(a) Introduction.
  (1) In Kindergarten, the study of the self, home, family, and classroom establishes the foundation for responsible citizenship in society. Students explore state and national heritage by examining the celebration of patriotic holidays and the contributions of individuals. The concept of chronology is introduced. Students apply geographic concepts of location and physical and human characteristics of place. Students identify basic human needs and ways people meet these needs. Students learn the purpose of rules and the role of authority figures in the home and school. Students learn customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. Students compare family customs and traditions and describe examples of technology in the home and school. Students acquire information from a variety of oral and visual sources. Students practice problem-solving, decision-making, and independent-thinking skills.
  (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich material is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
  (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
  (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
  (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
  (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
  (7) Students must demonstrate learning performance related to any federal and state mandates regarding classroom instruction. Although Kindergarten is not required to participate in Celebrate Freedom Week, according to the TEC, §29.907, primary grades lay the foundation for subsequent learning. As a result, Kindergarten Texas essential knowledge and skills include standards related to this patriotic observance.
  (8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.
(b) Knowledge and skills.
  (1) History. The student understands that holidays are celebrations of special events. The student is expected to:
    (A) identify national patriotic holidays such as Constitution Day, Presidents' Day, Veterans Day, and Independence Day; and
    (B) identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day.
  (2) History. The student understands how historical figures helped shape the state and nation. The student is expected to identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the state and nation.
  (3) Geography. The student understands the concept of location. The student is expected to:
    (A) use spatial terms, including over, under, near, far, left, and right, to describe relative location;
    (B) locate places on the school campus and describe their relative locations; and
    (C) identify and use geographic tools that aid in determining location, including maps and globes.
  (4) Geography. The student understands physical and human characteristics of place to better understand self, home, family, classroom, and the world around them. The student is expected to:
    (A) identify the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
    (B) identify how geographic location influences human characteristics of place such as shelter, clothing, food, and activities.
  (5) Economics. The student understands the difference between human needs and wants and how they are met. The student is expected to:
    (A) identify basic human needs of food, clothing, and shelter;
    (B) explain the difference between needs and wants; and
    (C) explain how basic human needs and wants can be met.
  (6) Economics. The student understands the value of jobs. The student is expected to:
    (A) identify jobs in the home, school, and community; and
    (B) explain why people have jobs.
  (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.
  (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.
  (10) Culture. The student understands similarities and differences among individuals. The student is expected to identify similarities and differences among individuals such as kinship and religion.
  (11) Culture. The student understands the importance of family traditions. The student is expected to:
    (A) describe and explain the importance of family traditions; and
    (B) compare traditions among families.
  (12) Science, technology, and society. The student understands ways technology is used in the home and school and how technology affects people's lives. The student is expected to:
    (A) identify examples of technology used in the home and school;
    (B) describe how technology helps accomplish specific tasks and meet people's needs; and
    (C) describe how his or her life might be different without modern technology.
  (13) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
    (A) gather information about a topic using a variety of valid oral and visual sources such as interviews, music, pictures, symbols, and artifacts with adult assistance; and
    (B) sequence and categorize information.
  (14) Social studies skills. The student communicates in oral and visual forms. The student is expected to:
    (A) place events in chronological order;
    (B) use social studies terminology related to time and chronology correctly, including before, after, next, first, last, yesterday, today, and tomorrow;
    (C) express ideas orally based on knowledge and experiences; and
    (D) create and interpret visuals, including pictures and maps.
  (15) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

Source Note: The provisions of this §113.11 adopted to be effective August 23, 2010, 35 TexReg 7232; amended to be effective August 1, 2020, 44 TexReg 1988