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
Students will hear firsthand accounts from Southlake citizens who come from many different countries and 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.
WH.12.A describe the emergence and characteristics of totalitarianism
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.
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
Many of our One Southlake speakers have lived through living in a communistic country and themselves experienced the collapse of communism in Eastern Europe or have close family members that have. They will be prepared to speak about these events and the impact of it on them personally and their country. When relevant they will include information regarding the leaders during that time.
WH.16.A locate places and regions of historical significance directly related to major eras and turning points in world history
One Southlake will provide visuals/map that shows the countries that speakers come from as they share about the historical events they experienced. Students will also be encouraged to use the map to identify where their ancestors came from – hopefully increasing interest in their personal “stories”.
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
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
WH.21.A describe how people have participated in supporting or changing their governments
In some cases, One Southlake 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.
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
A few of our One Southlake 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.
WH.18.E explain why communist command economies collapsed in competition with free market economies at the end of the 20th century
Many of our One Southlake 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.
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
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.
United States History
USH.3.D describe the optimism of the many immigrants who sought a better life in America
As One Southlake speakers share about their personal experiences living in other countries, they will also share their reasons for coming to America and the optimism for a better life that drove them to America.
USH.26.B discuss 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.
USH.26.E 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.23.C explain how participation in the demographic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a “more perfect union”
Having come from countries that do not allow for participation in the government, our speakers will share with students the importance of this civic responsibility.
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.
USH.29. A use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions
Many of our speakers can be considered Primary sources as they are sharing their firsthand accounts of their experiences.
(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 speakers will address the issue of scarcity and the economic problems faced in their country of origin and 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.
In discussing their life growing up in other countries, One Southlake 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.
8th Grade History
8.2 (B) compare political, economic, social and religious reasons for the establishment of the 13 English colonies. 8.23 (B) identify racial, ethic and religious groups that settled
in 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.
(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;
(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.
Learn from One Southlake members what it’s like to have free speech banned. How did
this affect their countries and society? If religion is not guaranteed or regulated how
does this affect society?
(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 can give students a rare chance to gain knowledge from primary source
One Southlake can help arrange speakers for panel discussions to address certain historical events and themes addressed in the TEKS. Just ask us!