How to learn Grade 8: Social studies
Texas Essential Knowledge and Skills: Social studies, Grade 8
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1. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
- Leadership Styles and Influence: Distinguish different leadership styles (directive, democratic, servant, transformational) and understand when each is appropriate; understand that influence in a group comes with responsibility, and explore the difference between leading through inspiration versus coercion; practise inclusive leadership: actively creating space for quieter voices and diverse perspectives; understand the ethics of influence and the boundary between persuasion and manipulation; explore concepts of consent and coercion in peer relationships; reflect on what kind of influence they want to have in their communities
2. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expect
- Identity and Belonging in Adolescence: Understand that adolescence involves active construction of identity, leading to emotional complexity around questions of 'who am I?'; explore the emotional dynamics of belonging to multiple groups simultaneously (family, peer group, cultural or religious identity); understand social comparison and its intensification through social media; recognise that identity is not fixed and that uncertainty about identity is normal, not a sign of failure; develop language for navigating emotions tied to group membership and personal values
3. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:
- Global Citizenship: Understand what it means to be a citizen in an interconnected world where decisions in one place affect people elsewhere; explore global issues (climate justice, forced migration, global health, poverty) through an empathy lens, distinguishing facts from value judgements; engage with the ethical tension between obligations to those close to us and obligations to distant strangers; introduce evidence-based giving and effective altruism as one framework for thinking about global responsibility; develop a personal, reasoned stance on global citizenship that acknowledges complexity