – term 1,2,3,4

World History TEKS

WH.1.F identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization 

One Southlake: Students will hear firsthand accounts from Southlake citizens from many different countries that have lived through communist and socialist revolutions in their home countries. Students will hear of the impact of these revolutions on their country, economics, social systems, and personal lives.  Students will have an opportunity to interact with these individuals in such a way as to make history relevant to them. 

CISD YAG – 4th term

WH.12.A describe the emergence and characteristics of totalitarianism.

One Southlake: Speakers will share their experiences of how their former countries were taken over by totalitarian leaders and the results of those takeovers on the people. CISD YAG-4th term 

WH.13.D explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe and the Soviet Union 

One Southlake: Many of our speakers lived in Eastern European communist countries and experienced first-hand the collapse of communism or have close family members that have.  They will be prepared to speak about these events and the impact it had on them personally and their country.  When relevant, they will include information regarding the leaders during that time.  CISD YAG- 4th term 

WH.16.A locate places and regions of historical significance directly related to major eras and turning points in world history

One Southlake: speakers will provide visuals/maps that show

the countries they come from as they share historical events they experienced.  Students will also be encouraged to use the map to identify where their own ancestors came from – hopefully increasing interest in their personal “stories”. 

CISD YAG-4th term

WH.18.B identify the historical origins and characteristics of communism, including the influences of Karl Marx 

WH.18.C identify the historical origins and characteristics of socialism 

WH.18.D identify the historical origins and characteristics of fascism

One Southlake: Many of our speakers have lived in countries that were communist, socialist, or fascist; they will share their firsthand accounts of the characteristics of these governments. CISD YAG – 3rd, 4th term 

WH.18.E explain why communist command economies collapsed in competition with free market economies at the end of the 20th century.

One Southlake: Many of our speakers can share firsthand accounts of the collapse of their countries’ economies and the impact it had on their country and well as them personally. 

Did not see in the YAG but 3 and 4th term 

WH.21.A describe how people have participated in supporting or changing their governments 

One Southlake: In some cases, our speakers will share their roles in bringing about change in their government. Their stories will be varied and personal and may contain both overt means as well as passive resistance.  CISD YAG – 2,3 and 4th term

WH.21.B describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history

WH.22.C identify examples of politically motivated mass murders in Cambodia, China, Latin America, the Soviet Union, and Armenia

One Southlake: A few of our speakers come from these areas and have firsthand accounts of family members that experienced this.  Their stories will be especially impactful to students as they will hear about the personal toll these political policies of mass murder have taken on families.  CISD YAG -2,3, 4th term 

WH.29.C explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view

One Southlake: Students will be able to identify many of our speakers as primary sources as they are sharing their personal stories.  They will be encouraged to understand the historical content of the time frame they are speaking on and recognize the speakers’ point of view.  CISD YAG – 4th term 

United States History -1867-Present TEKS

Introduction

8(c) Knowledge and skills

discuss the meaning and historical significance of the mottos “E Pluribus Unum” and “In God We Trust

Our name, One Southlake is based on “E Pluribus Unum”!:)

USH 7 History (C) analyze major issues of World War II, including the Holocaust, the internment of Japanese Americans as a result of Executive Order 9066, and the development of atomic weapons;

One Southlake:  We have a speaker that is the daughter of Holocaust survivor and author of “Pillar of Salt,” a book about her father and mother’s experiences and impact of it on her. CISD YAG -Term3

USH (8) History. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. The student is expected to:

    (A) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the Berlin Airlift, the North Atlantic Treaty Organization, and John F. Kennedy's role in the Cuban Missile Crisis.

One Southlake:  A speakers can share his experience of growing up in Cuba during Cuba missile Crisis and coming to the U.S. on a Freedom Flight. CISD YAG-Term 3

    (D) explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War;

    (E) analyze the major events of the Vietnam War, including the escalation of forces, the Tet Offensive, Vietnamization, and the fall of Saigon; and

One Southlake:  Speakers can give firsthand accounts of living in Vietnam during the Vietnam War and escaping on a boat. 

CISD YAG -Term 4

USH (13) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:

    (A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and

(B)  analyze the causes and effects of changing demographic patterns resulting from immigration to the United States.

One Southlake:  Speakers can share their reasons for immigrating to the U.S. and reasons they settled where they did. 

CISD YAG – Term 3

USH 21 Citizenship. The student understands the concept of American exceptionalism as identified by Alexis de Tocqueville. The student is expected to:

 (B) describe how American values are different and unique from those of other nations.

One Southlake:  Our speakers can speak to the importance of understanding the five American values of liberty, egalitarianism, individualism, populism and laissez-faire and how those values played a role in their immigration to the USA.

CISD YAG – Term 2

USH 22 Citizenship The student understands the promises of the Declaration of Independence and the protections of the U.S. Constitution and the Bill of Rights. The student is expected to

C explain how participation in the demographic process reflects our national ethos, patriotism, and civic responsibility 

One Southlake. Having come from countries that do not allow for participation in the government, speakers will share with students the importance of this civic responsibility. CISD YAG – Term 

USH.25 Culture The student understands how people from various groups contribute to our national identity. The student is expected to:

    (A) explain actions taken by people to expand economic opportunities and political rights for racial, ethnic, gender, and religious groups in American society;

    (B) describe the Americanization movement to assimilate immigrants and American Indians into American culture;

One Southlake:  Speakers will share their personal experiences with assimilating into life in America.  They will compare life in their former countries with life in America. CISD YAG -  Term 1

USH.29. Social Studies Skills

A use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions.

One Southlake: Many of our speakers can be considered Primary sources as they are sharing their firsthand accounts of their experiences.

CISD YAG – Term 1,2,3,4

USH.29.H use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoon

Students will have the opportunity to listen, analyze and interpret the information they are presented with.  This could be done with exit tickets, passports, in case of living library or further in classroom discussions with their teachers following the presentations or living library. 

CISD YAG – Term 1,2,3,4

Economics TEKS

(1) Economics. The student understands the concepts of scarcity and opportunity costs. The student is expected to: 1)(A) explain why scarcity and choice are basic economic problems faced by every society;

(2) Economics. The student understands the interaction of supply, demand, and price.

One Southlake: our speakers will address the issue of scarcity and the economic problems faced in their country of origin and how the impact scarcity of products led to black markets and exorbitant pricing of both goods and services.

(4) Economics. The student understands free enterprise, socialist, and communist economic systems.

(4)(B) contrast current and historic examples of the free enterprise system, socialism, and communism using the basic characteristics of economic systems. 

One Southlake: In discussing their life growing up in other countries, speakers will address the economic systems that their countries operated under.  Depending on the speaker and their home country, these systems will include communism and or socialism. Speakers will give firsthand accounts how these economic systems truly worked and impacted them personally.