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What Are The Texas Essential Knowledge and Skills (TEKS)?

Economics

SAISD Social Studies Department

406 Barrera Street • San Antonio, Texas • 78210

with Emphasis on the Free Enterprise System and Its Benefits




What Are The TEKS?

The Texas Essential Knowledge and Skills (or TEKS for short) is a list of what you need to know and what you should be able to do by the time you finish a course in any subject area. If you went to any school in the state of Texas since Kindergarten, your teachers were provided with the TEKS for what they were teaching.

Why Are They Important?

It is important to know what the TEKS are so you know what is expected of you during the year. Also, since you are going to be assessed by a state exam (STAAR) this year, the TEKS let you know what information might be on the test.

Where Can I Find Them?

The TEKS are posted on the Texas Education Agency’s website found at http://ritter.tea.state.tx.us/rules/tac/chapter113. You can also search for them on the internet by using “U.S. History Since 1877 TEKS” as your keywords.

How Do I Read Them?

At first glance, the TEKS for any subject look like an outline for a research paper.

They appear like that because they are part of the Texas Education Code (TEC) and the Texas Administrative Code (TAC). In other words, they are part of state law.

(3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;

(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;

(C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and

(D) describe the optimism of the many immigrants who sought a better life in America.

How the TEKS look online

http://ritter.tea.state.tx.us/rules/tac/chapter113

http://ritter.tea.state.tx.us/rules/tac/chapter113




What Am I Looking At?

When you look at the TEKS, they seem complicated at first. However, when you first look at anything new, you tend to look at different pieces before understanding the big picture. For example, when you are shown a picture, most will look at the different details before determining whether or not you like the picture as a whole. Understanding the TEKS and what you need to know by the end of the year is like the same thing.

What Are The Parts Of The TEKS?

Whether you are in science, social studies, math, language arts, band, or physical education, there are TEKS that outline what is to be taught. No matter which subject area, all TEKS have four basic parts.

Part 1: The Strand

The strand is a group of TEKS that have a common theme or concept that they share. In social studies, there are eight different strands that the TEKS are classified by:

1. History - The people, places, and events 2. Geography - How people affect the planet, how people affect people, and how

the planet affects people 3. Economics - How people/governments create/lose wealth 4. Government - How different types of governments are created, how they operate,

and how they change over time 5. Citizenship - How people in different societies participate in government 6. Culture - How different societies live and interact with other societies 7. Science, Technology and Society - How advancements in technology, science,

and medicine affect societies 8. Social Studies Skills - How to develop research, reading, thinking, writing, and

communication skills

Part 2: The Knowledge Statement

The knowledge statement is always the sentence that follows a number in the TEKS. The knowledge statement gives you the big idea or concept that has to be understood.

Part 3: The Student Expectation

The student expectation is the part of the TEKS that always follow a letter in the TEKS. The student expectation tells you exactly what you need to know as it relates to the knowledge statement.

More importantly, student expectations are not just lists of stuff you have to memorize and repeat back. They tell you how much you have to understand something and how you are going to show how well you know it.




So What Do I Do?

The important thing to remember when looking at the TEKS is understanding exactly what you need to know and how you can explain it back to someone else. Before going any further, lets take some time to break down a few of the TEKS for U.S. History for practice.

So, in our example above, the student expectations (A-D) belong in the HISTORY strand. Therefore, we know that the student expectations have to do with people, places, and events from the past. Also, we read the stem and we then find out that the student expectations (A-D) have something to do with the political, economic, and social changes in the United States during the years 1877-1898. Finally, we read the student expectations to find out what specific things we need to find out about and at what level do we need to understand them.






Strand Knowledge Statement

Student Expectations




To take a deeper look, let’s take one student expectation and make a sentence out of it:

(3) (A) The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism.

Now, break down the sentence into pieces:

• Students are expected to analyze the political issue of Indian Policies. • Students are expected to analyze the political issue of the growth of political

machines. • Students are expected to analyze the political issue of civil service reform. • Students are expected to analyze the political issue of the beginnings of Populism.

Keep in mind that the four items listed above are things that were going on from 1877-1898. (We know this from the Stem portion)

Notice that the word analyze is underlined in each of the sentences above. Another important feature of the student expectations is the verb. All student expectations have verbs and the state uses different verbs throughout the TEKS. The verbs are clues to how much you know about a certain topic.

Sometimes, the state expects you to identify (recall) something. Other times, the state wants you to analyze (examine what something means and understand why something is important) people, places, and events. Therefore, it is important to look at the entire sentence to find out not only the what you need to know but also the skills you need to show.









Returning to Breaking It Down

Now we have examined one single student expectation, lets go back to it one more time to string together what we need to do.

The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism.

Now that we have defined what we have to know, we have to investigate political issues during the years between 1877 and 1898 and:

• Define political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism.

• Explain how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism were political issues during 1877 through 1898.

• Analyze how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism affected people and events politically during 1877 through 1898.

We have just examined one student expectation out of the 130 student expectations in U.S. History Since 1877.

Putting All The Pieces Together:

If you examine the chart on Page 10, you will see the people, places, events and concepts that are covered in your TEKS. It seems overwhelming in the beginning to look at all of the student expectations and trying to figure out how all of this information will stay in your memory. However, when examining the student expectations, you will begin to notice patterns of how things are connected together!




The TEKS is not only about people, places, and events from the past. The TEKS are also about developing your skills to think as a historian, economist, geographer, and political scientist. The Social Studies Skills are a series of student expectations that are listed at the end of every subject and grade level since Kindergarten. The reason they exist is because we want you to develop and use your critical- thinking skills. You should also be able to use a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.

Basically, the state and your teachers want you to become a researcher and reporter of the past and present. The way to accomplish this is to use a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks during the year.

When it comes to assessing your skills on STAAR, in the 8th and 11th grades, it is expected that you can analyze a visual and draw a historical conclusion based on that visual. Look at the examples below to find out how visuals can make a question more difficult: Example 1

President Franklin D. Roosevelt’s goal concerning the Supreme Court was to A) increase ethnic and racial diversity B) insure support for New Deal legislation C) appoint justices who would use a strict interpretation of the Constitution D) strengthen judicial independence

Example 2

Base your answer to question 32 on the cartoonbelow and on your knowledge of social studies.

QUALIFYING TEST FORSUPREME COURT JOBS

Source: Edward S. Brown, New York Herald Tribune, February 12, 1937 (adapted)

32 Based on this cartoon, President Franklin D.Roosevelt’s goal concerning the Supreme Courtwas to(1) increase ethnic and racial diversity(2) insure support for New Deal legislation(3) appoint justices who would use a strict

interpretation of the Constitution(4) strengthen judicial independence

33 What was the major purpose of the Lend-LeaseAct (1941)?(1) sending United States troops to defend France(2) keeping the Soviet Union from invading China(3) helping Great Britain without going to war(4) profiting from Germany’s demand for steel

and oil from the United States

Base your answer to question 34 on the cartoonbelow and on your knowledge of social studies.

Stretched Around the World

Source: Fred O. Seibel, Richmond Times Dispatch, October 29, 1942 (adapted)

34 Which statement most accurately expresses themain idea of this 1942 cartoon?(1) Allied goals in World War II will affect every

nation.(2) The Atlantic Charter will help only Europe

and Asia.(3) The United States intends to rule the entire

world.(4) American strategy will be to win the war in

the Pacific first.

U.S. Hist. & Gov’t. – Aug. ’13 [8]

According to the opinion of the cartoonist -

A) President Roosevelt was looking to increase his power over the Supreme Court.

B) the Supreme Court at that time needed to go along with the New Deal policies.

C) the Supreme Court was not following the Constitution.

D) President Roosevelt was agreeing with the justices of the Supreme Court.

During your studies, you will be shown how to analyze visuals, speeches, and other types of documents so you can explain what they mean by using your skills!




The chart below and on the next page show you the verbs used in the TEKS for social studies. When you are looking at a student expectation and are not sure how much of something you need to know, refer to this list.

Word Dictionary Definition(s)

Acquire to gain for oneself through one's actions or efforts: to acquire learning.

Analyze to examine carefully and in detail so as to identify causes, key factors, possible results, etc.

Aspect part or a piece

Bias prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

Categorizing to arrange in categories or classes; classify

Cause and Effect

to understand why events happen and what happens because of events

Comparing and Contrasting

to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences

Consequences a result or effect of an action or condition

Corroboration evidence that confirms or supports a statement, theory, or finding; confirmation

Decision-Making the process of examining a situation, weighing the options, and making a choice

Drawing Conclusions

to frame or formulate a conclusion based on information presented to examine the evidence and come to a final idea/picture

Drawing Inferences

to examine evidence carefully and then judge or draw a conclusion based on the evidence

Frame of Reference

making judgements in relation to personal ideals or values

Geographic Distributions

how things are distributed over space (especially over the surface of the Earth)

Geographic Patterns

a repetition in distributions over space (especially over the surface of the Earth)

Historical Context

the political, social, cultural, and economic environment related to historical moments, events, and trends

Historiography the study of historical writing

Identify to recognize or establish as being a particular person or thing

Implement to put into action or to include as part of an action

Inquiry the act of asking for information

Interpret explain the meaning of

Main Idea what something is about

Making Generalizations

to make broad statements based on either facts or presented evidence




Information adapted from: http://dictionary.reference.com/ and en.wiktionary.org

Word Dictionary Definition(s)

Point of View a particular attitude or way of considering a matter

Predict to make statements about future events based on patterns or presented evidence

Primary Source an artifact, a document, a recording, or other source of information that was created at the time under study. It serves as an original source of information about the topic.

Problem-Solving the process of finding solutions to difficult or complex issues

Secondary Source

any source about an event, period, or issue in history that was produced after that event, period or issue has passed.

Sequencing to place things in chronological order

Statistical practice of collecting and analyzing numerical data in large quantities

Summarizing give a brief statement of the main points

Terminology the body of words used with a particular subject of study (language of the profession)

Thematic Map type of map or chart especially designed to show a particular theme connected with a specific geographic area

Validity to be factually sound

http://dictionary.reference.com/

http://en.wiktionary.org

http://dictionary.reference.com/

http://en.wiktionary.org



People Economic Processing Concepts Vocabulary Personal Finance

Friedrich Hayek Milton Friedman John Maynard Keynes Adam Smith

production-possibilities curve supply-and-demand graph supply-and-demand schedules circular-flow model unemployment rate gross domestic product gross domestic product per capita

Economics Basic Economic Questions Demand Supply free enterprise free market capitalism economic freedom responsive prices investment opportunities the creation of wealth money consumerism costs and benefits

Scarcity Choice Factors of Production production-possibilities curve opportunity costs non-price determinants equilibrium price absolute advantage comparative advantage import export trade trade barriers free trade free-trade agreements private property property rights incentives competition economic growth economic stability full employment economic security equity (equal opportunity versus equal outcome) efficiency property pure competition monopolistic competition oligopoly monopoly ordinances regulations inflation productivity commodity money fiat money representative money barter currency credit cards debit cards Federal Reserve System Taxation Revenue Expenditures Federal Budget Fiscal Policy

sole proprietorships partnerships corporations stocks bonds financial institutions savings capital formation stock market personal investment retirement plan checking account reconciling loans credit score debt bankruptcy insurance charity home ownership Free Application for Federal Student Aid (FAFSA) scholarship grant student loan private loan federal loan work-study program postsecondary education

“Big Picture”- Economics

Documents

U.S. Constitution Bill of Rights



Economics Texas Essential Knowledge and Skills

Introduction

(1) Economics with Emphasis on the Free Enterprise System and Its Benefits is the culmination of the economic content and concepts studied from Kindergarten through required secondary courses. The focus is on the basic principles concerning production, consumption, and distribution of goods and services (the problem of scarcity) in the United States and a comparison with those in other countries around the world. Students analyze the interaction of supply, demand, and price. Students will investigate the concepts of specialization and international trade, economic growth, key economic measurements, and monetary and fiscal policy. Students will study the roles of the Federal Reserve System and other financial institutions, government, and businesses in a free enterprise system. Types of business ownership and market structures are discussed. The course also incorporates instruction in personal financial literacy. Students apply critical-thinking skills using economic concepts to evaluate the costs and benefits of economic issues.

(2) 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.

(3) Economics with Emphasis on the Free Enterprise System and Its Benefits builds upon the foundation in economics and social studies laid by the social studies essential knowledge and skills in Kindergarten-Grade 12. The course will apply these skills to current economic situations. The content 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). (4) 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.

(5) As referenced in House Bill 492, an act of the Texas Legislature signed into law in 2005, the concepts of personal financial literacy are to be mastered by students in order that they may become self-supporting adults who can make informed decisions relating to personal financial matters. These concepts are incorporated into the student expectations of Economics with Emphasis on the Free Enterprise System and Its Benefits: understanding interest, avoiding and eliminating credit card debt; understanding the rights and responsibilities of renting or buying a home; managing money to make the transition from renting a home to home ownership; starting a small business; being a prudent investor in the stock market and using other investment options; beginning a savings program and planning for retirement; bankruptcy; types of bank accounts available to consumers and benefits of maintaining a bank account; balancing a checkbook; types of loans available to consumers and becoming a low-risk borrower; understanding insurance; and charitable giving.

(6) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.

(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.

(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."

(7) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.



TEKS Description

ECO.1A The student understands the concepts of scarcity and opportunity costs. The student is expected to explain why scarcity and choice are basic economic problems faced by every society.

ECO.1B The student understands the concepts of scarcity and opportunity costs. The student is expected to describe how societies answer the basic economic questions.

ECO.1C The student understands the concepts of scarcity and opportunity costs. The student is expected to describe the economic factors of production.

ECO.1D The student understands the concepts of scarcity and opportunity costs. The student is expected to interpret a production-possibilities curve and explain the concepts of opportunity costs and scarcity.

ECO.2A The student understands the interaction of supply, demand, and price. The student is expected to understand the effect of changes in price on the quantity demanded and quantity supplied.

ECO.2B The student understands the interaction of supply, demand, and price. The student is expected to identify the non-price determinants that create changes in supply and demand, which result in a new equilibrium price.

ECO.2C The student understands the interaction of supply, demand, and price. The student is expected to interpret a supply-and-demand graph using supply-and-demand schedules.

ECO.3A The student understands the reasons for international trade and its importance to the United States and the global economy. The student is expected to explain the concepts of absolute and comparative advantages.

ECO.3BThe student understands the reasons for international trade and its importance to the United States and the global economy. The student is expected to apply the concept of comparative advantage to explain why and how countries trade.

ECO.3CThe student understands the reasons for international trade and its importance to the United States and the global economy. The student is expected to analyze the impact of U.S. imports and exports on the United States and its trading partners.

ECO.4A The student understands the issues of free trade and the effects of trade barriers. The student is expected to compare the effects of free trade and trade barriers on economic activities.

ECO.4B The student understands the issues of free trade and the effects of trade barriers. The student is expected to evaluate the benefits and costs of participation in international free-trade agreements.

ECO.4C The student understands the issues of free trade and the effects of trade barriers. The student is expected to analyze the effects of changes in exchange rates on imports and exports.

ECO.5AThe student understands free enterprise, socialist, and communist economic systems. The student is expected to describe the basic characteristics of economic systems, including property rights, incentives, economic freedom, competition, and the role of government.

ECO.5B The student understands free enterprise, socialist, and communist economic systems. The student is expected to compare the free enterprise system, socialism, and communism using the basic characteristics of economic systems.

ECO.5C The student understands free enterprise, socialist, and communist economic systems. The student is expected to examine current examples of free enterprise, socialist, and communist economic systems.

ECO.5DThe student understands free enterprise, socialist, and communist economic systems. The student is expected to understand that the terms free enterprise, free market, and capitalism are synonymous terms to describe the U.S. economic system.

ECO.5EThe student understands free enterprise, socialist, and communist economic systems. The student is expected to analyze the importance of various economic philosophers, including Friedrich Hayek, Milton Friedman, John Maynard Keynes, and Adam Smith, and their impact on the U.S. free enterprise system.

ECO.6AThe student understands the basic characteristics and benefits of a free enterprise system. The student is expected to explain the basic characteristics of the U.S. free enterprise system, including private property, incentives, economic freedom, competition, and the limited role of government.

ECO.6BThe student understands the basic characteristics and benefits of a free enterprise system. The student is expected to explain the benefits of the U.S. free enterprise system, including individual freedom of consumers and producers, variety of goods, responsive prices, investment opportunities, and the creation of wealth.

ECO.6C The student understands the basic characteristics and benefits of a free enterprise system. The student is expected to analyze recent changes in the basic characteristics of the U.S. economy.

ECO.6DThe student understands the basic characteristics and benefits of a free enterprise system. The student is expected to analyze the costs and benefits of U.S. economic policies related to the economic goals of economic growth, stability, full employment, freedom, security, equity (equal opportunity versus equal outcome), and efficiency.

ECO.7A The student understands the right to own, use, and dispose of private property. The student is expected to analyze the costs and benefits of the purchase, use, or disposal of personal and business property.

ECO.7B The student understands the right to own, use, and dispose of private property. The student is expected to identify and evaluate examples of restrictions that the government places on the use of business and individual property.

ECO.8AThe student understands the circular-flow model of the economy. The student is expected to interpret the roles of resource owners and firms in a circular-flow model of the economy and provide real-world examples to illustrate elements of the model.

ECO.8B The student understands the circular-flow model of the economy. The student is expected to explain how government actions affect the circular-flow model.

ECO.8C The student understands the circular-flow model of the economy. The student is expected to explain how the circular-flow model is affected by the rest of the world.

ECO.9A The student understands types of market structures. The student is expected to describe characteristics and give examples of pure competition, monopolistic competition, oligopoly, and monopoly.

ECO.9B The student understands types of market structures. The student is expected to identify and evaluate ordinances and regulations that apply to the establishment and operation of various types of businesses.

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TEKS Description

ECO.10AThe student understands key economic measurements. The student is expected to interpret economic data, including unemployment rate, gross domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation.

ECO.10B The student understands key economic measurements. The student is expected to analyze business cycles using key economic indicators.

ECO.11A The student understands key components of economic growth. The student is expected to analyze how productivity relates to growth.

ECO.11B The student understands key components of economic growth. The student is expected to analyze how technology relates to growth.

ECO.11C The student understands key components of economic growth. The student is expected to analyze how trade relates to growth.

ECO.12A The student understands the role of money in an economy. The student is expected to describe the functions of money.

ECO.12B The student understands the role of money in an economy. The student is expected to describe the characteristics of money, including commodity money, fiat money, and representative money.

ECO.12C The student understands the role of money in an economy. The student is expected to examine the positive and negative aspects of barter, currency, credit cards, and debit cards.

ECO.13A The student understands the role of the Federal Reserve System in establishing monetary policy. The student is expected to explain the structure of the Federal Reserve System.

ECO.13BThe student understands the role of the Federal Reserve System in establishing monetary policy. The student is expected to analyze the three basic tools used to implement U.S. monetary policy, including reserve requirements, the discount rate and the federal funds rate target, and open-market operations.

ECO.13C The student understands the role of the Federal Reserve System in establishing monetary policy. The student is expected to explain how the actions of the Federal Reserve System affect the nation's money supply.

ECO.13D The student understands the role of the Federal Reserve System in establishing monetary policy. The student is expected to analyze the decline in value of the U.S. dollar, including the abandonment of the gold standard.

ECO.14A The student understands the role that the government plays in the U.S. free enterprise system. The student is expected to identify economic concepts in the U.S. Constitution, including property rights and taxation.

ECO.14BThe student understands the role that the government plays in the U.S. free enterprise system. The student is expected to describe the role of government in the U.S. free enterprise system and the changes in that role over time.

ECO.14C The student understands the role that the government plays in the U.S. free enterprise system. The student is expected to evaluate government rules and regulations in the U.S. free enterprise system.

ECO.15AThe student understands the economic impact of fiscal policy decisions at the local, state, and national levels. The student is expected to identify types of taxes at the local, state, and national levels and the economic importance of each.

ECO.15B The student understands the economic impact of fiscal policy decisions at the local, state, and national levels. The student is expected to analyze the categories of revenues and expenditures in the U.S. federal budget.

ECO.15C The student understands the economic impact of fiscal policy decisions at the local, state, and national levels. The student is expected to analyze the impact of fiscal policy decisions on the economy.

ECO.16A The student understands types of business ownership. The student is expected to explain the characteristics of sole proprietorships, partnerships, and corporations.

ECO.16B The student understands types of business ownership. The student is expected to analyze the advantages and disadvantages of sole proprietorships, partnerships, and corporations.

ECO.16C The student understands types of business ownership. The student is expected to analyze the economic rights and responsibilities of businesses, including those involved in starting a small business.

ECO.16D The student understands types of business ownership. The student is expected to explain how corporations raise money through stocks and bonds.

ECO.17A The student understands the role of financial markets/institutions in saving, borrowing, and capital formation. The student is expected to explain the functions of financial institutions and how they affect households and businesses.

ECO.17B The student understands the role of financial markets/institutions in saving, borrowing, and capital formation. The student is expected to explain how the amount of savings in an economy is the basis of capital formation.

ECO.17C The student understands the role of financial markets/institutions in saving, borrowing, and capital formation. The student is expected to analyze the role of interest and risk in allocating savings to its most productive use.

ECO.17DThe student understands the role of financial markets/institutions in saving, borrowing, and capital formation. The student is expected to examine the types of accounts available to consumers from financial institutions and the risks, monetary costs, and benefits of maintaining these accounts.

ECO.18A The student understands the role of individuals in financial markets. The student is expected to assess ways to be a wise investor in the stock market and in other personal investment options.

ECO.18B The student understands the role of individuals in financial markets. The student is expected to explain how to begin a savings program.

ECO.18C The student understands the role of individuals in financial markets. The student is expected to examine investment options available in a personal retirement plan.

ECO.18D The student understands the role of individuals in financial markets. The student is expected to demonstrate how to maintain a checking account, including reconciling a bank statement.

ECO.18E The student understands the role of individuals in financial markets. The student is expected to identify the types of loans available to consumers.

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TEKS Description

ECO.18F The student understands the role of individuals in financial markets. The student is expected to explain the responsibilities and obligations of borrowing money.

ECO.18G The student understands the role of individuals in financial markets. The student is expected to develop strategies to become a low-risk borrower by improving one's personal credit score.

ECO.19A The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions. The student is expected to examine ways to avoid and eliminate credit card debt.

ECO.19B The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions. The student is expected to evaluate the costs and benefits of declaring personal bankruptcy.

ECO.19C The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions. The student is expected to evaluate the costs and benefits of buying insurance.

ECO.19D The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions. The student is expected to evaluate the costs and benefits of charitable giving.

ECO.20A The student understands how to provide for basic needs while living within a budget. The student is expected to evaluate the costs and benefits of renting a home.

ECO.20B The student understands how to provide for basic needs while living within a budget. The student is expected to evaluate the costs and benefits of buying a home.

ECO.20C The student understands how to provide for basic needs while living within a budget. The student is expected to assess the financial aspects of making the transition from renting to home ownership.

ECO.21A

The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze economic information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

ECO.21BThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to create economic models, including production-possibilities curves, circular-flow charts, and supply-and-demand graphs, to analyze economic concepts or issues.

ECO.21C The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to explain a point of view on an economic issue.

ECO.21DThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to analyze and evaluate the validity of economic information from primary and secondary sources for bias, propaganda, point of view, and frame of reference.

ECO.21EThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to evaluate economic data using charts, tables, graphs, and maps.

ECO.21FThe student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to use appropriate mathematical skills to interpret economic information.

ECO.22A The student communicates in written, oral, and visual forms. The student is expected to use economic-related terminology correctly.

ECO.22B The student communicates in written, oral, and visual forms. The student is expected to use standard grammar, spelling, sentence structure, and punctuation.

ECO.22CThe student communicates in written, oral, and visual forms. The student is expected to transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

ECO.22D The student communicates in written, oral, and visual forms. The student is expected to create written, oral, and visual presentations of economic information.

ECO.22E The student communicates in written, oral, and visual forms. The student is expected to attribute ideas and information to source materials and authors.

ECO.23A

The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to use a problem-solving process 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.

ECO.23BThe student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

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Materials Organized and Provided By:

The Social Studies Department “At Your Service”

406 Barrera St. San Antonio, TX 78210 Phone: 210•554•2630

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Content ®SAISD Social Studies Department Except Where Noted