- Kindergarten:
(9) Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity. The student is expected to:
(A) identify the United States flag and the Texas state flag;
(B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag; and
(C) use voting as a method for group decision making.
- First Grade:
(12) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting; and
(B) identify historical figures and other individuals who have exemplified good citizenship such as Benjamin Franklin and Eleanor Roosevelt.
(13) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
(A) explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;
(B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
(C) identify anthems and mottoes of Texas and the United States;
(D) explain and practice voting as a way of making choices and decisions; and
(E) explain how patriotic customs and celebrations reflect American individualism and freedom.
- Second Grade:
(10) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;
(B) identify historical figures and other individuals who have exemplified good citizenship such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs), Navajo Code Talkers, and Sojourner Truth; and
(C) identify ways to actively practice good citizenship, including involvement in community service.
(11) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:
(A) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
(B) sing, recite, or identify selected patriotic songs, including "The Star-Spangled Banner" and "America the Beautiful";
(C) identify symbols such as state and national birds and flowers and Uncle Sam; and
(D) identify how selected symbols, customs, and celebrations reflect an American love of individualism, inventiveness, and freedom.
- Third Grade:
(9) Citizenship. The student understands characteristics of good citizenship as exemplified by historical and contemporary figures and organizations. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting;
(B) identify figures such as Helen Keller, Clara Barton, and Ruby Bridges who exemplify good citizenship;
(C) identify and describe individual acts of civic responsibility, including obeying laws, serving and improving the community, serving on a jury, and voting; and
(D) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.
- Fourth Grade:
(14) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the Alamo, and the San Jacinto Monument;
(B) sing or recite "Texas, Our Texas";
(C) recite and explain the meaning of the Pledge to the Texas Flag; and
(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.
(15) Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:
(A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll;
(B) explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as respectfully holding public officials to their word, writing letters, and participating in historic preservation and service projects;
(C) explain the duty of the individual in state and local elections such as being informed and voting;
(D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Henry B. González, Wallace Jefferson, and other local individuals; and
(E) explain how to contact elected and appointed leaders in state and local governments.
(16) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States; and
(B) identify leadership qualities of state and local leaders, past and present.
- Fifth Grade:
(A) explain various patriotic symbols, including Uncle Sam; national celebrations such as Labor Day; and political symbols such as the donkey and elephant;
(B) sing or recite "The Star-Spangled Banner" and explain its history;
(C) recite and explain the meaning of the Pledge of Allegiance to the United States Flag; and
(D) explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore.
(17) Citizenship. The student understands the importance of individual participation in the democratic process at the local, state, and national levels. The student is expected to:
(A) explain why individuals have a duty to participate in civic affairs at the local, state, and national levels; and
(B) explain how to contact elected and appointed leaders in local, state, and national governments.
(18) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) identify past and present leaders in the national government, including the president and various members of Congress, and their political parties; and
(B) identify leadership qualities of national leaders, past and present.
(19) Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights. The student is expected to describe the fundamental rights guaranteed in the Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition the government; the right to keep and bear arms; the right to trial by jury; and the right to an attorney.
- Sixth Grade:
(11) Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to:
(A) describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States; and
(B) explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.
(12) Citizenship. The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to:
(A) identify and explain the duty of civic participation in societies with representative governments; and
(B) explain relationships among rights, responsibilities, and duties in societies with representative governments.
- Seventh Grade:
(15) Citizenship. The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:
(A) explain rights of Texas citizens; and
(B) explain civic responsibilities of Texas citizens and the importance of civic participation.
(16) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
(A) identify different points of view of political parties and interest groups on important Texas issues, past and present; and
(B) describe the importance of free speech and press in a democratic society.
(17) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:
(A) identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States; and
(B) identify the contributions of Texas leaders such as Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. Gonzalez, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
- Eight Grade:
(19) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:
(A) define and give examples of unalienable rights;
(B) summarize rights guaranteed in the Bill of Rights; and
(C) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries.
(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:
(A) evaluate the contributions of the Founding Fathers as models of civic virtue; and
(B) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.
(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
(A) identify different points of view of political parties and interest groups on important historical issues;
(B) describe the importance of free speech and press in a constitutional republic; and
(C) summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act.
(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and
(B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
____
There are no separate requirements for citizenship following the eight grade.
Not that I can see anyway.
