Texas TEKS 2.2

2.2 is a TEKS knowledge and skills statement. These are the student expectations under it.

• 2.2.A

  identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, who have influenced the state and nation

• 2.2.B

  describe how people and events have influenced local community history.

01

What Students Need to Do

Students name a specific action taken by Thurgood Marshall, Irma Rangel, and Theodore Roosevelt, then explain what changed because of it. They use a local photograph, landmark, or short account to explain how a person or event affected their community.

02

What Mastery Looks Like

A student can connect Marshall to school desegregation and the Supreme Court, Rangel to representation and education in Texas, and Roosevelt to conservation. The student explains each contribution with a clear cause-and-effect statement. For local history, the student cites one detail from a source.

03

Common Misconceptions

Students may mix up Marshall’s work as a lawyer and justice with Roosevelt’s work as president, or call Rangel a national officeholder. They often name a title, such as president or judge, without saying what changed. They may treat local history as old buildings only and miss the people, decisions, and events connected to them.

04

How to Assess It

Exit ticket: Choose Marshall, Rangel, or Roosevelt, name one contribution, and explain one change it caused. Add one local person or event and its effect on the community.

1. 01

   Give pairs photo, biography, action, and impact cards to sort into sets for Marshall, Rangel, Roosevelt, and one local figure.

2. 02

   Have students write three sentences answering, “Which person created the biggest lasting change, and what evidence supports your choice?”

3. 03

   Play Contribution Clues: read an action or result, and teams hold up the matching figure card and explain their choice.

4. 04

   Use a local landmark, school name, or newspaper photo to trace who or what changed the community and how.

• 2.1

  History. The student understands the historical significance of landmarks and celebrations in the community, state, and nation. The student is expected to:

• 3.1

  History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:

• 1.2

  History. The student understands how historical figures helped shape the state and nation. The student is expected to:

• 3.2

  History. The student understands common characteristics of communities, past and present. The student is expected to: