Proposed Texas Social Studies K-8 Curriculum

Attachment: 4788/ATF1.Framework.pdf

Introduction to the K–8 Social Studies Framework: Liberty, Freedom, and Opportunity

Written by: Julie Pickren

The story of America and Texas is a story of liberty, freedom, and opportunity. From the ﬁrst
settlers who sought religious and political freedom to the brave patriots who fought in the
Revolutionary War and for Texas Independence, Americans have always understood that
freedom is rare, precious, and worth defending. These principles form the foundation of our
state and nation, serving as guideposts for educating the next generation.

President Donald J. Trump signed the Executive Order establishing the America 250
Commission, calling for every generation to learn and celebrate the 250th anniversary of
American independence. The order emphasizes the importance of teaching children the
blessings of liberty, the responsibilities of citizenship, and the courage of those who
secured freedom for future generations. This framework embodies that vision, presenting a
chronological, K–8 curriculum that centers on America’s history, Texas history, and the
principles that make our nation unique.

America has been described in the Founding Documents as “the noblest experiment in
self-government the world has ever known.” From the Declaration of Independence, which
proclaims that “all men are created equal” and are endowed with “unalienable
Rights…among these are Life, Liberty, and the pursuit of Happiness,” to the Constitution,
which establishes a constitutional republic designed to protect these rights, the nation’s
founders laid the groundwork for a society where individuals can pursue their dreams

,

create, and innovate in freedom.

This framework emphasizes three enduring pillars:

1.

Liberty

– The ability to live without undue restraint, guided by laws that protect

natural rights.

2.

Freedom

– The right to think, speak, and act according to conscience, faith, and

reason.

3.

Opportunity

– The ability for every individual to work, create, and succeed based on

merit and e ort.

Throughout the K–8 grades, students will explore America’s journey, from the Revolutionary
War and the founding of the Republic to the growth of Texas and modern achievements, all
while understanding the value of free enterprise, resistance to tyranny, and the role of a
constitutional republic. They will engage with Founding Documents, historical narratives,
primary sources, and critical thinking that develop their understanding of history, civics,
and the principles of freedom.

By cultivating an appreciation for America as a noble experiment, this framework ensures
that students not only learn history but also internalize the responsibilities and privileges of
freedom, preparing them to be informed, patriotic, and virtuous citizens.

Kindergarten – My Family, My Country, My Freedom

Purpose:

Introduce children to America’s symbols, simple ideas of freedom, and the

joy of opportunity.



Patriotism:

Pledge of Allegiance, U.S. and Texas ﬂags, national songs.



Western Civilization:

Stories of courage and initiative (Washington as a child).



World History:

God’s creation, early peoples.



Founding Documents:

“We the People”

— rules to help everyone.



Economic Freedom:

Working together and sharing resources in simple classroom

activities.



Freedom vs. Tyranny:

Simple contrasts: following rules fairly vs. unfair control.



Old Testament:

Creation (Genesis 1).



New Testament:

Jesus welcomes children (Matthew 19:14).



Discuss simple cause-and-e ect: helping others vs. selﬁshness.



Introduce basic maps: locate U.S., Texas, and continents.



Project: Create a personal “Freedom Collage” with words or pictures of what
freedom means

Grade 1 – Communities and Citizenship

Purpose:

Children learn that Americans believe in equality, freedom, and helping

one another — just as written in the Declaration of Independence.



Patriotism:

Local heroes, ﬁrst responders, and signers of the Declaration of

Independence



Western Civilization:

Ancient stories of service.



World History:

Early Bible lands.



Founding Documents:

Declaration of Independence — “All men are created equal.”



Science & Technology:

Wheels, farming.



Old Testament:

Joseph in Egypt (Genesis 41).



New Testament:

Good Samaritan (Luke 10).



Review simpliﬁed excerpts from the Declaration of Independence.



Compare local community rules and school rules and perceptions of everyone

being equal.



Use timelines to arrange historical events in chronological order.



Create a project that maps historical ﬁgures and describes their contributions
related to freedom.

Grade 2 – Early America and Texas

Purpose:

Students see how Pilgrims and early settlers came for faith and freedom,

laying the foundation for America’s independence.



Patriotism:

Pilgrims, Native Americans, early settlers.



Western Civilization:

Exploration and discovery.



World History:

Age of Exploration.



Founding Documents:

Bill of Rights — freedoms of worship, speech, and press.



Economic Freedom:

Trading and early colonial markets as examples of

entrepreneurship.



Freedom vs. Tyranny:

Pilgrims ﬂeeing oppressive governments.



Old Testament:

Ten Commandments (Exodus 20).



New Testament:

Sermon on the Mount (Matthew 5).



Analyze why Pilgrims and early settlers sought religious and political freedom.



Compare early colonial laws with current U.S. and Texas laws.



Discuss basic historical debates: “Why would you have moved to America?”



Project: Timeline of early Texas settlements and colonial life.

Grade 3 – Colonial Foundations

Purpose:

Students see how liberty, faith, and free enterprise shaped the colonies and

prepared America for independence.



Patriotism:

Colonial heroes, civic pride.



Western Civilization:

Greece & Rome — law, civic virtue.



World History:

Israel’s kingdom, Rome.



Founding Documents:

Mayﬂower Compact, colonial charters.



Economic Freedom:

Early colonial trade and crafts as examples of free enterprise.



Freedom vs. Tyranny:

King’s unfair taxes and limits on colonies — a lesson in

resisting oppression.



Old Testament:

David and Goliath (1 Samuel 17).



New Testament:

Parable of the Talents (Matthew 25).



Compare colonial charters: Mayflower Compact vs. Virginia Charter — discuss

rights granted.



Examine trade and economy: why colonists wanted economic freedom.



Introduce maps showing colonial expansion.



Project: Write a short argument from a colonist’s perspective on taxation.

Grade 4 – The Road to Independence: U.S. and Texas

Purpose

: Students study the U.S. Revolutionary War and the Texas Revolution as the

ultimate defense of liberty, opportunity, and freedom.



Patriotism:

Revolution leaders Washington, Adams, Franklin, Stephen F. Austin,

Sam Houston, William B. Travis, Davy Crockett



Western Civilization:

Magna Carta, English Bill of Rights

.

Spanish and Mexican

influence on Texas.



World History:

Reformation and defense of conscience.



Founding Documents:

U.S. and Texas

Declaration of Independence. Asserting the

right to self-government and freedom.



Economic Freedom:

Colonists’ protests against unfair taxes show the value of

economic liberty. Texas settlers' quest for economic opportunity



Freedom vs. Tyranny:

Britain as an example of government overreach. Mexico's

oppressive dictatorship restricting land ownership and religious freedom.

Old Testament:

Moses leading Israel to freedom (Exodus). Joshua’s courage in battle

(Joshua 6) as a model for fighting for liberty.

New Testament:

Lessons on courage, responsibility, and stewardship of liberty

(Matthew 25:14-30, Parable of the Talents)



Analyze

primary sources

: U.S. and Texas Declaration of Independence key

excerpts.



Compare British governance vs. colonial governance



Compare Mexico governance with list of grievances from Founding Fathers of Texas



Project: Compare U.S. Revolution with Texas Revolution in desire for freedom

Grade 5 – Building the Republic

Patriotic Purpose:

Students explore how the Constitution created a constitutional

republic of liberty, free markets, and opportunity, contrasting it with oppressive
regimes.



Patriotism:

Constitution, Bill of Rights, Texas Revolution.



Western Civilization:

Enlightenment ideas.



World History:

European revolutions.



Founding Documents:

U.S. Constitution, Federalist Papers, Texas Constitution

(1836).



Economic Freedom:

Private property, trade, entrepreneurship.



Freedom vs. Tyranny:

Communism and centralized control vs. America’s

constitutional republic and The Republic of Texas



Old Testament:

Micah 6:8



Examine U.S. Constitution and Texas Constitution excerpts; identify checks and

balances.



Compare U.S. constitutional republic and Texas Constitutional Republic with

monarchies and dictatorships.



Discuss economic systems: free market vs. oppressive centralized control.



Project: Write a persuasive essay defending the U.S. Constitution, Bill of Rights, or

Texas Constitution

Grade 6 – Expansion and Growth

Purpose:

Students see how the U.S. expanded freedom and opportunity westward,

reinforcing the principles of a constitutional republic.



Patriotism:

Westward pioneers, Texas independence.



Western Civilization:

Christian inﬂuence on law and liberty.



World History:

Industrial Revolution.



Founding Documents:

Washington’s Farewell Address, Monroe Doctrine.



Economic Freedom:

Railroads, entrepreneurship, industrial innovation.



Freedom vs. Tyranny:

Slavery and early lessons in resisting tyranny.



Old Testament:

Joshua leading Israelites.



Analyze Texas Declaration of Independence



Analyze westward expansion maps; discuss economic opportunities vs.

challenges.



Compare Texas Republic governance with U.S. governance.



Introduce primary sources: treaties, land grants, pioneer letters.



Project: Create a cause-and-effect diagram of westward expansion on freedom and

economy.

Grade 7 – Modern America and Texas

Purpose:

Students examine how America and Texas defended liberty and free

enterprise globally, particularly against communist and totalitarian regimes, as a
constitutional republic.



Patriotism:

WWI, WWII, Cold War.



Western Civilization:

Liberty vs. tyranny in the 20th century.



World History:

World Wars, rise of constitutional republics.



Founding Documents:

Gettysburg Address, 19th Amendment, Texas Constitution

(1876).



Economic Freedom:

Modern capitalism, innovation, and entrepreneurship.



Freedom vs. Tyranny:

Communism and totalitarian regimes contrasted with U.S.

constitutional republic and Texas constitutional republic



Old Testament:

Daniel in Babylon (Daniel 6).



Analyze U.S. and Texas role in global conflicts: WWI, WWII, Cold War.



Compare constitutional republic principles with communist and totalitarian

regimes.



Introduce historical argumentation: defend U.S. constitutional republic values with

evidence.



Project: Research and present a debate on the benefits of economic freedom vs.

centralized control

.

8th Grade – Texas History: Independence, Liberty, and Freedom

Purpose:

Students study the story of Texas — its ﬁght for independence, growth as a

republic and state, and contributions to American liberty and prosperity. Lessons
emphasize that freedom and economic opportunity are worth defending.

Core Concepts



Patriotism:

o

Early explorers and settlers (Álvarez de Pineda, Cabeza de Vaca).

o

Texas Revolution heroes (Sam Houston, Stephen F. Austin, Davy Crockett).

o

Texas joining the United States, contributions to national liberty.

o

Modern Texas pride: defense of freedom, innovation, and service.



Western Civilization:

o

European inﬂuences on law, governance, and culture in Texas.

o

Spanish missions and Mexican governance as historical context.



World History:

o

Connections to global events inﬂuencing Texas: Mexican independence,
European colonization, trade.

o

Six Flags Over Texas:

Spain, France, Mexico, Republic of Texas,

Confederacy, United States — showing Texas’ history of governance,
freedom, and cultural inﬂuences.



U.S. & Texas Founding Documents:

o

Texas Declaration of Independence (1836).

o

Texas Constitution (1836, 1845, 1876).

o

U.S. Constitution and Bill of Rights: guiding principles for statehood and
citizen freedoms.



Science & Technology:

o

Farming innovations, cattle drives, railroads, oil discovery (Spindletop, 1901).

o

Modern Texas contributions: energy, aerospace, technology.



Economic Freedom:

o

Cattle drives and ranching as examples of entrepreneurship.

o

Oil and industry development fostering Texan and American prosperity.

o

Trade and commerce as tools of liberty and self-su iciency.



Freedom vs. Tyranny :

o

Texas independence from Mexico as resisting oppression.

o

Lessons from dictatorships and centralized control contrasted with Texas
constitutional republic.



Old Testament References :

o

Joshua’s leadership and settlement of the Promised Land as a model for
courage and nation-building.

o

Judges’ leadership (Judges 2–16) illustrating moral accountability in
governance.



New Testament References:

o

Paul’s guidance on responsibility and community (Romans 13:1–7).

o

Teachings on stewardship and prosperity (Matthew 25:14–30, Parable of the
Talents).



Analyze Six Flags over Texas: compare laws, governance, and freedoms under each

nation.



Examine Texas Declaration of Independence and Constitution excerpts.



Compare Texas economic development: ranching, railroads, oil — cause and effect

on prosperity.



Project: Research a Texas Revolution figure and write an evidence-based argument

about their contribution to liberty.



Map analysis: track Texas growth, statehood, and economic hubs over time.

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