This is what you were supposed to have learned about government in K - 12.
In case you forgot ;)
These can be found in the Texas Administrative Code, Click here for it.
- Kindergarten:
(7) Government. The student understands the purpose of rules. The student is expected to:
(A) identify purposes for having rules; and
(B) identify rules that provide order, security, and safety in the home and school.
(8) Government. The student understands the role of authority figures. The student is expected to:
(A) identify authority figures in the home, school, and community; and
(B) explain how authority figures enforce rules.
- First Grade:
(10) Government. The student understands the purpose of rules and laws. The student is expected to:
(A) explain the purpose for rules and laws in the home, school, and community; and
(B) identify rules and laws that establish order, provide security, and manage conflict.
(11) Government. The student understands the role of authority figures and public officials. The student is expected to:
(A) identify the responsibilities of authority figures in the home, school, and community; and
(B) identify and describe the roles of public officials in the community, state, and nation.
- Second Grade:
(8) Government. The student understands the purpose of governments. The student is expected to:
(A) identify functions of governments such as establishing order, providing security, and managing conflict; and
(B) identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community.
(9) Government. The student understands the role of public officials. The student is expected to:
(A) name current public officials, including mayor, governor, and president;
(B) compare the roles of public officials, including mayor, governor, and president;
(C) identify ways that public officials are selected, including election and appointment to office; and
(D) identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.
- Third Grade:
(7) Government. The student understands the basic structure and functions of various levels of government. The student is expected to:
(A) describe the basic structure of government in the local community, state, and nation;
(B) identify local, state, and national government officials and explain how they are chosen; and
(C) identify services commonly provided by local, state, and national governments.
(8) Government. The student understands important ideas in historical documents at various levels of government. The student is expected to:
(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights; and
(B) describe the concept of "consent of the governed. "
- Fourth Grade:
(12) 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) compare characteristics of the Spanish colonial government and the early Mexican governments in Texas.
(13) 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 and the Texas Constitution;
(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).
- Fifth Grade:
(13) Government. The student understands the organization of governments in colonial America. The student is expected to:
(A) compare the systems of government of early European colonists, including representative government and monarchy; and
(B) identify examples of representative government in the American colonies, including the Mayflower Compact and the Virginia House of Burgesses.
(14) Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to:
(A) explain the purposes, key elements, and the importance of the Declaration of Independence;
(B) explain the purposes of the U.S. Constitution as identified in the Preamble; and
(C) explain the reasons for the creation of the Bill of Rights and its importance.
(15) Government. The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to:
(A) identify and explain the basic functions of the three branches of government;
(B) identify the reasons for and describe the system of checks and balances outlined in the U.S. Constitution; and
(C) distinguish between national and state governments and compare their responsibilities in the U.S. federal system.
- Sixth Grade:
(A) describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
(B) identify reasons for limiting the power of government; and
(C) identify and describe examples of human rights abuses by limited or unlimited governments such as the oppression of religious, ethnic, and political groups.
(10) Government. The student understands various ways in which people organize governments. The student is expected to:
(A) identify and give examples of governments with rule by one, few, or many;
(B) compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and
(C) identify historical origins of democratic forms of government such as Ancient Greece.
- Seventh Grade:
(13) Government. The student understands the basic principles reflected in the Texas Constitution. The student is expected to:
(A) identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
(B) compare the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights.
(14) Government. The student understands the structure and functions of government created by the Texas Constitution. The student is expected to:
(A) describe the structure and functions of government at municipal, county, and state levels; and
(B) identify major sources of revenue for state and local governments such as property taxes, sales taxes, bonds, and fees.
- Eight Grade:
(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:
(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Federalist Papers, on the U.S. system of government;
(B) summarize the strengths and weaknesses of the Articles of Confederation;
(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights;
(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and
(E) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, and John Locke in the development of self-government in colonial America.
(16) Government. The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:
(A) summarize the purposes for amending the U.S. Constitution; and
(B) describe the impact of the 13th, 14th, and 15th amendments.
(17) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:
(A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason; and
(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
(18) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:
(A) identify the origin of judicial review;
(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and
(C) evaluate the impact of the landmark Supreme Court decision Dred Scott v. Sandford on life in the United States.
- High School:
I'll post this separately. It's long.
