Government. The student understands how people organized governments in different ways
during the early development of Texas.
The student is expected to:
(A) compare how various American Indian groups such as the Caddo and the Comanche
governed themselves; and
(B) identify and compare characteristics of the Spanish colonial government and the early
Mexican governments and their influence on inhabitants of Texas.
Government. The student understands important ideas in historical documents of Texas and the
United States.
The student is expected to:
(A) identify the purposes and explain the importance of the Texas Declaration of
Independence, the Texas Constitution, and other documents such as the Meusebach Comanche Treaty;
(B) identify and explain the basic functions of the three branches of government according to
the Texas Constitution; and
(C) identify the intent, meaning, and importance of the Declaration of Independence, the U.S.
Constitution, and the Bill of Rights (Celebrate Freedom Week).
(16) 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 San Jacinto Monument, the Alamo, and various
missions;
(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.
(17) 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 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, Sam Rayburn, Henry B. González, James A. Baker III,
Wallace Jefferson, and other local individuals; and
(E) explain how to contact elected and appointed leaders in state and local governments.
(18) 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
revised August 2019
22
(B) identify leadership qualities of state and local leaders, past and present.
Monday, March 21, 2022
TEKS - 4th Grade
